{"id":80,"date":"2021-04-12T12:46:43","date_gmt":"2021-04-12T16:46:43","guid":{"rendered":"https:\/\/opentextbc.ca\/capacitytoconnect\/chapter\/scenarios-for-practice-and-discussion\/"},"modified":"2022-12-13T18:58:10","modified_gmt":"2022-12-13T23:58:10","slug":"scenarios-for-practice-and-discussion","status":"publish","type":"chapter","link":"https:\/\/opentextbc.ca\/capacitytoconnect\/chapter\/scenarios-for-practice-and-discussion\/","title":{"raw":"Scenarios for Practice and Discussion","rendered":"Scenarios for Practice and Discussion"},"content":{"raw":"<div class=\"textbox\">\r\n\r\nIn this section, you\u2019ll find examples of scenarios you can use, either in person or online, to provide opportunities for participants to practise using the knowledge they\u2019ve gained.\r\n\r\nThese scenarios provide helpful tips on what to say to students in different situations. If you don\u2019t have time for practice and discussion, try to allow some time to briefly review some of the responses. You can provide the scenarios as a handout or PDF (see <a class=\"internal\" href=\"\/capacitytoconnect\/back-matter\/responding-to-students-in-distress\/\">Handout 2: Responding to Students in Distress<\/a>).\r\n\r\n<\/div>\r\n<div class=\"pdf\"><img class=\"aligncenter wp-image-191\" src=\"https:\/\/opentextbc.ca\/capacitytoconnect\/wp-content\/uploads\/sites\/343\/2021\/04\/Slide40.jpg\" alt=\"\" width=\"500\" height=\"281\" \/><\/div>\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Scenarios Pairs Activity<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nAsk participants to work in pairs to talk through some possible things to say to the student. Give the participants one of the six scenarios provided below to discuss together. (For online sessions, use breakout rooms.)\r\n\r\nWe\u2019ve provided six scenarios of students who need support. Working in pairs, you can either role play or discuss together how you might respond and offer support to the student in this scenario. This is a chance to think through how to express your care and concern for the student and offer support and any further resources that seem appropriate. Also consider the perspective of the student, referring to the Wellness Wheel<strong>.<\/strong>\r\n\r\nQuestions to discuss as a group:\r\n<ul>\r\n \t<li>How might you respond and offer support to the student?<\/li>\r\n \t<li>What services might you suggest to the student?<\/li>\r\n \t<li>Who might you consult with?<\/li>\r\n \t<li>How does it feel to imagine offering support to the students in the scenarios?<\/li>\r\n \t<li>How was it to ask (or not ask) about suicide?<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\nAn important thing to remember is that you don\u2019t have to have all the answers for students, and you don\u2019t have to act as a counsellor. You can really support students by opening up a conversation, showing your care and respect, and inviting them to access support services.\r\n<h1>Options for Scenarios<\/h1>\r\nThe following six scenarios offer participants opportunities to think about and practise responding to situations of students in distress. People may also want to read and reflect on them in their own time.\r\n\r\nEncourage participants to use these scenarios as starting points, not scripts, for discussions and continued thought about how we can respond with empathy to students while recognizing and honouring their strengths and capacity to achieve balance.\r\n<div class=\"h5p\">[h5p id=\"12\"]<\/div>\r\n<div class=\"pdf\">\r\n\r\n<hr \/>\r\n\r\n<h2>Scenario 1: Student who failed an exam<\/h2>\r\nA student has just found out they failed an exam and starts to cry while talking to their instructor.\r\n<h3>Key points<\/h3>\r\n<ul>\r\n \t<li>Highlight support and empathy while recognizing the capacity of the student<\/li>\r\n \t<li>Set a boundary<\/li>\r\n \t<li>Facilitate a referral<\/li>\r\n<\/ul>\r\n<h3>Possible staff\/faculty response<\/h3>\r\n<em>I can see that you are upset about the exam. I can hear the disappointment in your voice. You\u2019ve said that you don\u2019t feel that you can stay to attend the class, but I\u2019m concerned about having you leave like this. I want to support you, but I have to teach this class right now. I wonder if you\u2019d be willing to talk to a counsellor? It\u2019s confidential. Would it help you to have someone from class or a friend walk over with you? Who will you ask? Let me call Counselling Services and tell them to expect you.