For faculty and staff who provide guidance, mentoring, support, and assistance to USC students
Your influence shapes much of our students’ experiences at the university. Many have asked for guidance on how to respond when students express needing emotional or mental health support in our campus community. This guide is intended to help you gain a better understanding of how you might respond in these moments.
There is no expectation for faculty and staff to master the role of a mental health professional, but we know that many members of our community care deeply about the well-being of our students and express a strong desire to know what to do when encountering a student in need. In addition, connecting students to campus resources help us create a culture of care. Well-being is essential if everyone in our university is to thrive, and therefore, everyone plays an important role to engage, connect, and create community.
The following information may provide some insight in recognizing common expressions of stress, trauma, or other mental health concerns, and responding in a supportive manner in those moments.
“Gold Folder” for Faculty and Student Services Staff
A guide summarizing resources and information has been consolidated into the “Gold Folder,” which is available for download below; physical copies of this folder are available through your school’s dean’s office beginning August 1, 2023.
Understanding Stress and Responses
Is stress bad for us?
Experts agree that some stress can be positive and motivating. But there are also ways that we can create stress that are harmful to the well-being of our students. Our high-achieving students are often already extremely hard on themselves. Add to this the fact that they are in a critical period of their development as young adults. They are developing their identities, learning how to establish and maintain relationships, and building independence and autonomy for the first time.
- Get to know your students.
- Try to foster more collaboration than competition in your class.
- Communicate expectations clearly.
- Keep breaks as breaks. Try to be flexible about extensions.
- Be familiar with the student health leave process.
- Model healthy behavior, including alcohol and other drugs, and appropriate expectations at university events—including social, professional, recreational, and athletic events.
- Become familiar with campus resources and share them with students when they need them and before they need them. This may entail mentioning them in class or putting them on your syllabus.
- Make sure your teaching assistants can recognize signs of distress and know the resources, too.
- Presentations about this topic can be requested through Student Health at Counseling and Mental Health via their online workshop form.
Responses to adverse events, including trauma
How common are adverse events in our community?
The American Psychiatric Association’s Diagnostic and Statistical Manual (DSM-IV) defines a “traumatic event” as one in which a person experiences, witnesses, or is confronted with actual or threatened death or serious injury, or threat to the physical integrity of oneself or others.
Experiencing trauma may be more common than people might think: for example, in California, nearly 2 out of every 3 individuals have experienced an adverse childhood event (also called an ACE).
While many people who experience a traumatic event are able to move on with their lives without lasting negative effects, others may have more difficulty managing their responses to trauma. Trauma can have a devastating impact on physical, emotional, and mental well-being. Students may be survivors of a past trauma, or may have recently encountered a traumatic event that alters their usual behaviors. Below are some signs of trauma reactions.
What are some signs that a student may be responding to a traumatic event in their life?
See the section below for some signs.
Signs of a stress response
Behavioral:
- Avoidance of activities or places that trigger memories of the event
- Social isolation and withdrawal
- Lack of interest in previously-enjoyable activities
Physical:
- Easily startled
- Tremendous fatigue and exhaustion
- Tachycardia (rapid heartbeat)
- Edginess
- Insomnia
- Chronic muscle patterns
- Changes in sleeping and eating patterns
- Vague complaints of aches and pains throughout the body
- Extreme alertness; always on the lookout for warnings of potential danger
Cognitive:
A person who has experienced trauma may be experiencing the following cognitive conditions that affect their interactions:
- Intrusive thoughts of the event that may occur out of the blue
- Nightmares
- Visual images of the event
- Loss of memory and concentration abilities
- Disorientation
- Confusion
- Mood swings
Substances and their influence
Substances that can influence mood and behaviors are potentially a factor in a person’s interaction with others. Alcohol is the most misused drug in our society, although most people do not even consider alcohol to be a drug. As with any substance—including misused prescription medications and illicit substances—it only takes a single episode of intoxication or substance use to experience life-changing consequences.
Some observable signs that a person has a substance use disorder may include changes in:
- Mood: apathy, excessive “up” or “down” moods, irritability or anger, hostility when confronted about substance use
- Appearance: weight loss/gain, unkempt or poor hygiene, hair/skin changes
- Behavior: dropping out of regular activities, secretive or suspicious behaviors, acting uncharacteristically silly
- Judgment: making dangerous decisions, obtaining substances illegally or using other people’s prescriptions
- Thinking: paranoia, impaired in connecting to reality, confusion, strong cravings for substance that supersede anything else, confusion, disorientation, impaired memory
Shaping our responses
- Using active listening skills and empathy is a way to increase feelings of safety, trust and control. That means not giving advice, not judging, reflecting back to the person what you heard for clarity, be reassuring and supportive. By providing that safe place for someone to talk, helps to build the sense of trust.
- Building safety and trust helps the grieving person to regain some control over their feelings. Giving them information about the grief process, normalizing their feelings, and providing resources/referrals, gives that person the tools to make decisions which in turn increases their sense of control over their lives. You can refer to the USC Student Health guide on grief and loss.
- Empowering them by discussing their options and supporting their choices continues to build a sense of control.
Options for follow up:
Options for follow up:
If a student appears to be experiencing immediate emotional or mental health difficulties
Encourage them/her/him to seek support in the space they feel safe to discuss their concerns. This may include Counseling and Mental Health Services or Relationship and Sexual Violence Prevention and Services; both confidential services are part of USC Student Health and are available at Engemann and Eric Cohen Student Health Centers. Walking a student over to the centers during open hours is encouraged. Phone: 213-740-9355 (WELL).
