VIEWS: 18 PAGES: 32 POSTED ON: 10/20/2011
RECOGNIZING EMOTIONAL DISTRESS IN COLLEGE STUDENTS a resource guide for faculty and staff Provided by: Counseling Services Office of Student Development Division of Student & Diversity Affairs Campus Life Center, Suite 107 (864) 503-5195 www.uscupstate.edu In support of the mission of the Uni- versity of South Carolina Upstate, Counseling Services has adopted the following goals: Promote personal development and effective interpersonal relationships through understanding and empowerment Promote personal integrity through validation and change Promote greater fulfillment and satisfaction through exploration of educational and career choices Growth Through the Seasons Dear Faculty or Staff Member: For every 1000 university students: 600 have felt isolated to the point of mild depression 440 binge drink (consume five or more drinks in a row at least once in a two week period) 300 are in need of regular emotional support 250 have experienced at least one episode of psychological dysfunction 100 suffer from deep depression 50 suffer from anorexia and/or bulimia nervosa 20 have had at least one suicide crisis 10 will actually attempt suicide This publication is intended to provide faculty and staff with critical information concerning the emo- tional distress of college students and its impact on their academic success. Simply recognizing the signs of distress may be enough to get students to the appropriate resources. Since faculty and staff members see students on a regular basis throughout the academic year, they are in a prime position to recognize signs of distress and connect students to needed support. The major purpose of Counseling Services is to support the academic success of the students at USC Upstate. Counseling Services believes that by working together with you, our staff can help students learn more effective ways of managing their problems, and continue successfully with their education. Even with the best instructional techniques available, if a student is experiencing emotional distress, it can render the educational efforts of the instructor ineffective. Fear, worry, pain and anxiety often in- hibit academic performance by reducing the amount of energy available for learning. As educators, you will be faced with difficult situations, and the relationships you naturally develop with students may help to ensure their academic success. Providing you with this information is not intended to put you in the role of therapist. However, you are often the first line of defense in the effort to assist students in trouble. Faculty or staff involvement with students may be the best opportunity to recognize when they are experiencing emotional dis- tress—the crucial first step in helping them. Counseling Services is here to support you in both identi- fying such students and referring them to Counseling Services. We greatly appreciate your assistance and look forward to working with you to promote the intellectual and emotional development of our students. Table of Contents Emotional Distress....................................................................................................... Test Anxiety................................................................................................................. Classroom Disruption/Aggression............................................................................... Grief............................................................................................................................. Depression.................................................................................................................. Suicide......................................................................................................................... Eating Disorders.......................................................................................................... Verbal and Physical Violence...................................................................................... Sexual Abuse and/or Rape.......................................................................................... Anxiety Disorders......................................................................................................... Alcohol and Other Drug Abuse.................................................................................... What Happens at Counseling Services....................................................................... Services....................................................................................................................... Programs to Go............................................................................................................ Community Resource Guide........................................................................................ Emergencies................................................................................................................ A CLOSER LOOK: Issues Facing College Students 10 Emotional Distress Common Causes of Emotional Distress in College Students * Academic concerns * Incest and sexual abuse * Career concerns/decision making * Sexual assault/rape * Depression * Learning disabilities * Financial concerns * Emotional abuse * Test anxiety * Problems with relationships * Time management * Family conflict * Desire to transfer * Death of a loved one * Indecisiveness about major * Grief * Problems with parents * General anxiety and stress * Roommate difficulties Indicators of Emotional Distress in College Students * Excessive absences, especially when * Frequent illness attendance has been good * Tearfulness, crying during class, swollen * Change in extracurricular activities, loss of and/or red eyes interest in things usually enjoyed * Serious grade problems, change from * Withdrawal from friends, associating with very consistently good grades to poor grades different peers, isolation * Erratic, unpredictable behavior * Inability to concentrate * Signs of physical violence, hits objects in * Unusual or exaggerated emotional responses anger inappropriate to the situation * Sleeping in class, lethargy * Talk about quitting college or the * Suicidal talk or behavior, self-destructive unimportance of college thoughts, self-mutilation * Depressed, hopeless attitude and statements, * Dramatic or attention-getting behaviors change in motivation * Marked change in appearance, weight and * Irresponsibility, blaming others, denying, fault hygiene finding * Nervousness * Presence and/or smell of alcohol 11 Test Anxiety Test anxiety is one of the more common manifestations of anxiety in college students. The level of severity will often depend upon specific personality traits which may make the student more vulnerable to panic under certain conditions. A correlation exists between test anxiety/panic and the following traits: perfectionism, low self-esteem, overgeneralization, distorted perceptions, and preoccupation with failing. A student who exhibits any of these traits will be more prone to symptoms of test anxiety. Indicators of Test Anxiety * Excessive sweating * Nausea or abdominal distress * Trembling * Choking sensation or difficulty swallowing * Student suddenly “freezes up” or goes blank * Skipping or racing heart beat * Light headedness, dizziness * Preoccupation with health * Possible hyperventilation Assistance Students who exhibit test anxiety may feel embarrassed about it, and may then try to hide it from you. Your awareness of the problem could provide the most important key to helping them resolve the anxiety. If you feel that a student is experiencing test anxiety, * Refer the student to Health Services (ext. 5191) if physical symptoms seem severe. * Encourage the student to use deep breathing and relaxation techniques during tests. * Refer the student to Counseling Services (ext. 5195) for additional treatment. * Refer the student to Disability Services (ext. 5195) for discussion regarding possible accommoda- tions. 12 Classroom Disruption/Aggression The term “classroom disruption” means behavior a reasonable person would view as substantially or repeatedly interfering with the conduct of a class, and may include the following behaviors: Indicators of Disruptive/Aggressive Behavior * Using profanity * Interrupting instructor or other students * Making threatening gestures or statements * Talking over the instructor * Using cell phone during class * Confronting instructor in an aggressive manner Suggestions for De-escalation: * Stay in control of yourself and use a calm voice * Listen carefully * Identify and acknowledge issues of concern to student. * Dismiss the class if necessary (do not take unnecessary risks) * Avoid arguing with or challenging the student * Avoid invading the personal space of the disruptive student * Avoid touching the student * Minimize pointing fingers or using large gestures with your hands * Refrain from using abusive language * If you do not feel safe, avoid being alone with the student * Consult with Counseling Services (ext. 5195) regarding intervention strategies * If the pattern persists, contact the Dean of Students (CLC Suite 220, ext. 5108) 13 Grief Every loss is a personal experience. Since no two people will experience a loss exactly the same way, there are no formulas for how much a loss will hurt or how long it will last, and grief may affect a person physically, emotionally and/or behaviorally. There is a natural and common sense response to loss that promotes healing and growth. Understanding grief can make it more predictable, and therefore, less frightening to experience or observe. Below is an illustration of the stages of grief. Progress is usually not linear; the process is often seen as a cycle of change with backward and forward