NSC counseling faculty members help students succeed in college through:



Identifying Career Interests & Academic Programs and Majors
Strengthening Study Skills (helping with procrastination, concentration, memory,
time-management, test-taking skills)
Managing Stressful Situations & Locating Resources
What are North’s counselors trained to do? Counselors at North Seattle College are faculty
members holding masters and doctorate degrees specializing in short-term, solution-focused,
counseling of college and university students. North’s counselors use research and theory based
approaches such as career counseling, learning-theory, life-span developmental counseling,
multi-cultural counseling, crisis counseling and other generalist approaches found to be effective
in helping students achieve success and satisfaction in college. As faculty members, they design
and teach Human Development courses (HDC), and collaborate and consult with campus
employees on: advancing student success, excelling in teaching and learning and building
community.
What happens when I go to see a counselor? North’s Counseling faculty members provide
students with individual counseling that features mutual discussion and problem solving. In your
first (50 minute) meeting, you can expect a counselor to help you discuss your situation and
possible ways to reach your goals. If you are exploring career possibilities, the counselor may
recommend that you take a vocational interest inventory. At the end of your counseling session,
you may decide to make another appointment to continue working together.
What types of situations do North students discuss in counseling? Students work with
counselors in short-term, solution-focused formats to learn skills for success in college. Their
concerns may include but are not limited to:
o academic performance concerns such as procrastination, difficulty concentrating,
memory, test-taking
o self-confidence
o undecided major/ unclear academic or career goals
o worry/anxiety
o sadness/depression
o discrimination
o difficulty managing new situations (e.g. school, class, relationship, job, culture)
o seeking help connecting to community resources such as: affordable healthcare
insurance, medical doctors, legal aid, online resources, etc.

Do North counselors provide assessment, diagnoses or treatment for mental
disorders/ ongoing psychiatric conditions? North counselors do not assess, diagnose
or treat mental disorders/ongoing psychiatric conditions. Depending on your situation, the
counselor may help you connect to medical and/or other referral resources better suited to
meet your goals.
As a North student, do I have to pay for counseling at North? There are no fees for
individual counseling services nor can services be extended outside the college setting on a
private practice basis. There are fees for vocational interest inventories. Students registered for
Human Development Courses (HDC) pay they would for other academic-credit classes.
Do I have a choice as to whether I seek individual counseling? Are there academic or
disciplinary situations when North Seattle College makes it mandatory for a student to
work with the college’s counselors? At North, individual counseling is voluntary. You decide
whether you want to talk with a counselor. The college will not impose any consequence if you
do or do not choose to seek individual counseling. With individual counseling, the frequency of
appointments, methods and duration of services are determined by counselors based on student’s
needs. You can decide to end counseling at any point.
Client Records/Confidentiality: A record of services provided and client contacts is kept in a
locked file cabinet in the counseling department. You have a right to see and request a copy of
your record. Counseling faculty at NSCC sometimes provide each other with professional caseconsultation and supervision. Beyond professional consultation among counseling faculty, your
counselor cannot disclose any information you have shared unless: a) you give written consent;
b) the information concerns certain crimes or possible harmful acts toward self or others; c) if
subpoenaed in a court of law; or d) in cases of abuse or neglect of a child, elder, or vulnerable
person.
Community Resources
http://www.neighborcare.org/clinics/neighborcare-health-meridian
https://www.countrydoctor.org/find-a-clinic/country-doctor-community-clinic
http://www.uwmedicine.org/locations/mental-health-intake-and-brief-intervention-servicesharborview
http://www.cpcwa.org/Services/aopmh.html
https://northseattle.edu/ocee-social-services
https://northseattle.edu/ocee-social-services/affordable-care-act-assistance
North Employees can talk with counselors about referring a student to counseling about
being helpful to students in atypical campus situations.
Early in the quarter, it is helpful to tell students support services such as the
LearningDisability Services, Advising, Counseling, , at North. North employees often provide
students with a link to the Counseling homepage through their faculty webpage or other
electronic means. Employees also often suggest to students that they speak with a counselor
in situations of:
Test anxiety, concentration, procrastination, You might that students seek personal counseling
for issues including but not limited to :
o
o
o
o
o
o
o
o
stress
worry/anxiety
sadness/depression
academic performance concerns such as procrastination, difficulty concentrating,
memory, test anxiety
low self-confidence
undecided major/ unclear academic or career goals
discrimination
difficulty managing new situation (e.g. school, class, relationship, job, culture)
.
Students showing poor contact with reality
A student who is showing poor contact with reality will have problems distinguishing fantasy
from reality or a dream from a waking state. They will be confused or irrational in their thinking
and communication. Their behavior may follow in their cognitive state. They could be
experiencing the following indicators:



Hallucinations (auditory /visual)
Behavior that could be defined as bizarre or disturbing
Their emotional responses maybe inappropriate (laughing or crying during odd times)
Students in this type of distress can be frightening to others; they are generally not dangerous.
These students tend to be more frightened of you then you are of them.

