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RESPONDING TO STUDENT MENTAL HEALTH CONCERNS ARISING FROM READING “THE LANGUAGE OF BLOOD” – FOR FACULTY

Counseling & Health Promotion

Beth Carlson, Ph.D., Licensed Psychologist

This handout was developed to address scenarios that might arise in relation to the stalking/sexual harassment/sexual assault aspects of the book, The Language of Blood. The readings will likely bring up emotional responses in some students around other issues as well (adoption, family conflict); these issues are not directly addressed here but the resources and responses noted could be helpful in addressing those issues as well.

Scenario 1: In a response paper or journal reaction to the reading, a student reveals that she was stalked and sexually assaulted in high school. The student is indicating that she is still experiencing anxiety and nightmares as a result of this experience.

Helpful responses:

Schedule a one-on-one meeting with the student. Let her know that you wanted to check in with her about the experience she named in her writing. Name that you want to make sure that she is doing okay and has the resources she needs for support. Assure her that she doesn’t need to talk about anything she is not comfortable talking about. If the student wants to tell you more about what happened, use your judgment on what feels appropriate. It may be appropriate to listen and provide support, but be aware if you feel like you are going into an area you don’t feel comfortable in. If you feel you are going beyond your role as a professor, you could gently suggest to the student that it seems that she has an important story to tell, and ask if she has had the chance to really tell this story and get support. If she has not, suggest that one helpful resource for this on campus is Counseling & Health Promotion. Educate her as to what kind of support she could get there (using the “Resources Related to Stalking” list provided in this packet). Emphasize that counseling is confidential and will help her to be more aware of her options for dealing with her reactions so that she can choose what fits best for her. You may offer the student your phone to call for an appointment (x1707), or walk with her over to CCHP for an appointment (the CCHP house is located behind the library, on the corner of 21st Avenue and 7th Street).

If the student seems to be in a crisis (indicating that she is not sleeping at all, is experiencing extreme daily anxiety, is not able to go to classes, or is talking about wanting to harm herself), encourage her to go to CCHP for immediate support. You can call on the student’s behalf and let the receptionist know that this is a crisis, she will get the student in the same day. If the student does not want to go for counseling and you consider this to be a crisis, let the student know that you are concerned for her safety and that you need to call the Associate Dean for Student Affairs to make sure that she has appropriate support. If the student appears to be emotionally out of control or is acting out physically, contact Campus Security for support (x1717).

Scenario 2: During a class discussion, you notice that one student appears to be visibly distressed (crying, shaking).

Helpful responses:

This is a good example of why it could be helpful for you to set some ground rules up-front before beginning discussions of the book. You may want to educate the students that depending on their experience, they may find that they have emotional reactions to the material. It would be helpful to “normalize” responses by letting them know that many students come to college already having experienced some form of interpersonal violence, or have a loved one who has experienced violence, and that the material of this book might spark a reaction. Let them know that, if they find they do have an emotional reaction in class, that you encourage them to take care of themselves, including leaving class if they feel the need to do so. Also let them know that you will not draw attention to someone having an emotional reaction, but that if they want support from you, you would be happy to talk to them after class or during office hours (if this is something you are comfortable with).

If someone is having a distressed reaction during class, it is best not to draw attention to that person. You may want to make supportive eye contact, and then touch base with the person during break or after class. If the reaction is so extreme that it is disruptive of class, then it would be appropriate to stop the discussion and take the student outside to provide support in a private environment. If needed, you may contact Campus Security for support (x1717).

Scenario 3: During a class discussion, you notice that one student appears to have “checked out” and is no longer attending to the discussion or taking notes. This is unusual for this particular student, who usually is attentive and participatory in discussions.

Helpful responses:

For students with post-traumatic stress disorder, a primary coping tool is to emotionally and cognitively “dissociate” from the stimuli around them – on the surface, this could appear to look like they are “spaced out” or simply not paying attention. This is an important coping tool that needs to be respected, not interrupted. If you notice this happening during a discussion regarding interpersonal violence, it is probably best to wait until after class to touch base with the student about what was occurring with them. The student may minimize and not acknowledge that the material was difficult for them; if they are coping in this manner it often indicates that the student is still in early stages of recovery from victimization. Thus, do not force the issue, simply indicate that you just wanted to check in to see if they were doing okay, and that you are available if they want further support. You may also suggest Counseling & Health Promotion as a resource if the student admits that they were spacing out because they couldn’t handle the discussion, but don’t want to talk about it with you.