In your daily interactions with students, you may notice that some have psychological difficulties, and sometimes students themselves may approach you for help.
How to recognise a problem?
As psychological problems can manifest in various ways, they are sometimes difficult to identify. The most noticeable are students who display sudden changes in behaviour. For example, a previously calm and quiet student may suddenly become louder and more expressive, send inappropriate emails, disrupt classes, or disregard boundaries. Conversely, a student who has always been diligent and conscientious may suddenly become absent from class, submit assignments late, or fail exams and midterms. You may feel hesitant to intervene or wonder if this oversteps your role as a teacher, but recognising students’ problems and referring them for help is another way to support their success.
What can you do?
It is best to speak to the student in private, perhaps by inviting him for a consultation regarding an assignment, and then express your concerns, supporting them with observations that have led you to believe something is happening to him. You should not take on the role of a psychologist or ask the student to explain his problems to you. You can explain that it is normal for students to encounter problems and obstacles in their studies, that personal issues often interfere with academic performance, and that it is advisable to seek professional help. When someone has a toothache, they go to the dentist; when their car breaks down, they call a mechanic; and when a student has problems, they can consult a psychologist. It is a good idea to have a flyer from the UCC to give to the student, or simply direct them to look for information on the Centre’s website or other sources of psychological support. You can encourage him by letting him know that students from all faculties and with various problems contact the UCC, and that seeking help is not a sign of weakness, but of maturity. In addition, you can emphasise that all services are free.
It is important to note that your role may be to provide information about Psychological Counselling to the student and encourage him to contact the Centre, but whether he takes action is his responsibility. If you are unsure how to approach the student, feel free to contact us by phone or email and we will try to find a solution together. There is no universal approach that applies to everyone, but we can try to assess what would be best for each individual student.
What can be useful for the student?
Experience shows that students who participate in individual or group counselling generally experience improved functioning and a reduction in unwanted symptoms. Evaluation of individual treatments at the UCC shows that after treatment, students on average report lower anxiety, lower depression, and better general functioning, and as many as 86% of all students who complete treatment experience significant improvement or recovery.
What can be useful for the teacher?
Students who resolve their personal problems increase their capacity for learning and taking exams, which contributes to their academic success. Research generally confirms the positive effects of personal counselling on student retention and academic functioning overall.
References
- Choi, K. H., Buskey, W. i Johnson, B. (2010). Evaluation of counseling outcomes at a university counseling center: The impact of clinically significant change on problem resolution and academic functioning. Journal of Counseling Psychology, 57, 297–303.
- Jakovčić, I., Živčić-Bećirević, I. i Birovljević, G. (2015). Učinkovitost psihološkog savjetovanja studenata riječkog Sveučilišta. Psihologijske teme, 24(3), 495-516.
- Sharkin, B.S. (2004). College counseling and student retention: Research findings and implications for counseling centers. Journal of College Counseling, 7, 99-108.
- Turner, A.L. i Berry, T.R. (2000). Counseling center contributions to student retention and graduation: A longitudinal assessment. Journal of College Student Development, 6, 627-636.