movement. Before Loss After Loss THE LOSS GROWTH Initial Impact Resolving Shock Restructuring Anguish & Despair Indicators of Grief * Weakness and fatigue * Inability to concentrate * Feeling of being lost * Deep sighing * Increase/decrease in activity * Forgetfulness * Anger * Guilt * Sleep disturbances * Withdrawal from friends, isolation * Questioning spiritual connectedness and/or life’s meaning * Hopelessness, helplessness * Neglect of self * Blaming others * Increased incidence of illness * Sadness, despair, crying * Disorientation to time * Apathy * Weight and appetite change Assistance Grieving is a process and often recovery can take a long time if the loss is severe. As noted above, do not be surprised if the student appears to move both forward and backward on the continuum of healing. While you always have the option to refer the student if the grieving process creates discomfort for you, below are some ways to reassure and support the student through the loss. * If you decide to be a support to the student, be there and listen. Grieving people need support more than advice. It is important to offer support over time. Often, the student experiencing the loss does not know how or cannot ask for what is needed. The student may need to tell his or her story repeatedly. Listening without judgment and interruption can be the most important gift you can give. * Avoid clichés and easy answers. “I’m sorry,” or “I care,” or “You’re in my thoughts,” may be the best responses. Many times there are no words for grief and no words that can be spoken to take away the pain. * Reassure the student that grief has many manifestations. Accept the expression of feelings. * Help the student find a variety of supportive and encouraging activities and outlets. Suggest the help of counselors, ministers, and physicians, if appropriate. * Encourage the student to make an appointment with Counseling Services (ext. 5195). Normalize the need for support when facing life’s challenges. 14 Depression Depression is a “whole-body” illness, involving one’s body, mood, and thoughts. It affects the way one eats and sleeps, the way one feels about oneself, and the way one thinks about things. A depressive disorder is not the same as a passing blue mood. It is not a sign of personal weakness or a condition that can be willed or wished away. People with a depressive illness can not merely “pull themselves together” and get better. Without treatment, symptoms can last for weeks, months, or years. Appropriate treatment, however, can help most people who suffer from depression. Indicators of Depression * Persistent sadness * Sleeping difficulties—either too much, too little, or dream disturbances * Rapid weight loss/gain may occur * Loss of interest in pleasurable activities * Loss of interest in appearance * Frequent complaints of vague aches and pains * Loss of concentration * Inability to make decisions Assistance If you feel a student is suffering from a depressive illness, you may wish to talk openly with him or her. Explain the behaviors you have observed and express your concern. In the case of mild depression, sometimes just knowing someone cares provides a boost to one’s spirit. * Symptoms of sadness, grief and depression often mirror one another. For this reason, please refer to the previous page for additional strategies for supporting students struggling with depression. * If the symptoms persist for more than one to two weeks or seem particularly severe, encourage the student to contact Counseling Services (ext. 5195). Prolonged depression can result in a sui- cide attempt. 15 Suicide Each year approximately 6,000 college-aged individuals commit suicide. An institution of 5,000 can expect at least 1 suicide per year. There are certain high-risk times during the academic year. One high-risk period occurs during the first three weeks of any school term, particularly for new or transfer students. Another high-risk period is February, which accounts for 20% of all suicides occurring during any given year. Students at risk for suicide will often exhibit signs that serve as important indicators of their intentions. Indicators of Suicide * Verbal threats to commit suicide * Unhealthy changes in behavior (e.g., withdrawal, isolation) * Sudden, unexpected happiness following prolonged depression * Substance abuse * Themes of death * Problems in school, (e.g., drop in grades, absences) * Previous suicide attempt(s) Assistance When dealing with someone who is actively suicidal, do not handle the situation alone. In the case of suicide, two heads are better than one, especially given the potential intensity of the crisis. * Contact Counseling Services (ext. 5195) immediately if the threat of suicide is imminent. A counselor will meet you and the student wherever you are located. * If the threat is not immediate, contact Counseling Services (ext. 5195) for consultation and assessment. * Legally, the student’s safety supersedes his or her right to confidentiality. It is appropriate and critical to tell the counselor what you know in order to save the student’s life. * Talk openly with the student about suicide; contrary to popular assumptions, this will not push the student to act on the threat. * Don’t analyze the student’s motives for wanting to die. Listen non-judgmentally. * Keep a calm tone of voice so as not to scare the student. * Never leave an actively suicidal student unattended. 