GENERAL INFORMATION

 

LONGWOOD COLLEGE COUNSELING CENTER

G28 Lancaster Hall  395-2409

Monday through Friday 8:15-5:00

 

Wayne R. O'Brien, PhD, Director

Maureen J. Walls, PsyD, Assistant Director

Betty Newman, Administrative Assistant

 

The Longwood College Counseling Center supports the mission of the College by providing services and pro­grams that help students succeed academically and personally. Given our shared goals for student success, we recognize faculty as a vital resource and look forward to continued collaboration with you.

 

Our services address student problems ranging from developmental concerns to more serious psychological difficulties. Through counseling, students can:

 

v     Understand themselves, including strengths, conflicts, and feelings.

v     Change their thinking, feelings, attitudes, and/or behaviors in ways that will help them function more effec­tively.

v     Learn to overcome or eliminate self-defeating and other problematic behaviors.

v     Increase self-esteem, confidence, and competence.

v     Reduce symptoms of anxiety, depression, substance abuse, eating concerns, abuse issues, and other common concerns.

v     Develop satisfying, healthy relationships with others.

v     Gain information about wellness, life at Longwood, and in-class learning,

 

Faculty can play an extremely important role in referring students for help - not only because you have ongo­ing, direct contact with students, but also because a student's respect and regard for a professor playa role in their willingness to accept a referral. Also, students frequently turn to you for advice and support. Although you are not expected to provide counseling, it is important for you to understand the critical role you can play in responding to student problems, know the signs that indicate a need for help, and understand how to refer to the Counseling Center. We hope that this guide will help with these tasks.

 

EXAMPLE CASES

 

I am Marsha and most of you probably know me. I am a leader at Longwood - I'm an Ambassador, an Orientation Leader, a RA, and the president of my sorority. I am a therapeutic rec major and have a 3.6 GPA. I also have a secret: I cut myself. In therapy, I've learned that there are many reasons why someone self-mutilates. Some hurt themselves because the emotional pain is too much to tolerate, so they chose physical pain instead. Some people hurt themselves to remind them that they are alive - "I bleed, therefore I am alive." Others use the pain to punish themselves. For some, the self-abuse is a way to recreate past abuse. Some people hurt themselves as a way of expressing feelings. They don't feel right voicing anger, hurt, or sadness directly, so they express it in this indirect, self-harming way. From what I have learned about myself, I fall in the last category. Everyone thinks I have it all togeth­er. I always present myself as calm, organized, and responsible. Inside, I feel like screaming. I guess for me, cutting is my scream.

 

Allow me to share what it is like for me. I have good days, many of them. But, overtime, the pres­sure seems to build. And build. And build. It is during these times, when I start to be consumed with the notion of cutting myself. I try to put it off - and sometimes I can. But inevitably, cutting happens. There are times when it seems that I am obsessed with it. I sit in class and fantasize about when I can cut next. And how I will do it without being discovered. I guess you can think of it as an addiction really - getting that next "fix." Afterwards, I feel a sense of relief - a peaceful calm. And that lasts for a while. Until the next time. . .

 

I'm Amanda. I'm a freshman psychology student. I come from a small town about two hours from here. I didn't think I had a problem, but now I'm worried. My roommate and suitemates have been concerned about me for a couple of months now. They have tried to talk with me about my drinking. But really, I thought I had it under control. Sure, I would drink too much, but always on the weekends - never on school nights. I guess I should have been worried when I started being sick and having major hang-overs, but really, so many other people were doing the same things. My roommate doesn't approve, and now I think she avoids me a lot of the time. I really, really thought I had it under control. Until this past Saturday morning, when I woke up in some guy's room. I'm so afraid. I don't remem­ber what happened. I don't remember how I got there. He says nothing happened, but what if it did? What if I'm pregnant? What if I have some STD? I try so hard to piece that evening together in my mind, but it is all a blur. I'm so afraid. And ashamed.

 

My name is Peter. I am a junior history major. I feel like the hole I find myself in is getting deeper and deeper. I'm already on academic probation and this semester is the worse so far. I have already dropped two classes, leaving me with nine credits - and I am failing one class and am definitely strug­gling in the other two. I want to care, but sometimes I don't even feel like I have the energy to care. I just seem to want to sleep. I sit down to read or study, and my mind just drifts. A lot of times, I have

'1 read the same paragraph three times before it even sinks in. I try to go to classes, but I have trouble getting up in the morning. My professors have cut me breaks, but I know they are getting tired of my excuses. It is not like me to not care. But really, I just feel so blah about everything right now: classes, friends, me.