<\/em>\r\n\r\n<hr \/>\r\n\r\n<h2>Scenario 2: Indigenous student needing leave time for a family death<\/h2>\r\nAn Indigenous student comes into your office upset. They disclose to you that a close relative has just died unexpectedly, and they are stressed about how to ask their instructors for leave time from classes to go home for the ceremony and funeral. They explain to you that cultural protocols regarding the death of a family member are elaborate and can take up to a week or more to complete. They feel overwhelmed because they want to be home with their family and community, but they also have upcoming projects due in many of their courses. They express feelings of hopelessness during this interaction.\r\n<h3>Key points<\/h3>\r\n<ul>\r\n \t<li>Highlight support and empathy while recognizing the capacity of the student.<\/li>\r\n \t<li>Connect the student with staff from Indigenous Services (or Student Services if your campus does not have Indigenous Services. Student Services can connect the student with local Indigenous supports).<\/li>\r\n \t<li>Provide a referral to campus and community supports.<\/li>\r\n \t<li>Provide student support in their advocacy to instructors.<\/li>\r\n<\/ul>\r\n<h3>Possible staff\/faculty response<\/h3>\r\n<em>I am so sorry to hear about your loss; dealing with grief while trying to manage other responsibilities can be so challenging. I commend you for your resilience in such a difficult time; you are actively looking for support and that is important to honour in yourself.<\/em>\r\n\r\n<em>Are there any cultural supports here that I can assist you in connecting with? Have you spoken with the staff in Indigenous Services? As for advocating for your needs with your instructors for leave time, I am happy to help you navigate that process \u2013 there are ways to make a request to your instructors for an extension on any class work or assignments. Shall we map out how you can email your instructors? Would you like me to connect you with Indigenous Services? I can introduce you to the staff there if you don\u2019t already know them. I think they\u2019ll be really receptive to supporting you in your request to the instructors as well and might have community or cultural supports that you can use.<\/em>\r\n\r\n<hr \/>\r\n\r\n<h2>Scenario 3: International student who failed an exam<\/h2>\r\nAn international student who is on probation has just failed an exam. The student fears they will be suspended and forced to go back to their home country, but they would be a disgrace to their family and they couldn\u2019t face them. The student says that they can\u2019t see any other option but to end it all.\r\n<h3>Key points<\/h3>\r\n<ul>\r\n \t<li>Highlight support and empathy while recognizing the capacity of the student<\/li>\r\n \t<li>Ask about suicide<\/li>\r\n \t<li>Facilitate a referral or follow-up<\/li>\r\n<\/ul>\r\n<h3>Possible staff\/faculty response<\/h3>\r\n<em>I can see that you are upset about the exam. I can hear the disappointment in your voice and understand the fear about what will happen for you. When you say you might end it, I wonder if you mean you are thinking about suicide? I want to support you to be safe and to have a good outcome from this challenging time. I wonder if you\u2019d be willing to talk to a counsellor? It\u2019s confidential and I think it\u2019s a wise thing to do. I\u2019d like to walk over there with you.<\/em>\r\n\r\nIf the student refuses, you could say, <em>Another option is for us to call the crisis line together right now so you can talk with them and find out about some resources.<\/em>\r\n\r\nIf the student says no, you could say, <em>I care about you and am worried about you, so for me to feel comfortable, I need to have someone contact you to see how you\u2019re doing and help support you.<\/em>\r\n\r\n<hr \/>\r\n\r\n<h2>Scenario 4: Student who didn\u2019t receive financial aid (student loan)<\/h2>\r\nA student presents as agitated and tearful. The student just found out they didn\u2019t get a student loan. They talked to their parents, who are clear about not giving them money. They have paid their fees for courses but will not have enough money to get through the semester and are considered dropping out.\r\n<h3>Key points<\/h3>\r\n<ul>\r\n \t<li>Highlight support and empathy while recognizing the capacity of the student<\/li>\r\n \t<li>Facilitate a referral or follow-up<\/li>\r\n<\/ul>\r\n<h3>Possible staff\/faculty response<\/h3>\r\n<em>I\u2019m sorry that you are having such a difficult time. I can see how upsetting this is to you and how much you want to take these classes. Have you spoken about your concerns with someone at the Financial Aid office? Are you aware of where they are located? Have you spoken to the chair of your department or to Academic Advising?<\/em>\r\n\r\n<em>Do you have anyone to talk to about this? Perhaps you\u2019d find it helpful to talk with someone in Counselling Services about making a plan for next steps. They are just down the hall. I can walk you there if you like. If you need support after hours you can also call the crisis line for support; here is their number.