16 Eating Disorders Eating disorders can be divided into three major groups: anorexia nervosa, bulimia nervosa and compulsive overeating. Anorexia Nervosa and Bulimia Nervosa Anorexia nervosa is a life-threatening disorder in which there is an intense fear of gaining weight, extreme concern over body shape and size, and a refusal to maintain body weight within a minimally normal range for height, age, and activity level. Bulimia nervosa is a disorder characterized by binge-eating and some form of purging, such as vomiting or excessive laxative use. Serious medical complications can develop from both disorders such as heart failure, severe dehydration, tooth decay and sometimes death. Research states 5 -10 % of college-aged students have some level of anorexia nervosa or bulimia nervosa. Indicators of Anorexia Nervosa and Bulimia Nervosa * Obsessive dieting and too much concern with * Frequent weight fluctuations weight * Wearing bulky clothing to hide figure * Claiming to be fat when obviously not * Abdominal pain overweight * Isolation from peers and family * Binge eating followed by vomiting or strict dieting * Impaired concentration * Measuring self-worth in terms of weight and * Depression shape * Dental and gum problems * Preoccupation with food, calories, and * Intolerance of cold nutrition * Hair loss * Denial of hunger even when not eating enough * Dry and yellow skin * Excessive exercising * Loss of menstrual period * Frequent weighing * Light-headedness * Abuse of laxatives and/or diet pills Compulsive Overeating Compulsive overeating is characterized by frequent episodes of eating large quantities of food in a short amount of time or continuous overeating, even when not hungry. People with compulsive overeating may be of normal weight, though 25% of obese individuals experience frequent episodes of this type of eating. 17 Eating Disorders (continued) Indicators of Compulsive Overeating * Eating large quantities of food alone * Depression * Guilt and shame over eating behavior Assistance * There are no quick or easy solutions to an eating disorder. Eating disorders are complex and potentially life-threatening. If a student is to recover, changes must be made in his or her attitudes and behaviors. However, you cannot make these changes. Realize that the student is probably ambivalent at best about wanting to get well. * Avoid power struggles with the student about eating. He or she will always win. * Express honest concern for the student, using “I” statements. Let the student know that these types of eating disorders have serious health consequences. * Refer the student to Health Services (ext. 5191) for physical complaints. * Let the student know help is available. Refer him or her to Counseling Services (ext. 5195) for more information, counseling, or referral to outside assistance. Since these disorders are so serious, notify Counseling Services of your concerns and for additional information. 18 Verbal and Physical Violence Violence can be defined as any controlling and hurtful act, word, threat, or gesture that injures another person. The violence may be physical, emotional, or sexual and is usually perpetrated by people the victim knows, often with people in his or her own family or household. Most women and men who are battered live in silence. This silence can be dangerous because it keeps them isolated from available help and creates a sense of powerlessness. Indicators of Victimization * Low self-esteem (e.g. poor eye contact, excessive apologizing, withdrawal) * Accepting responsibility for the abuser’s actions * Turning anger inward or on children * Presenting a passive face to the world, minimizing the violence to those who know * Severe stress reactions (e.g. panic attacks, rapid heart beat, weight loss) * Believing no one will be able to help * History of abuse as a child Assistance First, understand that the student lives under a very real threat of violence and/or death. It is helpful to understand that the student may not realize he or she deserves to be treated with humane consideration and has the right to feel safe from physical and emotional harm. If you are with a student in crisis, please feel free to contact Counseling Services (ext. 5195) and we will come to your location. If the student is not in immediate crisis direct them to Counseling Services. The student may not respond