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Hours
Monday - Friday
8:30 am - 5:00 pm

Contact
Phone: (843) 953-5640
Fax: (843) 953-8283

Location
Counseling and
Substance Abuse Services
Robert Scott Small Building
175 Calhoun Street
College of Charleston
Charleston, SC 29424
Enter through the glass doors at the front of the building and walk up two (2) flights.

Referral Guide for Faculty and Staff

Introduction

This information is provided to supply faculty, professional staff, and administrators (as well as others concerned about someone else) with information about Counseling and Substance Abuse Services (CASAS). You will find referral information as well as some general suggestions about how to assist College of Charleston students effectively. The purpose of this document is to help you recognize the symptoms of student distress and to provide some specific options for intervention and for referral to campus resources. We are available to assist you with problem situations and to consult with you on whether to intervene with a particular student.

Each situation is different and the following suggestions are offered only as general guidelines. Topics include identifying students in distress, ways of dealing with these students, and how to refer them for counseling. Dealing with the reluctant student, scheduling an appointment, and confidentiality are also discussed. Additional campus and community resources are listed at the end of this guide.

Description of Services

Counseling and Substance Abuse Services (CASAS), offers a range of services, including crisis intervention, diagnostic assessment, psychiatric evaluation, individual therapy, therapy for couples, group therapy, medication management, and referral. All registered students and their spouses or domestic partners are eligible for services.

Emergencies during office hours are handled immediately. In the case of an evening or weekend crisis, call 843.728.0421 for instructions on how to reach the CASAS therapist-on-call.

The Role of Faculty and Staff in Assisting with Student Problems

Students frequently experience a great deal of stress (i.e., academic, social, financial) during their college careers. Most students successfully cope with these pressures, but some find themselves overwhelmed. Emotional distress interferes with a student's academic performance and/or social interactions and faculty and staff are often in good positions to recognize students who are in trouble. You will not be able to spot every student, nor will every student you approach be willing to accept your assistance. Nevertheless, by communicating interest and concern to a distressed student, you may play an important role in helping that student regain the emotional balance needed to cope with stress.

Much of the stress that students experience is related to the developmental tasks of this life phase. However, major mental illnesses often first appear while people are in their 20's and some indications of distress may indicate the beginning of serious psychological problems.

Recognizing Students in Distress

Persons contending with personal concerns or problems tend to show signs that they are struggling in some way. The following indicators may be useful in assessing whether or not a referral should be made:

  1. Changes in mood, appearance or behavior
    Some students do not directly tell you that there is a problem. However, deterioration of hygiene or appearance and dress may be cues. A distinct decline in academic performance, poor attendance, an uncharacteristic need for additional attention or repeated requests for extensions are examples of behavioral changes you might observe. Outbursts of anger, crying, extreme levels of activity or conversations that do not make sense could indicate psychological difficulties.

    Threats to classmates and angry, harassing behaviors may require intervention on several levels. Threatening behaviors (which may be, but usually are not, indications of a mental disorder) should not be tolerated and timely action should be taken to address them.
  2. Traumatic changes in personal relationships
    Students often become distressed when they experience a traumatic change in their personal lives. The death of a family member or close friend, difficulties in important relationships, a divorce or break-up or changes in family responsibilities might increase stress and overwhelm the individual's usual capacity to cope. If you become aware of such a problem, you might wish to initiate a conversation.
  3. Drug and alcohol abuse
    Coming to class or a meeting while intoxicated or high is a sign of serious abuse of drugs or alcohol. Some individuals use drugs and alcohol to cope with life stresses and psychological difficulties. Unfortunately, the substance abuse itself frequently causes a further decline in social, academic, and work functioning. If you see signs of intoxication, do not underestimate the significance. Abuse of alcohol, marijuana, opiates (such as heroin), cocaine, and hallucinogenics are problems in this student population.
  4. Academic difficulties
    Students whose academic performance declines to a noticeable degree may be feeling overwhelmed in other areas of their lives. Some students may also exhibit difficulties with concentration in class or performance on exams.
  5. Learning problems
    Some students find the demands of college-level academic work to be greater than they anticipated. While it is expected that students will go through an adjustment period, those who demonstrate a consistent discrepancy between their ability and performance may need further assistance. Poor study habits, test anxiety, or an undiagnosed learning disability may be affecting performance. The Center for Student Learning located in the Education Center is equipped to help students with performance issues.
  6. References to suicide
    If a student talks or writes about suicide, this should be taken seriously. Thoughts of suicide are not necessarily dangerous, but they may indicate that the student is feeling discouraged, overwhelmed, or depressed. To assume that talk of suicide is intended solely to get attention is risky and can be a regrettable mistake. If you become aware of a student who is thinking about suicide, consider a referral to CASAS. You can call us for a consultation if you are unsure of how to intervene or if the student is reluctant to take your referral.
  7. Leaving school
    When a student indicates that he or she is considering leaving school or transferring, a referral to CASAS may be appropriate. Often a number of other issues are at play when a student decides to leave the institution.

Suggestions for Dealing with Distressed Students

There are no universal or absolutely correct procedures for dealing with a distressed student. Additionally, everyone has differing capacities to deal with others' problems. It is important to know your personal limits as a helper.

