Faculty:
Staff:
PIC 1: Alberto and Professor Hampton sit across from each other in an office.
PROFESSOR HAMPTON: Oh, hi, Alberto. Thanks for coming by to see me. You’re going to fail my class if you don’t make some big changes.
ALBERTO: Fair enough.
COACH: Professor Hampton tried to show Alberto the consequences of his choices, but used the vague term “big changes.” Alberto took this as threatening rather than supportive. Instead, Professor Hampton should try focusing on specific, observable behaviors.
PROFESSOR HAMPTON: You seem pretty negative. I’ll tell you, negative people never get far in life. You need to rethink your attitude.
ALBERTO: Yes, sir.
COACH: Professor Hampton tried to recognize Alberto’s feelings, but was vague, and called him negative. Alberto took this as judgmental rather than supportive, and he felt it wasn’t safe to open up. Instead, Professor Hampton should try letting Alberto know he gets where he’s coming from.
PROFESSOR HAMPTON: Have you told anyone how you feel?
ALBERTO: I don’t know.
PROFESSOR HAMPTON: Do you have friends? Family? Anyone to talk to about these things?
ALBERTO: Of course I have friends and family.
PROFESSOR HAMPTON: And have you told them how you feel?
ALBERTO: (silence)
COACH: Professor Hampton tried to get more information from Alberto, but he asked closed questions which did not encourage further discussion. In the future, Professor Hampton should try asking open-ended questions to give him space to open up.
PROFESSOR HAMPTON: You should be focused on all the positive things in your life. There are a lot of people your age who don’t get enough to eat every day or who don’t have the opportunity to get a college education. You’re actually very fortunate.
ALBERTO: Wow, I never thought of it like that. Are we done?
COACH: Professor Hampton tried to cheer Alberto up, but it didn’t work. His perspective is not going to change this easily. Instead, Professor Hampton should reflect back what Alberto is saying to show that he understands how he feels.
ALBERTO: Can’t you see? I’m a piece in the wrong puzzle. There’s no place for me. I don’t fit.
PROFESSOR HAMPTON: What do you mean, you don’t fit?
ALBERTO: I mean, I mean, nothing. (faster) I mean, you shouldn’t waste your time on me because maybe I won’t be here for very long.
PROFESSOR HAMPTON: I don’t understand.
ALBERTO: I mean, maybe tomorrow my car will be in the lake. And maybe I’ll still be in it.
PROFESSOR HAMPTON: I know you wouldn’t do anything to hurt yourself. But you shouldn’t joke like that.
ALBERTO: (pained expression)
COACH: Professor Hampton should take this opportunity to acknowledge and empathize with Alberto’s feelings. If a student mentions suicide, even casually, you must address it. Don’t assume he is just joking or blowing off steam. He may be looking for help and be too embarrassed or intimidated to ask for it directly. Let’s look at a better way to respond to Alberto.
PROFESSOR HAMPTON: Have you thought about suicide?
ALBERTO: Come on, I’m not crazy. But, yeah, of course I’ve thought about it.
COACH: Professor Hampton did a good job asking Alberto about suicide in a direct and non-judgmental way, giving him space to talk about how he feels. If you think a student is thinking about suicide, ask directly, you won’t put the idea in their head, and you will give them a safe and accepting place to talk about. Professor Hampton should keep asking open-ended questions, to encourage him to share.
PROFESSOR HAMPTON: It’s not uncommon for people who are feeling down to have some thoughts about dying. It usually means that they’re in a lot of pain and just want that pain to stop. But when you’ve run out of answers, it’s time to get help.
ALBERTO: What do you mean?
PROFESSOR HAMPTON: I want you to make an appointment with the Counseling Center.
ALBERTO: Fine. Can I go now?
PROFESSOR HAMPTON: Yes, you can go. Just promise to visit the Counseling Center.
ALBERTO: I promise.
COACH: Professor Hampton knows Alberto has thoughts of suicide and has to make sure he finds help. In this case, he should help him make the appointment, or, better yet, walk him there today. Trusting him to make and keep an appointment with the mental health services office is not enough. Let’s look at a more effective example of how to respond.
PROFESSOR HAMPTON: I think it would be really good for you to see someone at the Counseling Center, especially after what you’ve just told me.
ALBERTO: (hesitant, but thinking) I don’t know…
PROFESSOR HAMPTON: It can’t hurt. Just take a walk with me, okay?