If a student has expressed suicidality or self-harm
If you are concerned about one of your students you can approach them in several ways: by pulling them aside to speak with them, contacting your embedded counselor onsite to express your concern about the student, or submitting to Trojans Care 4 Trojans.
If you decide to talk to the student, it is ok to ask, “Are you thinking about suicide?” in a non-judgmental and supportive way. This will not put the idea into their head and can, in fact, open up a conversation about what’s going on. Do not promise to keep their thoughts of suicide a secret.
If a student articulates that they are considering suicide, offer to call and/or walk over with them to Counseling and Mental Health.
Do not leave them until they are connected to care.
If a student has been uncharacteristically absent from class or activities, missing assignments or exhibiting other cause for concern
Report a concern through Trojans Care for Trojans (TC4T), (online at bit.ly/tc4t or call 213-740-0411) so that the interdepartmental response team that reviews students of concern can follow up with the student. This form may be completed anonymously, but faculty and staff are strongly encouraged to provide contact information so that the team can obtain details that help provide context for the student’s change in behavior.
If a student show signs of a substance use problem
USC Student Health and USC Pharmacies are partnering to provide workshops and harm reduction education to student groups, departments, and other USC programs to share education about substance education, risk reduction, safe intervention, and seeking assistance with recovery.
Contact USC Student Health at 213-740-9355 (WELL) or studenthealth@usc.edu for information on training programs, for bystander education on opioid overdose reversal using naloxone or for assistance starting a treatment plan.
If you are concerned about a student’s safety or well-being, you may also contact the Office of Campus Support and Intervention at 213-740-0411 or submit information through Trojans Care for Trojans.
If a student makes implied or direct threats to others
If a student makes implied or direct threats to others (including stalking, doxxing, or other digital harassment); submits alarming or violent coursework; sends disturbing messages to you or others; displays paranoia; or otherwise may pose a threat to you or others, contact the Threat Assessment office for consultation and assistance. threatassess@usc.edu, 213-310-2772.
You may also want to consult the Dept. of Public Safety and/or the EEO-TIX office if there is a risk to public safety or a violation of protected classes from harassment, respectively.
If a student show signs of a substance use problem
USC Student Health and USC Pharmacies are partnering to provide workshops and harm reduction education to student groups, departments, and other USC programs to share education about substance education, risk reduction, safe intervention, and seeking assistance with recovery.
Contact USC Student Health at 213-740-9355 (WELL) or studenthealth@usc.edu for information on training programs, for bystander education on opioid overdose reversal using naloxone or for assistance starting a treatment plan.
If you are concerned about a student’s safety or well-being, you may also contact the Office of Campus Support and Intervention at 213-740-0411 or submit information through Trojans Care for Trojans.
Campus Support Resources
Mental Health, Confidential Advocates, Medical Care for Students (24/7)
USC Student Health
213-740-9355 (WELL)
studenthealth@usc.edu
Trojans Care for Trojans (TC4T)
USC Trojans Care for Trojans (TC4T) is an initiative within the Office of Campus Wellbeing and Crisis Intervention that empowers USC students, faculty and staff to take action when they are concerned about a fellow Trojan challenged with personal difficulties. This private and anonymous request form provides an opportunity for Trojans to help a member of our Trojan Family.
Department of Public Safety (24/7)
EMERGENCY PHONE NUMBERS
For 24 hour emergency assistance or to report a crime:
UPC: 213-740-4321
HSC: 323-442-1000
NON-EMERGENCY PHONE NUMBERS
For 24 hour non-emergency assistance or information:
UPC: 213-740-6000
HSC: 323-442-1200
Threat Assessment
213-310-2772
Cultural Centers for Student Equity and Inclusion Programs
Center for Black Cultural and Student Affairs (CBCSA)
(STU 415) 213-740-8257 cbcsa@usc.edu
La CASA Latinx Chicanx Center
(STU 402) 213-740-1480 lacasa@usc.edu
LGBTQ+ Student Center
(STU 415) 213-740-7619 lgbtqplus@usc.edu
Veterans Resource Center
(TCC 330) 213-821-6028 vrc@usc.edu
Pastoral Care
Office for Religious and Spiritual Life
UPC (URC 106)/HSC (McKibben Hall 160) 213-740-6110 orl@usc.edu
Accessibility Services for Students
Basic Needs (Food insecurity, housing insecurity, financial insecurity) for Students
Kortschak Center for Learning and Creativity
https://kortschakcenter.usc.edu
Through individual academic guidance, workshops, academic support groups, and the availability of quiet study spaces, the KCLC provides support to help students make successful transitions to college. The following programs and services are available for students.
Through individual academic guidance, workshops, academic support groups, and the availability of quiet study spaces, the KCLC provides support to help students make successful transitions to college. The following programs and services are available for students.
Workwell Center for Faculty and Staff
We provide programs for USC benefitted faculty, staff, and retirees which help them thrive in all areas of work-life wellness. We do that through confidential counseling, coaching, consulting, talks and groups, crisis management, and health and well-being promotion and education.
If you have questions, need more information, or would like to connect with the WorkWell Center for any reason, call us at 213-821-0800, email us at workwell@usc.edu
National Nonprofit/Government Resources
The Jed Foundation: Mental Health Resource Center
RAINN: Sexual Assault or Abuse Warning Signs in College-Age Adults
Find Treatment (from the Substance Abuse and Mental Health Services Administration)