to the referral immediately. Following are suggestions you can share with the student to increase protection: * Help the student identify the cycle of violence and methods of protection when another violent episode could occur. * Create a safety net of telephone numbers of helping resources (i.e. friend, relative, babysitter, doctor, police, crisis line, shelter). The following numbers should also be included: Counseling Services 503-5195 University Police Crisis Line 503-5911 SAFE HOMES/Rape Crisis Center 583-9803 * If feasible, encourage the student to have a room in the house that has a strong lock where he or she can retreat if feeling threatened. * Encourage the student to keep a bag or suitcase packed in the event the student must leave the home quickly. * Explain to the student the importance of hiding extra keys, money, and important documents in a safe and secure place that is easily accessible. * Assist the student in developing an exit plan, including a place to go in an emergency (a shelter or home of a relative or friend). 19 Sexual Abuse and/or Rape Rape and child sexual abuse are both under-reported crimes. It is estimated that one in four women on college campuses is a target of rape or attempted rape. One in four women will be a target of sexual abuse by the time she is 18. In addition, one in seven men will be sexually abused or raped. Rape and child sexual assault affect the way a person thinks, feels, reacts and lives. Potential Indicators of Rape and/or Sexual Abuse * Withdrawal from usual activities * High levels of anxiety or fear * Depression * Low self-esteem * Shame (e.g., overly perfectionistic, focusing on the negative, statements that imply insecurity) * Anger * Marked physical agitation * Sudden change in appearance (e.g., more makeup, less makeup, baggy clothes) * Exaggerated startle response * Sleep disturbances * Drug or alcohol use Assistance Be aware that sexual assault is a life-threatening event. A student may be revealing the event some time after it has occurred, or you may be the first person in whom the student has confided. The student needs to be listened to in a respectful, calm way that helps create a sense of safety. * Educate yourself on University policy regarding rape and sexual assault (USC Upstate Sexual Assault Handbook). * Know that if a student confides in you, some level of trust and support already exists. * Accept what student says as truth. * Encourage the student to develop a plan to create the extra support needed at this time. * Encourage the student to use Counseling Services (ext. 5195) or SAFE HOMES/Rape Crisis Center (583-9803). Both agencies provide counseling and advocacy to assist students in: Further identifying and meeting their needs; Working through feelings and beliefs about the trauma; and Developing a full plan of action. 20 Anxiety Disorders Anxiety disorders are the most common mental illnesses in this country with more than 19 million Americans affected each year. Keep in mind that anxiety itself is a normal part of our human experience; however, when the anxiety increases to the point where the person experiences loss of functioning and other social impairments, then some type of treatment may be necessary. Indicators of Anxiety Disorders * Chest Pain * Heart Palpitations * Shortness of Breath * Dizziness * Abdominal distress * Fear of dying * Easily startled * Irritability * Depression * Nightmares * Trouble concentrating Assistance When a student is experiencing an anxiety attack or exhibiting some of the symptoms noted above, it is important for you to stay calm so as not to add to the level of anxiety already activated. * Remind the student to breathe gently and deeply. * Remain with the student to ensure safety. * Remain non-judgmental and understanding. * Refer the student to Counseling Services (ext. 5195). * Refer the student to Health Services (ext. 5191) if the physical symptoms seem particularly severe. 21 Alcohol and Other Drug Abuse Alcohol has historically been the “drug of choice” on college campuses due in part to the ease in obtaining it and its relatively low cost. Bars have typically catered to college students by offering spe- cial drink nights and contests to ensure a steady stream of customers eager to shed the stress of mid-terms, finals, and deadlines for papers. Other drugs have made their way onto college campuses as well. Cocaine, marijuana, ecstasy, methamphetamine, heroin, and rohypnol have gained notoriety on campuses across the country, and abuse of prescription drugs has increased greatly. Each drug brings its own particular side effects and dangers. Listed below are some of the potential signs that a student may be using licit or illicit drugs. Indicators of alcohol and other drug abuse * Drop in grades * Increased absences * Withdrawal from friends/classmates * Personality changes (e.g., increased irritability, hostility, aimlessness) * Failure