<\/em>\r\n\r\n<hr \/>\r\n\r\n<h2>Scenario 5: Transgender student who is facing discrimination and isolation<\/h2>\r\nA student who has disclosed to you in the past that they are transgender approaches you in tears. When you ask what is happening, they tell you that they were home with their family over the holiday break and they \u201ccame out\u201d to their family. The family\u2019s response was not supportive, and the student tells you their parents made hurtful and derogatory comments during the discussion. The student makes statements like \u201cThis is so difficult. I can\u2019t keep going like this,\u201d and \u201dI don\u2019t know why I even try anymore; my own parents don\u2019t love me or accept me for who I am.\u201d I am tired of having to validate myself and who I am.\u201d They share other more general feelings of loneliness and hopelessness.\r\n<h3>Key points<\/h3>\r\n<ul>\r\n \t<li>Highlight support and empathy while recognizing the capacity of the student.<\/li>\r\n \t<li>Thank them for confiding this difficult incident to you and explain you can refer them to resources in the institution or community as appropriate.<\/li>\r\n \t<li>Validate their experience and recognize (if appropriate) that while you do not personally know what this experience is like for them that you can see this is extremely difficult for the student.<\/li>\r\n \t<li>Ask the student if they have connected with their student union or the LGBTQ2S+ community on campus or in the surrounding community for additional support.<\/li>\r\n \t<li>Ask about suicide or self-harm.<\/li>\r\n \t<li>Highlight the student\u2019s strengths and resilience that they have demonstrated so far and that their identity is valued. Tell them they are seen, heard, and celebrated at your institution.<\/li>\r\n<\/ul>\r\n<h3>Possible staff\/faculty response<\/h3>\r\n<em>Thank you for sharing this with me, I can appreciate this is such a difficult time for you and this has a significant impact on your well-being. While I don\u2019t personally know what it\u2019s like to identify in the LGBTQ2S+ community and not have the support or acceptance of your family, I can appreciate that this is a fundamentally important aspect of your well-being. Do you have any ideas on how I might be able to support you through this?<\/em>\r\n\r\n<em>Have you connected with our Pride Centre or Student Union office on campus? I am happy to walk you over there now if you would like.<\/em>\r\n\r\n<em>I have heard you make some statements around feeling hopeless and losing a sense of purpose in your life generally. Are you having any thoughts of self-harm or suicide? We have counselling services on campus that are confidential and free for all students; can I walk you down to their office so you can meet them and see if it would be a good fit to talk with one of their team?<\/em>\r\n\r\nIf the student says no you, could say:<em> Another option is for us to call the crisis line together right now so you can talk with them and find out about some resources.<\/em>\r\n\r\n<em>I want you to know that I support you; you are a valued and important member of our campus community. I would like to support you in any way that I can to know that you are seen, valued, and celebrated here on campus.<\/em>\r\n\r\n<hr \/>\r\n\r\n<h2>Scenario 6: Student who is showing major changes in behaviour<\/h2>\r\nYou noticed a student in class who has been wearing the same clothes on a few occasions and looks somewhat dishevelled. They appear tense at times and other times they\u2019ve seemed sleepy in class. Last class you walked by them and wondered if you smelled alcohol. They have been handing in their assignments but doing mediocre, and their grades have been dropping. The most recent assignment wasn\u2019t handed in. You feel concerned but not sure if all of these observations are enough reason to act.\r\n<h3>Key points<\/h3>\r\n<ul>\r\n \t<li>Consult with colleagues \u2013 talk with the chair\/dean.<\/li>\r\n \t<li>Consult with Counselling Services. Phone to talk through situations and find out about possible resources. Talk through how they might structure the conversation with the student.<\/li>\r\n \t<li>If ready to take on this role, request a meeting with the student. In that conversation, highlight support and empathy while recognizing the capacity of the student. Then, facilitate a referral or follow-up.<\/li>\r\n<\/ul>\r\n<h3>Possible staff\/faculty response<\/h3>\r\n<em>Thank you for meeting with me. I\u2019ve been feeling concerned about how you are doing. I can see that you are motivated to be here as your attendance has been good. At the beginning you seemed enthusiastic about the material and discussions. However you seem tense and tired. Your grades have been going down and your last assignment was late. Last class I wondered if I smelled alcohol. I wonder how you are doing and I\u2019m concerned you are going through a challenging time that is interfering with your ability to do as well as you can at school.