If you choose to try to help a distressed student, or if a student approaches you to talk about personal problems:

If you are concerned about a student's suicide potential, keep in mind that mental health professionals assess suicide potential, in part, by asking if the student has a plan for exactly how he/she would act on these thoughts, when and where the student intends to carry out this plan, and if he/she has ever attempted suicide before. The more specific and lethal the plan, a history of previous attempts, and a higher potential to carry out the plan, indicate a higher risk of suicide.

You do not need to be afraid to ask these questions. For anyone considering suicide, these questions will not furnish them with new ideas. Most people who are actively suicidal are willing to answer these questions. Conversely, many people consider suicide from time to time in passing. The less specific and lethal the plan (e.g., "I guess I'd take a couple sleeping pills sometime"), the less likely a suicide attempt, although one should not dismiss references to seemingly non-lethal means of attempting suicide.

Making a Referral for Counseling

Although you may be genuinely concerned about students and interested in helping them, you may find yourself in situations where it would be better to refer them to other resources.

Circumstances that may necessitate a referral include . . .

Let the student know your reasons for making a referral (e.g., lack of time, conflict of interest, limited expertise) and emphasize your concern that they do get help from an appropriate source. It may help the student to know that you support his/her desire to seek help.

If a Student is Reluctant to Seek Professional Help

Many people believe that only very disturbed people seek therapy, so your referral might be interpreted as a comment on the severity of the problem. Reassure the student that therapists at CASAS work with people with a wide range of concerns. Stress that problems need not reach crisis proportions for students to benefit from professional help. In fact, it is much easier to work on problems if they are addressed before they reach crisis level.

Normalizing the process of seeking help may be especially helpful for international students and others whose cultures may have different views of psychological counseling.

Reluctant students might also be relieved to know that they can speak with a therapist on a one-time basis without making a commitment to ongoing therapy. Any contact and information shared by the student is kept strictly confidential and will not be disclosed to parents, faculty, other College departments, or even you, except with the student's written permission. It is important to acknowledge, validate, and discuss the student's real fears and concerns about seeking help. It takes considerable courage to face oneself and acknowledge one's limitations.

Occasionally, you may find that the student has already sought counseling services at CASAS or elsewhere, and was dissatisfied with the experience. There are many reasons why counseling may not be successful in a given situation. Encourage the student to consider giving counseling another try, perhaps with a different counselor.

While it is important to care about the emotional well-being of students, we cannot make their decisions for them, and counseling is always a personal choice. Sometimes even your best efforts to encourage a student to seek counseling will be unsuccessful. If the student resists referral and you remain uncomfortable with the situation, contact CASAS to discuss your concern.

Scheduling an Appointment

Students should initiate contact with CASAS themselves. However, you can assist in this process by offering the student immediate use of your phone. Students can call 953-5640 between 8:30am and 5:00pm Monday through Friday to find out how to initiate receiving services. When someone calls to inquire about counseling, they are asked to come to the Walk-In Clinic (WIC) that operates between 12:30 - 5:30 pm Monday through Thursday and Friday 12:30 – 3:30 PM each week-day during Fall and Spring terms.

The WIC system ensures that students can be seen within 24 hours of the time of the initial contact. If you or the student think the matter is urgent and needs immediate attention, the student can be seen for an emergency appointment that day. Whenever possible, please contact us to let us know you are referring the student to us. This will help us prepare for the student when he/she arrives.

During the initial visit, which lasts 30-45 minutes, the intake counselor undertakes an assessment of the student's needs and discusses ways in which CASAS may be able to help with the student.

If the student and intake counselor agree that further counseling is appropriate, the student is scheduled with a therapist for individual counseling. Group and couples counseling are also available. Some students are referred to community resources for specialized or continued counseling. Others may leave the initial interview feeling able to handle their problems on their own. Students can always return if additional services would be useful.

Confidentiality

We treat all contacts with students confidentially and in accord with state regulations. We cannot tell anyone, inside or outside of the College, that the student is receiving services unless the student signs a release of information authorizing us to do so. Sometimes the faculty or staff member who made the referral will call to follow up. Unfortunately, we cannot tell you that the student has made an appointment without his/her written consent. If you are concerned about the student, contact him/her directly to ask if s/he has followed through with the referral. We only release information without a student's written consent in those circumstances when there is imminent danger to the student or to others, child or elderly abuse, investigation of therapist misconduct, or a court order.

Consultation Services

CASAS provides consultation services to the College of Charleston community. We are glad to answer any questions that you may have about our services, address your concerns about a student, and discuss referral options. Your call will be routed to the therapist-on-call and, if that therapist is not immediately available, the secretary will take your number and the therapist will return your call within the day. Feel free to call and talk about your concerns regarding a student and, if indicated, ways to make an effective referral to CASAS.

Other Referral Resources:

Counseling and Substance Abuse Services
Robert Scott Small Library
175 Calhoun Street
College of Charleston
Charleston, SC 29424
Enter through the glass doors at the front of the building and walk up two (2) flights.

Contact
Phone: (843) 953-5640
Fax: (843) 953-8283
Pager: (843) 728-0421

The creation of this guide was aided in large part by similar guides produced by other colleges and universities counseling centers and the University of Chicago Student Counseling and Resource Service.

Revised 5/11/04