to complete assignments * Hangovers * Strong odor of breath freshener, mouthwash, or perfume * Dilated or constricted pupils * Sleepiness, lethargy * Hyperactivity/increased distractibility * Watery, bloodshot eyes/burned or reddened skin * Shaky hands * Needle marks Assistance * Avoid lecturing, moralizing, blaming, or threatening. * Avoid allowing yourself to be exploited by a student you believe may be using alcohol and/or other drugs. * Allow natural consequences to take effect when and if the student performs poorly (making exceptions allows the student to evade responsibility for his/her actions). * Encourage student to make healthy life choices. * Be aware of your own beliefs around alcohol and other drugs. * Let the student know confidential help is available through Counseling Services (ext. 5195) and Alcohol and other Drug Education Programs (ext. 5195). * Refer the student to Alcoholics Anonymous (585-1930) or Narcotics Anonymous (1-800-828-5689). COUNSELING SERVICES: Response, Programs, and Community Referrals 24 What Happens at Counseling Services When you see a student in distress, it is best to be direct about your desire and ability to help. If you need to refer the student to another resource due to time constraints or limited expertise, simply say so. The student will likely be reassured by your willingness to direct him/her to a more appropriate resource. Referral In order to refer a student to Counseling Services, call our office, or, while the student is still in your office, have him or her make an appointment to see one of our counselors. Calling immediately will increase the chances of getting the student the help needed. If you have doubts about when to refer a student, call us for consultation. Students who are referred to us can expect: * Counseling Services is located on the first floor of the Campus Life Center in Suite 107. The phone number is 503-5195. * Services are free and confidential to students. * The counselor will not report anything the student says to any college official, parent, roommate, or instructor without the written consent of the student. However, if the student is at risk of harming himself/herself or others, or if the student is under the age of 18 and is being abused or neglected, the law requires that confidentiality be broken. * During the first visit, the counseling process will be explained and the limits of confidentiality outlined. * Counseling sessions last from 50 minutes to one hour, and the student decides whether to return for additional sessions. * In emergencies, Counseling Services will ensure the student receives immediate help. An emergency is defined as a situation which demands immediate attention. If Counseling Services is closed, then call the University Police at 503-5911. 25 Services Personal Counseling Counseling Services provides skilled, effective counseling in treating depression, anxiety, and relational and adjustment problems. Individuals meet one-on-one with a trained professional in order to gain insight into their circumstances and develop more effective ways of handling and responding to their situations. Counseling sessions take place in a safe, nurturing, confidential environment and are free to all students. Career Counseling Students who need assistance in deciding on a major or who wish to explore how their interests, values and skills relate to career selection can be directed to Counseling Services. Counseling Ser- vices takes students through a systematic career exploration process utilizing several preference inventories and research tools such as the computerized career guidance program, SIGI3. Counselors will gladly work with students at any point in their academic careers, but students are encouraged to undertake this process during their first two years of study. Testing Counseling Services administers the Miller Analogies Test (MAT) on scheduled dates available by calling the office and the DANTES by appointment (ext. 5195). Additionally, Counseling Services provides bulletins for the GMAT, LSAT, GRE, MCAT, REGENTS and DANTES. If students are interested in obtaining a copy of these bulletins they should be directed to Counseling Services in CLC 107. Life Skills This program is designed for any student who wants help in the following areas: time management, stress management, assertiveness, and anger management. A skills-based approach is taken with emphasis on widening the student’s repertoire of tools to handle a variety of real life situations. Yoga Yoga classes are offered each semester by a certified yoga instructor. Yoga is a method used to increase consciousness through the use of physical movement, relaxation, breathing and meditation. Each class is a sequence of gentle stretches and yoga postures, perfect for increasing relaxation and concentration, while reducing daily stress and creating greater flexibility. The classes are open to students, faculty and staff. Please bring a towel and wear loose, comfortable clothing. For additional information about any of these services, please contact Counseling Services at 503-5195. 