MANDATORY REPORTING

In addition to referring a student to resources, any sexual or gender-based harassment or assault requires mandated reporting. For questions regarding mandated reporting, please contact the Title IX Office at (972) 721-5056 or click below.

Campus Safety 24-hour Emergency 972-265-5911
Campus Safety (24-hour non-emergency) 972-721-5305
Dean of Students 972-265-5747
Counseling Center 972-721-4045
Health Clinic 972-721-5322
Office of Student Life 972-721-5323
Disability Services and Title IX 972-721-5056

HOURS: With the exception of Public Safety’s 24-hour dispatch, all offices are open 9:00 AM-5:00 PM, Monday-Friday.
On-call staff are available from 5:00 PM to 9:00 AM and can be reached at the 24-hour dispatch number 972-721-5305.

CONFIDENTIALITY STATEMENT: Under FERPA, any information regarding a student’s “Educational Record” may be shared with the appropriate University Representative, be that Faculty or Staff. HOWEVER, FERPA differentiates between “Educational” and “Treatment” records. “Treatment Records” refers to information related to the services provided by a health clinician. “Treatment Records” are protected under FERPA, the Texas Medical Records Privacy Act (TMRPA), and occasionally by the Health Insurance Portability Accountability Act (HIPAA) standards. As such, the Counseling Center and the Health Clinic may not disclose any information to anyone on campus related to Treatment Records, with few exceptions regarding the safety and well-being of the individual or others, without the proper consent and proper demonstration of an ethical clinical need to disclose such information. The Counseling Center and the Health Clinic may participate in the CARE Team and BIT as non-voting members. However, anything shared in the context of “Treatment Records” is not disclosed to either the CARE Team or the BIT, save for measures of imminent safety.

How Community Responds When Students Have Emergencies or Need Immediate Help. 

Check out our Free Guide on Helping a Roommate After A Crisis!

SIGNS OF DISTRESS

USUALLY, A CHANGE IN PRESENTATION, UNLESS THERE ARE GENERAL SIGNS OF ONGOING DYSFUNCTION OR NOTICEABLE DISTRESS.

ACADEMICS

• Sudden decline in quality of work and grades
• Frequently missed classes and assignments
• Disturbing content in writing or presentations
• Classroom disruptions
• Consistently seeking personal rather than professional advice
• Multiple requests for extensions/special considerations (a change from prior functioning)
• Doesn’t respond to repeated requests for contact/meetings

ACTIONS / INACTION

• Marked changes in physical appearance (e.g., poor grooming/hygiene or sudden weight loss/gain)
• Strange or bizarre behavior indicating loss of contact with reality
• Elevated substance use
• Visibly intoxicated, slurred speech, or smelling of alcohol, marijuana, or a strange substance
• Rapid speech or manic behavior or mood (elevated beyond what might be normed or appropriate)
• Depressed or lethargic mood or functioning
• Reported or observed panic attacks, anxiety attacks, excessive worry beyond what might be expected for a situation
• Observable signs of injury (e.g., facial bruising or cuts)

PSYCHOLOGICAL DISTRESS

• Self-disclosure of personal distress (e.g., family problems. financial difficulties, assault, discrimination, legal difficulties)
• Unusual/disproportionate emotional response to events
• Excessive tearfulness, panic reactions
• Verbal abuse (e.g., taunting, badgering, intimidation)
• Expressions of concern about the Student by peers
• Difficulties associated with a recent loss of family or close friend
• Consuming focus on relationships

SAFETY

• Verbal, written, or implied references to suicide, homicide, assault, or self-injurious behaviors
• Unprovoked anger or hostility/physical violence (e.g., shoving, grabbing, assaulting, use of a weapon)
• Academic assignments dominated by themes of extreme hopelessness, helplessness, isolation, rage, despair, violence, self-injury
• Stalking (compulsive pursuit) or harassing
• Communicating threats/disturbing comments via email, social media, verbal correspondence, texting, or phone call•Expressions of feeling trapped, hopeless/helpless, with no options out
• Giving away sentimental belongings

ALGEE 

Mental Health Recognition Action Plan

Learn more about each below the table.

REPORT

Report concerns to the Care Team: care@16300a.com 

MORE DETAILS

ASSESS the risk — Prepare to Reach Out

Look for signs of concern (above).

MYTH - Asking someone about suicidality will "push" them towards suicidality. 
TRUTH - Discussing suicidality decreases suicidal ideation and decreases suicide risk (research).

It is better to be empathetically direct and clear with an individual you may be concerned is suicidal. Express your concerns and why you're worried about them. For example, you could say, "I've noticed [specific things], and I'm concerned about you. How are you feeling?" be specific: "Are you feeling like you want to hurt yourself?" If yes or no, still follow up with, "Have you been thinking about suicide or not being alive?" If they confirm these concerns, you may ask if they have a plan or not. This question is important to gauge how serious the concern is. 