 

My name is Peggy. I am a senior art major. My friends describe me as a worry wart" and it is true - I seem to worry about most anything. I always have. But now, the worry is out of control. I now have panic attacks. It is awful - sometimes I think I'm going to die. I had one just yesterday. I was on my way to biology class and my heart started beating faster and faster. I felt dizzy and thought I was going to faint. My hands started to sweat and I couldn't focus on anything. It was so bad that I turned around and went back to my room. I hate missing class, but really I don't think I could have made it. Last week, I was so embarrassed when I had a panic attack in my health class. I began to hyperventi­late. I felt like everyone was staring at me. I became so upset that I got up and left class. I don't know what is going on. But it is so scary.

 

WHO TO REFER

 

Students dealing with personal problems tend to show signs that they are struggling. The following indicators may be useful in assessing if a referral is appropriate.

 

Stated Need for Help Students will come to you with a direct request for assistance. After talking with the student, you may believe the problems are beyond your expertise or time limits. The best tool is to be aware of your thoughts and feelings and to allow them to guide you. Feeling angry, scared, fed up, or overly respon­sible for a student most likely indicates that a referral is appropriate.

 

References to Suicide Regardless of the context, any student who talks or writes about suicide should be taken seriously. It is often necessary to distinguish between a theoretical or hypothetical discussion of suicide and a statement that reflects true distress. If an individual shares specific details, an immediate referral is nec­essary. It can be a mistake to assume that talk of suicide is a way to gain attention. If you suspect that a stu­dent may be thinking about suicide, please make an immediate referral to the! Counseling Center. You can also consult with us if you feel uncertain or if the student is reluctant to seek professional counseling.

 

Psychosomatic Complaints Students who report physical symptoms that cannot be supported by medical evi­dence may be experiencing psychological problems. Psychosomatic symptoms are very real for the student and should not be treated lightly. Tension headaches, nausea, physical pain, insomnia, and fatigue are some examples of psychosomatic complaints.

 

Academic Problems Students who have noticeable negative changes in their academic performance also may be struggling with other areas of their lives. Those who demonstrate a consistent discrepancy between their performance and their potential may be in need of assistance. Poor concentration, incapacitating test anxiety, or repeated absences from classes are all issues which might benefit from Counseling Services. The Academic Support Center (395-2391) is another appropriate resource.

 

Anxiety and Depression When a students' ability to function becomes impaired because of anxiety or depression, assistance should be recommended.

 

Signs of Depression

v      Eating or sleeping problems

v      Little interest or pleasure in doing things

v      Feeling down, sad, or hopeless

v      Drug/alcohol abuse

v      Restlessness

v      Feeling like a failure or like a disappointment

v      Trouble concentrating

v      A loss of energy and motivation

v      Thoughts that he/she would be better off dead

 

Signs of Anxiety

v      Overwhelming feelings of panic and fear

v      Dizziness or lightheadedness

v      Nausea, sweating, muscle tension

v      Trembling or shaking

v      Edginess and irritability

v      Chills or hot flashes

v      Concentration problems

v      Constant doubt/Crave reassurance

v      Uncontrollable thoughts

v      Social withdrawal or isolation

v      Fear of losing control, "going crazy", or dying

 

 

Drug and Alcohol Abuse Indications of excessive drinking, drug abuse, or drug dependence are almost always indicative of psychological problems that interfere with social, academic, and work functioning.

 

Retention Issues Students who are considering dropping out of school, contemplating a transfer to another college, or worrying about possible academic failure may find counseling to be a useful resource during their decision-making process.

 

STATISTICS

 

Our principle function is to provide professional individual counseling to Longwood students who are experi­encing psychological or behavioral difficulties. The following table summarizes our 2000-200 I clientele by School:

 

 

NUMBER OF

PERCENTAGE OF

SCHOOL

CLIENTS

CLIENTELE

Liberal Arts and Sciences

107

51.9

Education and Human Services

65

31.5

Business and Economics

24

11.6

Undeclared

8

3.8

 

 

!

Other

2

1.2

 

The next table presents a summary of our clientele in terms of class status:

 

CLASS

NUMBER OF

PERCENTAGE OF

PERCENTAGE

 

STUDENTS

CLIENTELE

OF SESSIONS

Freshman

66

32.0

25.0

Sophomores

42

20.3

20.4

Juniors

57

27.7

32.9

Seniors

33

16.0

15.3

Graduate

6

2.9

5.8

Other

2

1.1

.6

TOTAL

206

100

100

 

Twenty-six minority students participated in individual counseling, accounting for 13% of our clientele. We saw 166 women (81 %) and 40 men (19%).