26 Programs to Go Counseling Services has developed a series of workshops that are designed for use in your classroom, club, or organization. These programs can be requested from our website (www.uscupstate.edu) or by calling our office at 503-5195 two weeks in advance to schedule a pro- gram. ABC’s of Anger Management. A cognitive approach to help us keep our heads when we lose our cool. Absolut Reality: Alcohol. An interactive, open discussion about alcohol and its impact on the college experience. Encourages problem-solving for harm-reduction strategies. Absolut Reality: The Drug Deal. An open discussion about illegal drugs and their impact on students. All Stressed Up and No Where To Go? This workshop will increase one’s understanding of stress, its impact on the body and will review successful techniques for reducing and coping with stress. Career Exploration. One’s interests, values and skills are directly related to one’s choice of careers. This workshop will offer an experiential look at the key components of the career decision-making process. Dating Violence--Does love have to hurt? Geared toward first year men and women; looks at the dynamics of power in relationships and focuses on the dynamics of creating healthy relationships Do You Hear What I Hear? A look at developing and enhancing effective verbal and nonverbal communication skills. Grief. This workshop focuses on normalizing and understanding the grief experience and offers helpful approaches to dealing with loss. Healthy Body Image and Eating Disorders. An examination of the development of healthy body image and what happens when our perceptions go awry. I Met the Man/Woman of My Dreams...and Then I Woke Up. A look at the key concepts of acquiring and maintaining healthy relationships. Meditation: A Practice of Being. Meditation is a part of all spiritual traditions. This introduction offers an experiential practice of increasing relaxation and inner reflection as you develop the awareness of the mind, body, and spirit. New Perspective on Time Management. A look at time management from both right and left brain perspectives. Please Understand Me. A review of personality types using the Myers Briggs. R U Sure? The Game of Choices and Consequences. A game designed to provoke discussion and self-awareness about drinking-related behaviors and perceptions among students Real Men Don’t.... A look at what men can do to prevent sexual assault. Rediscovery of Our Inner Resourcefulness: Accessing the Inner Child. Through writing and reflecting, we will focus on some of the ways in which we have hidden our inner child, and how to bring forward that part of ourselves. 27 Programs to Go (continued) Relax and Renew. A workshop designed to nurture ourselves and create community through art, relaxation, massage, and pampering. Resolving Conflict. Identifies the skills necessary for the effective resolution of interpersonal conflicts. Self-Esteem: The Practice of Self-acceptance. Identifies what hinders us from our own self-care and focuses on how to develop our awareness that we are okay. The Art of Assertiveness. A practical, skills-based approach to saying what we mean and meaning what we say. The Art of Eating Elephants. A practical approach to studying and learning effectively. Therapeutic Humor. Uses laughter as stress-relief and the cure for “what ails us”. Transitions: How to Use Them Well. Transitions hold the possibility of opportunity as well as breakdown. This workshop explores the benefits and opportunities inherent in any transition, as well as maintaining one’s self-esteem during this time. Turning Anxiety into Excitement (and other ways to blow your mind). Stress management for new teachers. Yoga for Everyone. Yoga is an ancient practice that helps you listen to your body’s needs and reduce stress. Try some fun, safe and gentle stretches that will support you with relaxation and enjoyment. 28 Community Resource Guide Affirm - 864-467-9004 - Support group for gay and lesbian persons. Aids Counseling & Information Hotline - 800-590-2437. Alanon – Support group for family members affected by the disease of alcoholism. Call 585-1930 to leave a confidential message and a member of Alanon will return your call. Alcoholics Anonymous – 585-1930 – Call and leave a confidential message. A member of AA will contact you within 24 hours. Brain Injury Association of SC – 803-533-1613 - Support groups for persons with head injuries as well as family members and friends. Carolina Counseling Center – 583-5802 – Provides counseling services on a sliding fee scale based on income and ability to pay. Carolina Pregnancy Center - 582-4673 - Provides counseling for pregnant