<\/em>\r\n\r\n<em>I\u2019m glad that we are talking, although I feel that it\u2019s beyond my scope\/role to talk to you in detail about what\u2019s happening. I\u2019ve found that in times of challenge it\u2019s helpful to get support for myself. Seeking help is courageous, not weak, and shows you are committed to working through the hard times. Do you have someone you can talk to? Have you considered accessing Counselling Services to talk or find out about resources? It\u2019s confidential.<\/em>\r\n\r\n<em>There are other supports on campus, and I wonder if you are aware of them and if anything would be useful to you. The campus website lists all of the student resources in one place: I\u2019m happy to show it to you. The crisis line is also good to know about as they can provide support and ideas of community resources.<\/em>\r\n\r\n<\/div>\r\n<h3>Text Attributions<\/h3>\r\n<ul>\r\n \t<li>This chapter was adapted from <em>Capacity to Connect: Supporting Students from Distress to Suicide. <\/em>\u00a9 Vancouver Island University. Adapted by Barbara Johnston and Jewell Gillies. <a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY 4.0<\/a>\u00a0license.<\/li>\r\n<\/ul>","rendered":"<div class=\"textbox\">\n<p>In this section, you\u2019ll find examples of scenarios you can use, either in person or online, to provide opportunities for participants to practise using the knowledge they\u2019ve gained.<\/p>\n<p>These scenarios provide helpful tips on what to say to students in different situations. If you don\u2019t have time for practice and discussion, try to allow some time to briefly review some of the responses. You can provide the scenarios as a handout or PDF (see <a class=\"internal\" href=\"\/capacitytoconnect\/back-matter\/responding-to-students-in-distress\/\">Handout 2: Responding to Students in Distress<\/a>).<\/p>\n<\/div>\n<div class=\"pdf\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-191\" src=\"https:\/\/opentextbc.ca\/capacitytoconnect\/wp-content\/uploads\/sites\/343\/2021\/04\/Slide40.jpg\" alt=\"\" width=\"500\" height=\"281\" srcset=\"https:\/\/opentextbc.ca\/capacitytoconnect\/wp-content\/uploads\/sites\/343\/2021\/04\/Slide40.jpg 1280w, https:\/\/opentextbc.ca\/capacitytoconnect\/wp-content\/uploads\/sites\/343\/2021\/04\/Slide40-300x169.jpg 300w, https:\/\/opentextbc.ca\/capacitytoconnect\/wp-content\/uploads\/sites\/343\/2021\/04\/Slide40-1024x576.jpg 1024w, https:\/\/opentextbc.ca\/capacitytoconnect\/wp-content\/uploads\/sites\/343\/2021\/04\/Slide40-768x432.jpg 768w, https:\/\/opentextbc.ca\/capacitytoconnect\/wp-content\/uploads\/sites\/343\/2021\/04\/Slide40-65x37.jpg 65w, https:\/\/opentextbc.ca\/capacitytoconnect\/wp-content\/uploads\/sites\/343\/2021\/04\/Slide40-225x127.jpg 225w, https:\/\/opentextbc.ca\/capacitytoconnect\/wp-content\/uploads\/sites\/343\/2021\/04\/Slide40-350x197.jpg 350w\" sizes=\"auto, (max-width: 500px) 100vw, 500px\" \/><\/div>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Scenarios Pairs Activity<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Ask participants to work in pairs to talk through some possible things to say to the student. Give the participants one of the six scenarios provided below to discuss together. (For online sessions, use breakout rooms.)<\/p>\n<p>We\u2019ve provided six scenarios of students who need support. Working in pairs, you can either role play or discuss together how you might respond and offer support to the student in this scenario. This is a chance to think through how to express your care and concern for the student and offer support and any further resources that seem appropriate. Also consider the perspective of the student, referring to the Wellness Wheel<strong>.<\/strong><\/p>\n<p>Questions to discuss as a group:<\/p>\n<ul>\n<li>How might you respond and offer support to the student?<\/li>\n<li>What services might you suggest to the student?<\/li>\n<li>Who might you consult with?<\/li>\n<li>How does it feel to imagine offering support to the students in the scenarios?<\/li>\n<li>How was it to ask (or not ask) about suicide?<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p>An important thing to remember is that you don\u2019t have to have all the answers for students, and you don\u2019t have to act as a counsellor. You can really support students by opening up a conversation, showing your care and respect, and inviting them to access support services.<\/p>\n<h1>Options for Scenarios<\/h1>\n<p>The following six scenarios offer participants opportunities to think about and practise responding to situations of students in distress. People may also want to read and reflect on them in their own time.