Following A Crisis Information - Student Health Center
Classroom Tips for Faculty
Unfortunately, tragic events occur on college campuses. These events can leave many students, faculty, staff, and members of the college community traumatized. When this happens, providing some time in a class setting for emotional debriefing can significantly aid and accelerate the healing process.
Here are some tips on how to address any post trauma concerns:
Provide time during class to discuss the incident and the students’ feelings about it. The students should be encouraged to express feelings in a supportive atmosphere as soon as possible. The professor might say,
“I’m still (sad, shaken, upset) by the recent tragedy. How are each of you (feeling, doing, coping) with this?"
Give the students 30 seconds to a minute to say something. They may need a little time to get the courage to speak. If students do not speak, remind them of your office hours, your email address, and/or your willingness to meet one-on-one. Emphasize that talking about the trauma is a good and healing thing to do. If you share some of your feelings, it will encourage them to talk. The minor loss of instructional time will be insignificant because if they are having serious emotional reactions their learning will be compromised.
It is also important to let them know that when events like this occur; our Personal Counseling and Life Coaching Services provide counseling support to students who are affected by the situation. If they would like help or support, they should contact that the Student Health Center, Room 7302, Building 7, third floor, Fremont campus at (510) 659-6258 during school hours to make an appointment.
Remember that everyone’s story is valid. Not everyone has to speak.
Emotional debriefing is not about establishing facts of the incident. It is about expression of feelings. Whatever students say can be answered with:
“It must be terrible to think about that.”
“It must hurt a lot to remember it that way.”
If you are able to identify students who are most upset, a referral to Personal Counseling Services would be helpful.
When speaking to students, try to do so in a calm relaxed way. When the students finish talking, you can offer them a moment of silence. Suggest that they close their eyes and breathe slowly and deeply three or four times. If you are worried about a particular student, approach her/him privately.
If you are concerned about your own reactions to the situation, consider seeking help. Give us a call and we can chat with you about whether you should think about seeking help.
Some students who have had close involvement with a crisis may have very vivid perceptions regarding the sights, sounds, smells, and tastes of the event. It’s not uncommon for them to feel something is wrong with them because the memories of these sensory perceptions are so strong. You can reassure them that such feelings are not uncommon after a tragedy. You might ask:
“Others have reported similar perceptions and thoughts after such a tragedy.” Or, “It must have been so upsetting to (see, hear, feel, smell, taste) that.”
Some students feel very guilty. They may have been close enough to the situation or victims that they believe there is something they should have done to prevent the tragedy or harm to some of the victims. They may believe that they should have been there to help some of the victims. To address this, you might say:
“After a tragedy, people often second guess themselves, and they are not sure they did everything they could. That’s a natural feeling of wanting to help others. It does not reflect what was really possible.”
A future orientation is helpful. You might ask:
“What are you worried about right now?”
When they speak about future concerns, you might be able to alleviate some of their worries with facts or other ideas and thoughts. Giving students a chance to share their worries reduces anxiety. You can say,
“It’s really too early to know all the facts about what is going to happen. But you help yourself to deal with this tragedy. Many people find that talking with others, spending time with family, connecting with ministers, rabbis, or priests can hasten the healing process.”
After class, if students come to your office to speak in private, remember they are looking for someone who will validate their grief, not talk them out of it. Sitting quietly with them and letting them talk may be all that is needed. Share your own feelings about the tragedy. You might even tell them about other losses you’ve experienced if you’re comfortable with that. If you do talk about past losses, it is helpful to end by saying that for you there was a gradual improvement in hopefulness and mood as time passed. You can simply say that you hope they have the same experience of healing.
[These suggestions were adapted from: Poland, S., & McCormick, J. S. (1999), Coping with a crisis: A resources for schools, parents, and communities. Longmont, CO: Sopris West.]
Here are some off campus resources we trust to provide thought and accurate guidance to those concerned about suicidal feelings and behaviors.
(800) 309-2131 (toll free) - 24-Hour Crisis Hotline by Crisis Support Services of Alameda County offers confidentiality, TDD services for Deaf and hard-of-hearing callers, and translation in 140 languages.
- Fremont/Newark/Union City (510) 794-5211
- Livermore Valley/Pleasanton (510) 449-5566
- Hayward/Castro Valley (510) 889-1333
- Oakland/Berkeley (510) 849-2212
- Grief Counseling (510) 889-1104
24/7, toll free, confidential hotline by Nationwide Suidice Prevention Lifeline
- (800) SUICIDE [(800) 784-2433)]
- (800) 273-TALK [(800) 273-8255]
An excellent resource for persons experiencing suicidal thoughts:
If you are thinking about suicide…read this first -
This compelling, well-written website offers a variety of alternatives to suicide and strategies for increasing effective coping: www.metanoia.org/suicide
BASCIA - Bay Area Suicide and Crisis Intervention Alliance - 24-hour crisis counseling, emotional support, and information on community resources to thousands of local people in distress.