ALBERTO: I have a class soon.
PROFESSOR HAMPTON: I know you don’t feel like you’d actually do anything to hurt yourself right now. But it sounds like you do think about it sometimes and, anyway, you’re struggling with a really difficult situation. Talking to someone might make it feel a little easier to manage and take some of the pressure off. If you do choose to go by the Counseling Center, there’s no commitment to keep going if it’s not helping you. But I do think it would be good to talk with a counselor there, at least once. Would it be okay for us to take a walk over?
ALBERTO: (hesitant) Well… okay.
Professor Hampton tried to help Alberto, but he didn’t fully ensure he’ll get the support he needs in this moment. Alberto promised to go to Counseling Center, but Professor Hampton can’t be sure that he’ll actually go. When a student has suicidal thoughts, it’s essential to make a warm and direct handoff to support.
Professor Hampton commented on a behavior, but it wasn’t specific or neutral.
He said, “You’re going to fail my class if you don’t make some big changes.”
"Big changes” was a vague term that doesn’t identify the behavior Professor Hampton is concerned about. And the prospect of failing came across as threatening rather than supportive.
Next time, Professor Hampton should try focusing on specific behavior, like an assignment he missed or a time he fell asleep in class.
Professor Hampton tried to recognize Alberto’s feelings, but did so in a way that put him on the defensive.
He said, “You’re negative and negative people never get far in life.”
Next time, Professor Hampton should try to focus on where Alberto is coming from. Showing this support for Alberto will show him it’s safe for him to open up to Professor Hampton.
Professor Hampton missed the opportunity to ask Alberto if he was considering suicide when he said, “You shouldn’t joke like that.”
A student may mention suicide casually because they don’t feel comfortable asking for help directly. Even if it seems like a joke, this type of comment should be taken seriously.
Next time, Professor Hampton should try asking him if he’s had suicidal thoughts, to give him a safe and accepting place to talk about this feeling.
Professor Hampton tried to get Alberto to share information with him, but he asked closed questions that did not encourage further discussion.
He said, “Do you have friends, family? Have you told them how you feel?”
These kinds of questions invite short answers. And asking if Alberto told anyone else carries some judgment that he should have told them.
Next time, Professor Hampton should try asking open-ended questions that give Alberto space to open up.
Professor Hampton tried to get Alberto to change his perspective.
He said, “You should focus on all the positive things in your life.”
Sharing his feelings about Alberto’s life didn’t give Alberto the impression that Professor Hampton was trying to understand his perspective.
Instead of feeling cheered up, he felt unsupported.
Next time, Professor Hampton should try reflecting back what Alberto is saying to show that he understands how Alberto feels and where he’s coming from.
Professor Hampton told Alberto he wanted him to get additional support. He said, “I want you to make an appointment with the Counseling Center.
Because Professor Hampton knows of Alberto’s thoughts of suicide, he has to make sure that he finds the help he needs. Trusting him to make an appointment is not enough.
When students are in distress, and especially when they have revealed suicidal ideation, it is essential to make sure they get connected to support. You can make the call with them or walk with them to the Counseling Center.
PIC 2: Alberto and Professor Hampton sit across from each other in an office.
PROFESSOR HAMPTON: Oh, hi, Alberto. Thanks for coming by to see me.
I noticed you still haven’t turned in your first assignment. Is everything okay?
ALBERTO: Yeah, I don’t think I’m going to be turning in this assignment. So, if you’re thinking of dropping me from the class, you might as well go ahead and do it.
PROFESSOR HAMPTON: That seems a bit extreme, don’t you think?
ALBERTO: It’s inevitable. I don’t mind.
PROFESSOR HAMPTON: You don’t care if I drop you from the class?
ALBERTO: This is my last semester in school. I’ll be leaving soon.
PROFESSOR HAMPTON: Why?
ALBERTO: I’m making Fs in all my classes. So, I’ll have to leave the university.
COACH: Professor Hampton did a good job focusing on specific, observable behaviors. He asked about Alberto’s missing assignment in a neutral and supportive way which led to further discussion. Alberto felt safe opening up to him.
PROFESSOR HAMPTON: I don’t know about your other classes, but you don’t have to fail this one. We can work together and come up with a plan to help you finish the work.
ALBERTO: I can’t keep up.
PROFESSOR HAMPTON: Why not?