<\/p>\n<p>Encourage participants to use these scenarios as starting points, not scripts, for discussions and continued thought about how we can respond with empathy to students while recognizing and honouring their strengths and capacity to achieve balance.<\/p>\n<div class=\"h5p\">\n<div id=\"h5p-12\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-12\" class=\"h5p-iframe\" data-content-id=\"12\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"BCcampus, Capacity to Connect: Supporting Students\u2019 Mental Health and Wellness (Practice Scenarios)\"><\/iframe><\/div>\n<\/div>\n<\/div>\n<div class=\"pdf\">\n<hr \/>\n<h2>Scenario 1: Student who failed an exam<\/h2>\n<p>A student has just found out they failed an exam and starts to cry while talking to their instructor.<\/p>\n<h3>Key points<\/h3>\n<ul>\n<li>Highlight support and empathy while recognizing the capacity of the student<\/li>\n<li>Set a boundary<\/li>\n<li>Facilitate a referral<\/li>\n<\/ul>\n<h3>Possible staff\/faculty response<\/h3>\n<p><em>I can see that you are upset about the exam. I can hear the disappointment in your voice. You\u2019ve said that you don\u2019t feel that you can stay to attend the class, but I\u2019m concerned about having you leave like this. I want to support you, but I have to teach this class right now. I wonder if you\u2019d be willing to talk to a counsellor? It\u2019s confidential. Would it help you to have someone from class or a friend walk over with you? Who will you ask? Let me call Counselling Services and tell them to expect you.<\/em><\/p>\n<hr \/>\n<h2>Scenario 2: Indigenous student needing leave time for a family death<\/h2>\n<p>An Indigenous student comes into your office upset. They disclose to you that a close relative has just died unexpectedly, and they are stressed about how to ask their instructors for leave time from classes to go home for the ceremony and funeral. They explain to you that cultural protocols regarding the death of a family member are elaborate and can take up to a week or more to complete. They feel overwhelmed because they want to be home with their family and community, but they also have upcoming projects due in many of their courses. They express feelings of hopelessness during this interaction.<\/p>\n<h3>Key points<\/h3>\n<ul>\n<li>Highlight support and empathy while recognizing the capacity of the student.<\/li>\n<li>Connect the student with staff from Indigenous Services (or Student Services if your campus does not have Indigenous Services. Student Services can connect the student with local Indigenous supports).<\/li>\n<li>Provide a referral to campus and community supports.<\/li>\n<li>Provide student support in their advocacy to instructors.<\/li>\n<\/ul>\n<h3>Possible staff\/faculty response<\/h3>\n<p><em>I am so sorry to hear about your loss; dealing with grief while trying to manage other responsibilities can be so challenging. I commend you for your resilience in such a difficult time; you are actively looking for support and that is important to honour in yourself.<\/em><\/p>\n<p><em>Are there any cultural supports here that I can assist you in connecting with? Have you spoken with the staff in Indigenous Services? As for advocating for your needs with your instructors for leave time, I am happy to help you navigate that process \u2013 there are ways to make a request to your instructors for an extension on any class work or assignments. Shall we map out how you can email your instructors? Would you like me to connect you with Indigenous Services? I can introduce you to the staff there if you don\u2019t already know them. I think they\u2019ll be really receptive to supporting you in your request to the instructors as well and might have community or cultural supports that you can use.<\/em><\/p>\n<hr \/>\n<h2>Scenario 3: International student who failed an exam<\/h2>\n<p>An international student who is on probation has just failed an exam. The student fears they will be suspended and forced to go back to their home country, but they would be a disgrace to their family and they couldn\u2019t face them. The student says that they can\u2019t see any other option but to end it all.<\/p>\n<h3>Key points<\/h3>\n<ul>\n<li>Highlight support and empathy while recognizing the capacity of the student<\/li>\n<li>Ask about suicide<\/li>\n<li>Facilitate a referral or follow-up<\/li>\n<\/ul>\n<h3>Possible staff\/faculty response<\/h3>\n<p><em>I can see that you are upset about the exam. I can hear the disappointment in your voice and understand the fear about what will happen for you. When you say you might end it, I wonder if you mean you are thinking about suicide? I want to support you to be safe and to have a good outcome from this challenging time. I wonder if you\u2019d be willing to talk to a counsellor? It\u2019s confidential and I think it\u2019s a wise thing to do. I\u2019d like to walk over there with you.