CARE Team

• Repeatedly appearing sick, excessively fatigued
• Obvious change in mental state and/or apparent intoxication
• Other behavior that does not seem to match the context/setting
• Struggles with hygiene
• Substance misuse/abuse
• Changes in dress or appearance
• Shakiness, pacing, or excessive fidgeting
• Noticeable cuts or bruises

BEHAVIORAL INDICATORS

• Direct comments about distress, feeling overwhelmed, family problems, etc.
• Direct comments about financial strains, basic needs strains, housing insecurity
• Signs/expressions of hopelessness, worthlessness or shame
• Drastic change in interactions with others, acting out of character
• Expressions of concern by peers
• Implied or direct threats of harm to self/others
• Self-injurious, destructive, or reckless behavior
• Relationship issues

ACADEMIC INDICATORS

• Repeated absences
• Decline in quality of work or classroom performance
• Seeking personal rather than professional/academic support or advice
• Conduct that interferes with classroom, group work, or activity engagement
• Essays or creative work that include disturbing content and/or themes of despair, hopelessness, suicide, violence, death, or aggression
• Multiple requests for extensions or incomplete grades
• Excessive fatigue or exhaustion; falling asleep in class

How to Help

1. SHARE YOUR CONCERNS.
   Let them know that you've noticed a change and feel concerned. Ask them what's going on, and let them know you want to hear their story.
   
   Be there to listen. They need you to be warm, compassionate, and fully present, even virtually. Listen patiently as you try to understand where they're coming from. Ask follow-up questions and open-ended questions that help you understand them, ensure they feel heard, and facilitate their openness. Set yourself up for success. Start this conversation where they will feel safe to be open and honest with you, in a space where you can ensure their privacy.
2. ASK, AVOID ASSUMPTIONS.
   Ask what they need. The kind of support a student needs will change based on their context, and the only way to know is to ask. Be direct. If you are worried about suicide, ask explicitly. Saying the words "suicide" or "killing yourself" can help to broach this difficult topic.
3. SUPPORT.
   Help them connect to resources. Once you have a better idea of what they need, help them to connect with resources.

Understand that due to privacy regulations, it may not be possible for campus resources to provide you with additional information following a referral.

WHAT YOU CAN SAY

This is not a script, but rather examples of what you might say in a conversation with a student. It is important that you use language that feels natural to you and fits the context of your interaction with the student.

SAY WHAT YOU SEE

• "Hi __________, I just wanted to check in. I've noticed ________, and wanted to see if you want to talk about it."
• "I've noticed _______ and I want you to know that I am here to support you."
• "You seem distracted today. What's going on?"
• "Hey, it seems like you're having a hard time. I am here to support you if you want to talk about it."

SHOW YOU CARE

• "I care about your well-being, so I just wanted to check in to see how you're doing. I want to know how I can be the most helpful for you."
• "Thanks for taking some time to talk with me. I wanted to have this conversation because I care about how you're doing and want you to know that I'm here to support you in the ways you need."
• "How can I be helpful?"

HEAR THEM OUT

• "Wow, I'd like to hear more about that."
• "I'm sorry, that seems like a difficult situation to be in, what is that like for you?"
• "That sounds really hard, how is that affecting your life?"

CONNECT TO HELP

• "Thank you for being so open with me. I want to continue this conversation, and I also want to make sure that you're getting the help you need. I really think you may find ________ to be a helpful and comforting resource."
• "Reaching out to _________ for the first time can be a little confusing. Would you like help connecting to _________?"
• "I really think __________ can address some of your needs, but sometimes it takes several tries to find a place that is the best fit. If for any reason it doesn't feel like a match, then feel free to ask what other resources may be a better fit for your needs."

Tip: Offering the name of someone from the resource can help the student to feel more comfortable when they reach out.

YES

The student's conduct is clearly and imminently reckless, dangerous, or threatening - including danger to self or others.

NOT SURE

Indicators of distress are observed but severity is unclear. The interactions have left you feeling uneasy or concerned about the student.

NO

I am not concerned for the student's immediate safely, but the individual is having significant academic and/or personal issues and could use some support.

EMERGENCY SITUATIONS
If a student is showing aggressive behavior to you or another student, Public Safety can act as your first contact to diffuse a situation and prevent it from escalating.
Contact Public Safety at (678) 466-4050

The Family Educational Rights & Privacy Act (FERPA)

The Family Educational Rights & Privacy Act (FERPA), a federal law enacted in 1974, is a law that protects the privacy of student education records.

FERPA affords students the right to inspect and review their education records, request the amendment of their records (if proven inaccurate or misleading), limit disclosure of personally identifiable information contained in their education record, and file a complaint with the U.S. Department of Education concerning alleged failures of the institution to comply with the law. For more information contact the Office of the Registrar:
Phone: (678) 466-4145
Website: clayton.edu/registrar

CSU CARES!!!

DIVISION OF STUDENT AFFAIRS
clayton.edu/about/administration/student-affairs

OUR COMMUNITY. OUR RESPONSIBILITY

STUDENT CARE

IS EVERYBODY'S BUSINESS

STUDENT CARE REFERRAL
https://clayton-advocate.symplicity.com/care_report