women, shepherding homes for pregnant women with no other housing alternatives, and support for women who have undergone abortions. Services provided free of charge. Carolina Center for Behavioral Health (Formerly known as Charter) - 1-800-866-HOPE - Provides in-patient and intensive outpatient services for persons with emotional and psychological problems. Also provides in-patient treatment for those with drug and alcohol related problems. Center for Equal Justice – 582-0369 - Provides legal services for indigent people in the following areas: Public benefits; housing; family; employment; and consumer rights. Fees based on income and household size. Children’s Advocacy Center – 515-9922 – The center provides treatment services for children who have been abused. They also provide medical and social work services to ensure children’s rights are protected. www.cacsp.org Compassionate Friends - 288-8342 – Self- help and support group for parents who have experienced the death of a child. Compass of Carolina – 1-800-203-9692 – Provides variety of counseling services; sliding scale used to set fees for services. Consumer Credit Counseling – 583-7680 - Provides budget counseling, debt repayment services, and a variety of additional money-related services. Sliding fee scale. First Steps of Spartanburg County – 327-4900 – Free service to Spartanburg County residents who need quality daycare. Parenting training and referral also provided. Free Medical Clinic – St. Luke’s – 542-2273 – Spartanburg County resident who has no health insurance, Medicaid, or Medicare; and no other county agency can help you. Evening Clinic: Tuesdays and Thursdays 5:15pm to 9:00pm (BY APPOINTMENT ONLY). Need picture ID, social security card, proof of Spartanburg residency; if living with someone else, then notarized proof of last 4 weeks of income for self or supporting adult. 29 Community Resource Guide (continued) Greater Spartanburg Ministries – 585-9371 - provides emergency food (seven day supply) and emergency financial assistance for power and heat bills. Client will need to bring I.D. and income information to document need. Greenville 24 hour Crisis Counseling Line – 271-8888 Health Department – 596-3354 - Provides array of health related services including: Tuberculosis skin testing; STD screening; Social work referral and counseling; Nutrition education and counseling; Women, Infants and Children (WIC) program. Housing Authority – 598-6001 Mental Health Center – 585-0366 - Provides diagnosis and treatment of persons with emotional and psychiatric illness. Narcotics Anonymous – 1-800-828-5689- Call and leave a confidential message. A member of NA will contact you within 24 hours. Safe Homes – Rape Crisis Coalition – 1-800-273-5066 or 864-583-9803 (Spartanburg) and 864- 467-3633 (Greenville) - 24 hours domestic violence and sexual assault crisis line. They provide treatment and supportive services to child and adult victims of sexual abuse/assault. Salvation Army – 573-5493 – 225 W. Main Street – Provides emergency food and shelter (requires referral from the department of social services). Serenity Place – 467-3751 – Residential, long term (more than 30 days) drug treatment program for pregnant women and women with children; persons are referred for treatment by the drug and alcohol commission in their home county; highest priority given to pregnant women. Spartanburg County Department of Social Services – 596-3001 - Provides the following: Child support enforcement; food Stamps; Abuse/neglect investigation and treatment; foster care and homemaker services. Spartanburg Drug and Alcohol Commission 582-7588 – Provides outpatient drug and alcohol counseling and prevention services. Fees may be adjusted based upon income. Vet Center – 864-271-2711 (Greenville) – Provides group therapy and case management services for veterans. Vocational Rehabilitation – 585-3693 Westgate Training & Consultation Center - 583-1010 - Provides marriage and family counseling along with parenting training. Fees are income based and usually very affordable. Updated 8/06 30 Emergencies Counseling Services has a counselor on-call 24 hours a day throughout the academic year. If you are with a student who is expressing direct threats to himself/herself or others, is acting in a bizarre, irrational, or disruptive manner, try to stay calm. Find someone to stay with the student while you call one of these offices: During Regularly Scheduled Work Hours: Counseling Services - 503-5195 8:30am - 5:00pm - Monday - Friday University Police - 503-5911 On call 24 hours Health Services - 503-5197 8:30am - 5:00pm - Monday - Friday During Weekends and After Hours University Police - 503-5911 Be sure to give the officer your name, phone number, campus location (with directions) and the nature of the emergency. They will contact the on-call counselor.
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