<\/em><\/p>\n<p>If the student refuses, you could say, <em>Another option is for us to call the crisis line together right now so you can talk with them and find out about some resources.<\/em><\/p>\n<p>If the student says no, you could say, <em>I care about you and am worried about you, so for me to feel comfortable, I need to have someone contact you to see how you\u2019re doing and help support you.<\/em><\/p>\n<hr \/>\n<h2>Scenario 4: Student who didn\u2019t receive financial aid (student loan)<\/h2>\n<p>A student presents as agitated and tearful. The student just found out they didn\u2019t get a student loan. They talked to their parents, who are clear about not giving them money. They have paid their fees for courses but will not have enough money to get through the semester and are considered dropping out.<\/p>\n<h3>Key points<\/h3>\n<ul>\n<li>Highlight support and empathy while recognizing the capacity of the student<\/li>\n<li>Facilitate a referral or follow-up<\/li>\n<\/ul>\n<h3>Possible staff\/faculty response<\/h3>\n<p><em>I\u2019m sorry that you are having such a difficult time. I can see how upsetting this is to you and how much you want to take these classes. Have you spoken about your concerns with someone at the Financial Aid office? Are you aware of where they are located? Have you spoken to the chair of your department or to Academic Advising?<\/em><\/p>\n<p><em>Do you have anyone to talk to about this? Perhaps you\u2019d find it helpful to talk with someone in Counselling Services about making a plan for next steps. They are just down the hall. I can walk you there if you like. If you need support after hours you can also call the crisis line for support; here is their number.<\/em><\/p>\n<hr \/>\n<h2>Scenario 5: Transgender student who is facing discrimination and isolation<\/h2>\n<p>A student who has disclosed to you in the past that they are transgender approaches you in tears. When you ask what is happening, they tell you that they were home with their family over the holiday break and they \u201ccame out\u201d to their family. The family\u2019s response was not supportive, and the student tells you their parents made hurtful and derogatory comments during the discussion. The student makes statements like \u201cThis is so difficult. I can\u2019t keep going like this,\u201d and \u201dI don\u2019t know why I even try anymore; my own parents don\u2019t love me or accept me for who I am.\u201d I am tired of having to validate myself and who I am.\u201d They share other more general feelings of loneliness and hopelessness.<\/p>\n<h3>Key points<\/h3>\n<ul>\n<li>Highlight support and empathy while recognizing the capacity of the student.<\/li>\n<li>Thank them for confiding this difficult incident to you and explain you can refer them to resources in the institution or community as appropriate.<\/li>\n<li>Validate their experience and recognize (if appropriate) that while you do not personally know what this experience is like for them that you can see this is extremely difficult for the student.<\/li>\n<li>Ask the student if they have connected with their student union or the LGBTQ2S+ community on campus or in the surrounding community for additional support.<\/li>\n<li>Ask about suicide or self-harm.<\/li>\n<li>Highlight the student\u2019s strengths and resilience that they have demonstrated so far and that their identity is valued. Tell them they are seen, heard, and celebrated at your institution.<\/li>\n<\/ul>\n<h3>Possible staff\/faculty response<\/h3>\n<p><em>Thank you for sharing this with me, I can appreciate this is such a difficult time for you and this has a significant impact on your well-being. While I don\u2019t personally know what it\u2019s like to identify in the LGBTQ2S+ community and not have the support or acceptance of your family, I can appreciate that this is a fundamentally important aspect of your well-being. Do you have any ideas on how I might be able to support you through this?<\/em><\/p>\n<p><em>Have you connected with our Pride Centre or Student Union office on campus? I am happy to walk you over there now if you would like.<\/em><\/p>\n<p><em>I have heard you make some statements around feeling hopeless and losing a sense of purpose in your life generally. Are you having any thoughts of self-harm or suicide? We have counselling services on campus that are confidential and free for all students; can I walk you down to their office so you can meet them and see if it would be a good fit to talk with one of their team?