Be not afraid. If you are supportive, encouraging, and point to the resources needed, and follow the advice here, there is less chance of anything drastic happening. 

DO know the available campus resources and the referral process.
DO stay calm. Ensure your safety. Use a calm, non-confrontational approach.
DO if safe, meet privately and always allow sufficient time to meet.
DO if you decide not to have direct contact with the Student, refer the incident to BIT via the CARE Team.
Contact the CARE team if the student has non-imminent concerns or acts in a non-threatening but concerning, bizarre, or highly irrational way.
Contact 911 if a student expresses a direct threat to self or others, is acting in a violently oppositional way, or if the situation seems to be escalating.

LISTEN and GIVE reassurance and information — Connect with the student

Stay calm. Approach the individual and listen to their concerns with nonjudgmental empathy and appropriate concern. Remember that it is not your job to "Fix" the person or their problems but to be present to them and support them from where they are now to where they need to be next. 

Talking to someone who is suicidal may be scary. Remember that we are here to support the individual of concern and you as you move through this concerning time. Don't feel like you are alone. 

*That being said, unfortunately, we cannot discuss the confidential matters of individuals with anyone who does not have a signed release from the student for us to discuss things with. We may be unable to discuss anything with you after the crisis event. While this may be frustrating, it is a best practice for the safety of the individual of concern. We are all focused on helping individuals get the support they need to continue to live flourishing lives.

Validate their fears and concerns without confirming the facts or truths of future catastrophes. Examples: "I get that; that would be scary." "That may be true. I don't know about that, but I would be concerned about that, too."

Reassure them of support. It is important to maintain a sense of the concern's importance and that you are taking it seriously. Don't make any promises, but reassure them that everyone is focused on getting them the support they need to stop suffering and live a more flourishing life.

Don't promise to keep secrets about their safety and well-being or about what will or won't happen. If things happen despite your promises, it will damage your relationship.

DO listen through the anger. Use active listening and acknowledge the feelings of the individual.
DO allow the person to vent and tell you what is upsetting to him/her. Use silence to allow the person to talk it out.
DO set limits. Explain clearly and directly what behaviors are acceptable: “I will be willing to speak with you as soon as you lower your voice. ”
DO be firm, steady, consistent, and honest. Clearly express your concerns, focusing on the behavior in non-disparaging terms.
DO focus on what you can do to help resolve the situation.
DO ask directly if the student wants to hurt him/herself or others.
DO respect the student’s privacy without making false promises of confidentiality.

ENCOURAGE appropriate professional and self-help support strategies — make the referral

DO recommend services and provide direct referrals. Assist the Student in contacting resources.
DO frame any decision to seek and accept help as an intelligent choice.
DO make sure the Student understands what actions are necessary.
DO encourage and assist student to make and keep an appointment and set a follow-up meeting with the student
DO make personal referrals.
Contact the OSA about the student. Give the Name of an individual to whom you refer the student. 
Call ahead to brief the person in OSA.

DON’Ts

DON’T transport those in imminent danger, even if they are walking from one building to another. Instead, call UDPD (972-265-5911) or 911 and wait for their response. 
DON’T be dismissive, condescending, or shaming.
DON'T continue to argue a point if the person is becoming irrationally angry or violent.
DON’T diagnose or give any prognosis.
DON’T be afraid to ask direct questions. Asking about suicide or self-harm will not push someone over the edge, as these are usually cries for help.
DON’T hurry the student out of your office, or just pass him or her off to someone else (expresses a lack of care)
DON’T promise anything, as this can set up for a lack of trust if the promise can’t be kept, or possibly a defensiveness from the student.
DON’T turn the conversation to you, or someone you know and their problems. Things like, “people have gotten through this difficulty before,” can be encouraging, but if it becomes the topic of the conversation, the student may feel dismissed.

EMERGENCIES:

CALL 911

NON-EMERGENCIES:

CONTACT CARE TEAM care@16300a.com

ONLINE INCIDENT REPORT FORM:

udallas-advocate.symplicity.com/public_report 

FOR ONLINE INCIDENT REPORT, HAVE THE FOLLOWING INFORMATION AVAILABLE:

Your FULL Name (the person making the report) and Position/Title
Your contact information: phone extension/email address
Level of Urgency (Emergency, Urgent, Concerning, etc. - to the best of your ability to assess)
Behaviors observed (presented in concise, specific, objective language: Who, What, Where, When, Why, How)
Date/Time of incident or observed behaviors
Name of the Student of Concern
Any identifying information you may have access to – phone, email, student ID, Dorm/living accommodations.
Names and identifying information of any other students, faculty, or staff involved.
Supporting documentation (letters, emails, texts, notes, etc.) that you may have.
Any other information that might be helpful to the CARE Team and BIT to address the concerns.

DID YOU KNOW? The CARE Team meets routinely to identify students in crisis, then works quickly and collaboratively to assess a distressed student’s needs, direct the student to campus and community resources, and consult with UD offices that may be affected by the crisis.