Communication Guide with Students

The university period can be a process that brings both personal and academic changes with the transition from adolescence to adulthood for students. These changes create a different experience for every student.

Encountering either academic or social difficulties is often part of a normal process of adjustment. However, it is important to help students learn how to deal with stress and make sure the issues of concern do not translate into problems that will continue throughout college. Overcoming adjustment problems ultimately entails a process that makes the student stronger and more responsible.

While many students can effectively cope with the stress of university life, some students may have a lot of trouble due to the change that comes with being a university student (taking responsibility, adaptation, decision-making, etc.) or with some personal difficulties (loss, trauma, relational problems, etc.)

Students who have difficulties in adapting to these changes are expected to apply to the CIAD for support. Also, the difficulties of some students can be noticed in the first place and most intensively by their teachers who have face-to-face communication. Although you are not expected to personally advise students, you can have an important role in helping them or directing them to necessary sources of help by being open and ready to listen.

Threshold 1

  • The following, especially if they continue for a while, show that the student’s stress level is at a point to be taken into consideration:
  • Very poor academic performance or a reduction in academic performance;
  • A high level of absenteeism, especially if the student’s attendance was better in the previous class or semester;
  • Repeated requests for postponement or extension of deadlines;
  • Abnormally and noticeably changed involvement in classroom interaction that disturbs other students;
  • Repeatedly dozing off in the classroom;
  • Being upset, excessively active or talkative, or crying;
  • Socially withdrawn, e.g. avoiding talking or maintaining eye contact;
  • Excessive changes in appearance (cleanliness, weight loss or gain), alcohol smell on breath;
  • Being inappropriately or excessively reactive to situations or not responding appropriately to stressful situations.

 

Threshold 2

The signs below show that the student may be experiencing a crisis, and may show that the student is in need of emergency help:

  • Aggressive or extremely alarming actions (hostile threats, harassment);
  • Inability to make realistic evaluations; to see, hear, or feel things that others do not see, hear, or feel; thoughts or actions that are conflicted with reality;
  • Distorted conversation topics and habits (incoherent banter, exaggerated beliefs, disorganized and fleeting thoughts);
  • Expressing suicidal thoughts or other indications of self-harm (anything related to suicide must definitely be taken seriously);

Death threats or any threats that will harm the safety of others (In cases where you observe this risk within the scope of the crisis intervention procedure, it is necessary to contact the Health Center directly and immediately.)

Actions in Threshold 2 can be understood much more easily. You may follow the steps below if you encounter a student undergoing a crisis:

  1. Remain calm.
  2. Contact the appropriate person (make sure that someone is attending to the student while you are searching for the contact person).
  3. If the crisis involves an action such as attack, threat, harassment or violence through which the student may harm either himself and/or someone else, contact the Security Unit (Extension 5555).
  4. If the crisis is a case of suicide or injury, contact the Health Center (extension 6666).
  5. Stay with the student until the Health Service arrives.

If you notice a student who shows the symptoms described above, or if a student comes to you for help, the following suggestions may help you guide the student to the right resource.

  • Talk to the student in private. Arrange a place and time where both of you can focus on the problem. For your own safety, it is also recommended that either (preferably) inform somebody else around you that you are having a private and serious conversation with a student, or ask with the permission of the student another person to be with you.
  • It is more important to give your undivided attention to the student when you listen to him/her rather than arranging a long meeting. A few minutes could be enough to direct the student to get professional help. Listening to the student with full attention for a few minutes will encourage him/her.
  • Use a direct, non-judgmental style. When you are expressing your concern, be clear and state your observation directly. For example, “I see that you start crying all of a sudden in classes. I am worried about you; recently, I have seen that you have very low morale, you do not talk to your friends, and have lost weight.”
  • Your answers should include direct examples about the student’s situation. Make sure that your answers show that you understand the student’s problem. For example, “From what you tell me, I understand that you are having difficulty adjusting to this campus and you see yourself as an outsider in this campus life”, or “I see that it is difficult for you to talk about what you feel.”
  • Redirect the student. Tell the student he/she can get help for the problems he/she is having. For example, “If it is difficult for you talk to me about these problems, you can talk to a professional in private and in confidence.”
  • Follow up. Later, ask the student whether he/she has sought help from a professional and if this consultation has been useful.

Even though you may be sincere in wanting to help students, you may want to direct them to another resource that is better able to handle the situation. You should direct them under the following circumstances:

  • A problem that is too serious for you to handle on your own;
  • If you have spoken with the student and did your best to help, but still feel that someone could better help the student;
  • If your personal views about the student will affect the objectivity required of you to help him/her;
  • Although the student has revealed the existence of a problem to you, he/she does not want to discuss the problem with you;
  • If a student asks for help that you are not able to provide.

If you decide to help the student on your own, you are required to share all of the information you know about the counseling center with the student so that the student is informed about the resources the counseling center provides and will not be afraid to consult the center for help. For example, it will be helpful to give the location, telephone number, and working hours to the student.

Here are some sample sentences you can use with students who are having problems:

  • “We all need help at one time or another, and someone who will listen to our problems without making a judgment."
  • "Admitting you need help is the first step to a successful solution to your problem."
  • "Sometimes not knowing what to do can cause stress and tension that worsens the problem."
  • “The University's psychological counseling center is free, and all of the information is kept confidential for your privacy."
  • “Many students visit the psychological counseling center; you can try that, too."