<\/em><\/p>\n<p>If the student says no you, could say:<em> Another option is for us to call the crisis line together right now so you can talk with them and find out about some resources.<\/em><\/p>\n<p><em>I want you to know that I support you; you are a valued and important member of our campus community. I would like to support you in any way that I can to know that you are seen, valued, and celebrated here on campus.<\/em><\/p>\n<hr \/>\n<h2>Scenario 6: Student who is showing major changes in behaviour<\/h2>\n<p>You noticed a student in class who has been wearing the same clothes on a few occasions and looks somewhat dishevelled. They appear tense at times and other times they\u2019ve seemed sleepy in class. Last class you walked by them and wondered if you smelled alcohol. They have been handing in their assignments but doing mediocre, and their grades have been dropping. The most recent assignment wasn\u2019t handed in. You feel concerned but not sure if all of these observations are enough reason to act.<\/p>\n<h3>Key points<\/h3>\n<ul>\n<li>Consult with colleagues \u2013 talk with the chair\/dean.<\/li>\n<li>Consult with Counselling Services. Phone to talk through situations and find out about possible resources. Talk through how they might structure the conversation with the student.<\/li>\n<li>If ready to take on this role, request a meeting with the student. In that conversation, highlight support and empathy while recognizing the capacity of the student. Then, facilitate a referral or follow-up.<\/li>\n<\/ul>\n<h3>Possible staff\/faculty response<\/h3>\n<p><em>Thank you for meeting with me. I\u2019ve been feeling concerned about how you are doing. I can see that you are motivated to be here as your attendance has been good. At the beginning you seemed enthusiastic about the material and discussions. However you seem tense and tired. Your grades have been going down and your last assignment was late. Last class I wondered if I smelled alcohol. I wonder how you are doing and I\u2019m concerned you are going through a challenging time that is interfering with your ability to do as well as you can at school.<\/em><\/p>\n<p><em>I\u2019m glad that we are talking, although I feel that it\u2019s beyond my scope\/role to talk to you in detail about what\u2019s happening. I\u2019ve found that in times of challenge it\u2019s helpful to get support for myself. Seeking help is courageous, not weak, and shows you are committed to working through the hard times. Do you have someone you can talk to? Have you considered accessing Counselling Services to talk or find out about resources? It\u2019s confidential.<\/em><\/p>\n<p><em>There are other supports on campus, and I wonder if you are aware of them and if anything would be useful to you. The campus website lists all of the student resources in one place: I\u2019m happy to show it to you. The crisis line is also good to know about as they can provide support and ideas of community resources.<\/em><\/p>\n<\/div>\n<h3>Text Attributions<\/h3>\n<ul>\n<li>This chapter was adapted from <em>Capacity to Connect: Supporting Students from Distress to Suicide. <\/em>\u00a9 Vancouver Island University. Adapted by Barbara Johnston and Jewell Gillies. <a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY 4.0<\/a>\u00a0license.<\/li>\n<\/ul>\n","protected":false},"author":123,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-80","chapter","type-chapter","status-publish","hentry"],"part":78,"_links":{"self":[{"href":"https:\/\/opentextbc.ca\/capacitytoconnect\/wp-json\/pressbooks\/v2\/chapters\/80","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbc.ca\/capacitytoconnect\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbc.ca\/capacitytoconnect\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbc.ca\/capacitytoconnect\/wp-json\/wp\/v2\/users\/123"}],"version-history":[{"count":2,"href":"https:\/\/opentextbc.ca\/capacitytoconnect\/wp-json\/pressbooks\/v2\/chapters\/80\/revisions"}],"predecessor-version":[{"id":232,"href":"https:\/\/opentextbc.ca\/capacitytoconnect\/wp-json\/pressbooks\/v2\/chapters\/80\/revisions\/232"}],"part":[{"href":"https:\/\/opentextbc.ca\/capacitytoconnect\/wp-json\/pressbooks\/v2\/parts\/78"}],"metadata":[{"href":"https:\/\/opentextbc.ca\/capacitytoconnect\/wp-json\/pressbooks\/v2\/chapters\/80\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbc.ca\/capacitytoconnect\/wp-json\/wp\/v2\/media?parent=80"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbc.ca\/capacitytoconnect\/wp-json\/pressbooks\/v2\/chapter-type?post=80"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbc.ca\/capacitytoconnect\/wp-json\/wp\/v2\/contributor?post=80"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbc.ca\/capacitytoconnect\/wp-json\/wp\/v2\/license?post=80"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}