For Faculty & Staff

Center for Counseling & Student Development

Introduction

The purpose of this section is to assist faculty members in their efforts to enhance the educational and personal achievements of students. Included is information about ways in which the Center for Counseling and Student Development might lend assistance. Suggestions are offered regarding the most effective ways to refer students for help.

Most students experience significant changes in their lives while in college. They may leave their homes, communities, and even familiar cultures to come to Baltimore and live somewhat independently, often for the first time. All students must manage the special challenges of academic life. Undergraduate students typically confront important educational, career, and personal decisions while developing a personal identity that marks their maturation from adolescents to young adults. Returning adult students often have to cope with the competing demands of family, work and college. Graduate students may experience stress from all of these sources. Under such difficult circumstances, students may seek the assistance of others.

While many students handle these transitions by themselves or with family and friends, a growing number want or need help beyond what their support systems provide. Longitudinal studies have shown that approximately one in four students in every graduating class have used the counseling services provided by the Center during their tenure at the University. There is also evidence to suggest that non-traditional students and those belonging to racial and ethnic minorities may have unique difficulties in adjusting to the University. For these students, counseling services may be especially helpful.

The number of requests for consultation from faculty members has increased dramatically over the past several years. The Center welcomes this concern from faculty members for the well-being of the students and offers the following information for guidance.

What is the role of the faculty in assisting students who have problems?

The stress of academic, social, family, work, and/or financial concerns are often interrelated and may result in a student turning to faculty members for help. In fact, anyone who is perceived as knowledgeable, caring, and trustworthy may be a potential resource in times of trouble.

Faculty members are often in a good position to identify students who are troubled. Timely expressions of interest and concern may be critical factors in helping students solve problems that are interfering with academic survival and success.

When to refer?

Not every student needs professional counseling. Sometimes simply listening and offering encouragement and empathy can help a student feel understood. If you want to let a student know that his or her concerns are normal and expected, be sure not to minimize the problems in doing so. What is a simple solution in your view may be harder to imagine for another person.

If distressing circumstances are affecting a student's well-being or ability to make satisfactory academic progress, a referral for counseling may be in order.

How to refer?

When a faculty member determines that a student might benefit from professional counseling, it is usually best that the student be spoken to in a direct, straight-forward fashion in which concern for his or her welfare is shown. It is recommended that faculty make it clear that this suggestion represents his/her best judgment based on observations of the student's behavior. Specific feedback about behaviors of concern is recommended. Above all, it is not advisable to attempt to deceive or trick the student into seeking counseling.

Except in emergencies, the option must be left open for the student to accept or refuse counseling. If the student is skeptical or reluctant, simply express your acceptance of those feelings so that your own relationship with the student is not jeopardized. Give the student an opportunity to consider other alternatives by suggesting that he or she might need some time to think it over. If the student emphatically says "no," then respect that decision, and again leave the situation open for possible reconsideration at a later time.

If the student agrees to the referral, you may call the Center for Counseling and Student Development with the student present (410-951-3939) to make an appointment. In some cases, the student will prefer to make the appointment. In either case, the student's first contact with the Center will be a screening interview in which the student and the intake counselor make decisions about the type of help needed. Intake appointments are usually scheduled within a day or two of the student's request to be seen at the Center. Students requiring immediate help are seen on an emergency basis. You should follow up with the student at a later date to show your continued interest even if he or she did not accept your attempted referral.

What about confidentiality?

It is important for members of the University community to understand that the interviews conducted at the Center are confidential in nature. Information about those interviews or the content of such interviews cannot be released except upon a student's written request, in circumstances which would result in clear danger to the individual or others, or as may be required by law. The Center for Counseling and Student Development adheres very strictly to this policy.

If a faculty member is interested in a student's contact with the Center, information can best be obtained directly from the student. It should be noted that students are not bound by the same promises of confidentiality that professional psychologists are obliged to keep.

In some instances, a student may want the Center to share certain information with a faculty member. This can be done by the student giving the Center a written authorization which specifies the purpose and the content of such a disclosure.

Signs a Student May Benefit from Our Services:

• Appears depressed, withdrawn, little motivation or academic pursuits; references to suicide
• Verbal or written threat or an attempt to hurt themselves or someone else
• Is not attending class, failing exams, or failing to hand in assignments
• Frequently appears to be agitated, distract, or distant
• Frequently falls asleep in class
• Comes to class smelling of alcohol
• Appears to be inebriated or high in class
• Loses interest in her or his personal appearance
• Exhibits odd, peculiar, or bizarre behavior
• Has experienced some recent or past trauma (i.e., sexual assault, death of friend/family member) that is interfering with his/her ability to function in an academic or social environment
• Seems highly anxious or stressed out
• Has interpersonal difficulties/relationship problems

Coppin State University Center for Counseling and Student Development (CCSD) are able to provide workshops, seminars and training for faculty, staff, and campus community and student organization on various topics. This list is not exclusive and we are open to new ideas as well as creating programs to meet the specific needs of your program, office or organization/community. Please contact the CCSD office at 410-951-3939 to schedule a program or click here to complete the online request.

When you schedule a workshop it is suggested you collaborate, at least two weeks in advance, with the presenter to ensure your programming needs are met and also to help create a title for the workshop that is appropriate for your student population.

• Alcohol and Other Drugs
• Building Relationships and Friendships
• Conflict Management
• Crisis Management
• Depression
• Eating Disorders
• Flirting, Dating and Relationships
• Grief
• Smoking Cessation
• Grief and Loss
• Peak Performance
• Personalities
• Sexual Assault/Rape
• Stress Management
• Suicide
• Test and Performance Anxiety
• Anger Management
• Time Management
• Dual Diagnosis Issues
• ACOA Issues