ALBERTO: I can’t concentrate. I’m just not cut out for college. I shouldn’t have tried.
COACH: Professor Hampton did a good job of showing empathy for what Alberto is going through. He showed support for Alberto and showed him that it’s safe to open up to him.
PROFESSOR HAMPTON: What will you do when you leave school?
ALBERTO: Maybe I’ll work, get a job. I have a friend who works in construction. Maybe he’ll get me a job.
PROFESSOR HAMPTON: Do you want to work construction?
ALBERTO: I don’t care, honestly.
COACH: Professor Hampton did a great job asking open-ended questions. He gave Alberto space to share his vision of his future and was non-judgmental of his choice.
PROFESSOR HAMPTON: You seem pretty unenthusiastic about your future.
ALBERTO: What future?
PROFESSOR HAMPTON: Well, you’re a young man. You’ve got your whole life ahead of you.
ALBERTO: I guess…
PROFESSOR HAMPTON: What does that mean?
ALBERTO: Nothing. Just, I’m ready to go. Are we finished?
COACH: Professor Hampton tried to cheer Alberto up, but it didn’t work. Rather than sharing his feelings about Alberto’s future, he should try reflecting back what Alberto is saying to show that he understands how he feels.
ALBERTO: Can’t you see? I’m a piece in the wrong puzzle. There’s no place for me. I don’t fit.
PROFESSOR HAMPTON: What do you mean, you don’t fit?
ALBERTO: I mean, I mean, nothing. (faster) I mean, you shouldn’t waste your time on me because maybe I won’t be here for very long.
PROFESSOR HAMPTON: I don’t understand.
ALBERTO: I mean, maybe tomorrow my car will be in the lake. And maybe I’ll still be in it.
PROFESSOR HAMPTON: How often do you have thoughts about suicide?
ALBERTO: I don’t know. Every day? But it doesn’t matter. I wouldn’t have what it takes to do that right, either.
COACH: If you think a student is thinking about suicide, ask directly, you won’t put the idea in their head, and you will give them a safe and accepting place to talk about.
PROFESSOR HAMPTON: Have you heard about the counseling center?
ALBERTO: Uh, no…
PROFESSOR HAMPTON: Well, it’s a service for students and it’s very close to here, just over on Highland Road. The people there work with a lot of students.
ALBERTO: I don’t know. I’m real busy.
PROFESSOR HAMPTON: What are you busy doing?
ALBERTO: You know, the usual, busy, busy.
COACH: Professor Hampton asked Alberto what he’s heard about the counseling center, giving him space to share his knowledge and perspective. This helps him be more open to the idea, because he doesn’t feel pushed into it.
PROFESSOR HAMPTON: When we have physical pain that won’t go away, we see a doctor. When emotional pain won’t stop, we also need to get help. Counselors are trained to help us with our emotional problems. They can help us get through things that we feel are too big for us to get through alone.
ALBERTO: (nods assent)
PROFESSOR HAMPTON: What if we called the Counseling Center right now, and set up an appointment for you? Would you go?
ALBERTO: Maybe. (hesitates) Yes.
PROFESSOR HAMPTON: Okay, let’s give them a call.
Professor Hampton did a good job helping Alberto and he made sure he’ll get the support he needs in this moment. When a student has suicidal thoughts, it’s essential to make a warm and direct handoff to support.
Professor Hampton did a great job commenting on a specific behavior in a neutral way.
He said, “You haven’t turned in your first assignment. Is everything okay?”
Professor Hampton showed empathy for what Alberto is going through when he said, “You don’t have to fail this class. We can work together to come up with a plan to help you finish the work.”
He showed Alberto he wants to support him and it’s safe for Alberto to open up to him.
Professor Hampton directly asked Alberto if he was considering suicide. He said, “How often do you have thoughts of suicide?”
By asking Alberto directly in a non-judgmental way, Professor Hampton gave him a safe and accepting place to talk about this feeling.
Professor Hampton did a great job answering open-ended questions. He said, “What will you do when you leave school?”
This question gave Alberto space to share his vision of his future, without any judgment of his choice. Professor Hampton showed him it was safe to share with him.
Professor Hampton did a great job reflecting how Alberto was feeling when he said, “It sounds like you’re feeling discouraged about things.”
Professor Hampton did a good job referring Alberto for support. He said, “What if we called the Counseling Center right now?”
By making the call with Alberto, he’s making sure he finds help.