 

Although our primary focus is individual counseling, we also:

 

v      Provide crisis intervention                                  Provide consultation

v      Advise the Peer Helper Organization                  Instruct Project Success (EDUC 470)

v      Instruct OCTAA (Alcohol Prevention)               Provide outreach programming

v      Supervise practicum students and interns            Provide support groups

v      Collaborate with other campus efforts (e.g. committees, grant projects, etc.)

 

CRISIS OR EMERGENCY SITUATIONS

 

College students often face a great deal of stress related to academic, social, family, work, and financial issues. While most students cope successfully with the demands of college life, some may feel alone, isolated, help­less, and hopeless. Such feelings can easily disrupt academic performance and lead to harmful behaviors such as substance abuse and suicide attempts.

 

Faculty members are in a unique position to identify and help students who are in crisis. This may be espe­cially true for students who cannot or will not turn to family or friends. Your expression of interest and con­cern may make a critical difference in the student's life. If a student is acting in a troubled manner or seems to be losing control, remember:

 

v     Be calm. Your calmness may help the student control his/her emotions.

v     If possible, talk with the student in a quiet, private place.

v     Be clear and direct. Convey understanding and respond honestly about your ability to help.

v     Be firm. It is helpful and important to set clear limits and provide a specific plan of action.

v     Walk the student to the Counseling Center (126 Lancaster) if you feel it is appropriate. Same day or imme­diate appointments are available in urgent situations.

v     Call to speak with a counselor (2409) if you need assistance or consultation. During evening or weekends,

contact campus police (2091).

v     Call to speak with Laura Bayless, Assistant Dean for Student Affairs (2487) or Tim Pierson, Vice President for Student Affairs (2039) if you need administrative assistance or consultation.

v     Any reference to thoughts or a threat of suicide should be considered extremely serious, and a psychological assessment is advised. Call Campus Police (2091) if you believe the risk of suicide is immediate.

v     Do not leave the student alone if you believe he/she is at risk to harm him/herself.

 

WHEN AND HOW TO REFER

 

Longwood faculty is one of our primary referral sources. You are often the first to notice a student experienc­ing some kind of emotional trouble. Aside from the signs and symptoms that may suggest a need for counsel­ing, there are guidelines that may help define the limits of your involvement with a particular student. A refer­ral is usually indicated in the following situations:

v     A student presents a problem or requests information that falls outside your range of knowledge or comfort. .:. You believe that personality differences or conflicts between you and the student will interfere with your ability to help the student.

v     The problem is personal, and you know the student beyond a professional basis (i.e. friend, neighbor, rela­tive, etc.).

v     A student is reluctant to discuss a problem with you.

v     You believe you are not getting through to the student.

v     You feel overwhelmed, overly responsible for, and worried about the student.

 

Your first step may be to privately talk with the student in a straightforward manner to express your concerns. Be specific about what you have observed. Next, make the student aware of the Counseling Center and sug­gest that he/she talk with a counselor.

 

Depending on the urgency of the situation, you may:

v     Walk the student to the Counseling Center (126 Lancaster) for immediate assistance.

v     Call us directly (2409) or have the student call from your office.

v     Agree that the student will walk over and will call you when he/she arrives.

v     Agree that the student will call or come by the Counseling Center to make an appointment.

v     Of course, the student has the freedom to refuse the referral. Keep in mind, that your suggestion is impor­tant regardless of the student s action. Students often share with us that it took numerous suggestions from various individuals (RA, friend, professor, parent) before they arranged an initial appointment.

 

We can see a student the same day, when necessary. If you feel uncertain about a referral, please don't hesi­tate to contact us (2409). We are always willing to discuss your concerns and possible courses of action.

 

The Counseling Center maintains strict rules of confidentiality. Not only is confidentiality the cornerstone of counseling, we are under ethical and legal obligations not to release information. Without the student's written permission, we cannot tell anyone that he/she is receiving services. Confidentiality is only broken when we fear that the student is in danger of hurting either him/herself or someone else. As faculty, confidentiality may be frustrating, since you naturally want feedback about your referral. Please respect that confidentiality is a legal requirement and is practiced in the student's best interest.

 

Making a referral is usually easier if you have met a member of our staff and can provide information about how the center operates - how to make an appointment, location, and perhaps most importantly, confiden­tiality. Please visit us, invite us to your departmental staff meetings, or invite us to lunch!