DO
o Respond to the student with warmth and kindness, but with firm reasoning
o Remove extra stimulation from the environment (turn off machines, allow the
student to be in a quiet room – few people as possible)
o Note to the student your concerns and state that you see they need help
o Accept their feelings or fears without supporting their misperceptions
o Focus on the “right now”
o Contact Advising and Counseling for assistance
o If you feel the student is immediate danger contact 911 and then Security

DON’T
o Don’t argue or try to convince the student of the irrationality of their thinking
(this could increase the student’s connection to false perceptions)
o Don’t support the student in the delusion
o Don’t command, demand or order the student
o Don’t expect the student to respond to you in a rational and appropriate manner
even when you provide rational data
What to do if a student is in need of assistance after hours
If you feel a student is in need of assistance right away and Advising and Counseling is closed
for the day, please contact the Pierce County Crisis Line.


24 hour Crisis Line: 1 (800) 576-7764
Domestic Violence Hotline: 1(800) 562-6025
If a student is displaying aggressive behavior that gives you concern and s/he is in immediate
danger of hurting him/herself or others please call 911 and then Security.

As soon as possible, please follow established policies and procedures for reporting the
incident. For assistance, contact your supervisor.
Instructor/Staff Self-Care
When working with a student in need/crisis there can be a time after an event where you can find
yourself experiencing what is called “Secondary Traumatization”. You might be feeling:


Physical /mental /emotional exhaustion
Decreased interactions with others



Reduced sense of personal/professional accomplishment
A disconnect from your environment
Anger/sadness
If you find yourself experiencing these effects, there are many things you can do to help:




Talk to a friend or professional
Get exercise and eat healthy
Get enough sleep
Take some time off
CPTC Counselor/Advisors are available to assist with:

Academic advising/counseling
o Develop Ed Plans
o Provide student success coaching/support academic adjustment
o Counselor specialty assignments include personal counseling, Running
Start, foster youth, veterans, worker retraining

Career exploration resources
o Provide information, resources and referrals to Career Center
o Support students in narrowing down program major choices

Limited personal counseling
o Typically three sessions related to a personal issue interfering with a
student’s ability to be successful at school

Consultation and collaboration with faculty and staff
o Counselors assigned as liaisons to instructional divisions
o Consult with faculty/staff re: student concerns
o Active involvement with ATD and other college committees and
initiatives

Crisis intervention
o Provide crisis intervention to facilitate referral to appropriate resources
o Danger to self or others and grave disability follow established
emergency protocols
Advising and Counseling Center
Bldg. 17, Room 150
253-589-5548
www.cptc.edu/advising
http://www.facultyfocus.com/articles/effective-classroom-management/the-syllabus-as-aclassroom-management-tool/
http://www.facultyfocus.com/articles/effective-classroom-management/understanding-conflictswith-students/
http://www.facultyfocus.com/articles/effective-classroom-management/top-10-tips-foraddressing-sensitive-topics-and-maintaining-civility-in-the-classroom/
http://www.neighborcare.org/clinics/neighborcare-health-meridian
https://www.countrydoctor.org/find-a-clinic/country-doctor-community-clinic
http://www.uwmedicine.org/locations/mental-health-intake-and-brief-intervention-servicesharborview
http://www.cpcwa.org/Services/aopmh.html
https://northseattle.edu/ocee-social-services
https://northseattle.edu/ocee-social-services/affordable-care-act-assistance
Student Behavior Decision Tree:
Getting the Right Help
1.
Does the person show evidence of
immediate
harm to self or others?
E.g., weapon in hand, direct
statement of clear intention.
If
YES
, call 911 and then call
Security at
253
-‐
589
-‐
5682
.
2.
Does the person show evidence of suicidal thoughts or other distressed
behaviors that do not
appear to
create an immediate danger but need prompt attention?
If
YES
, call Advising and Counseling at
253
-‐
589
-‐
5583
and tell the front
desk person that you would
like to speak to a mental health counselor.
If after normal business hours, call the
Pierce County Crisis
Line to
consult at 1
-‐
800
-‐
576
-‐
7764.
Alternately, you can call the National Suicide Prevention Lifeline
at
1
-‐
800
-‐
273
-‐
8255
any day or time to consult.
3.
Does the person show signs of e
motional distress/mental health
related issues but not
necessitating immediate attention?
E.g., suspicious, anxious, demanding, passive and/or dependent
behavior, depressed, possibly
suicidal.
If
YES,
refer
to Advising
and Counseling Services at 253
-‐
589
-‐
5583 for
Personal Counseling and
Crisis Intervention
.
4.
Does the person display inappropriate classroom behavior?
E.g., disruptions to learning process,
cell
p
hone infractions, behav
iors prohibited by the syllabus.
If
YES
, refer to
your course syllabus
and implement standard classroom management strategies.
5.
Does the person’s behavior make you or others feel unsafe?
If
YES
, call
Security at 253
-‐
589
-‐
5682
6.
Does the student’s behavior fall outside the established rules as stated in the CPTC Code
of Student
Conduct?
If
YES
, complete a Student Conduct Referral Form which can be found at
www.cptc.edu/
code
-‐
conduct
o
r call the
student conduct officer at
253
-‐
589
-‐
5766.
7.
When
in doubt, if you believe that any of the above behaviors could escalate to violence or th
reat,
contact
a member
of the BIT team.
T