The Purple Folder

Safety Concerns

• Signs (or reports from others) of physical abuse
• Signs (or reports from others) of self-injury (e.g., fresh cuts, scratches, or wounds)
• Interpersonal violence (reported or observed)
• Unprovoked anger or hostility
• Implying or making a direct threat to harm self or others
• Stalking or harassing
• Disclosure of thoughts of death or suicide
• Verbal abuse (e.g., taunting, badgering, intimidation)
• Unresponsiveness or altered levels of consciousness

Academic/Work/Activity-Related Concerns

• Repeated absences from class, work, practices, or other responsibilities, and/or decline in quality of work or performance
• Writings/creative work or email communications that include disturbing content and/or themes of despair, hopelessness, violence, death, or aggression
• Disorganized performance and/or repeated requests for extensions
• Conduct that interferes with classroom work, group work, activity engagement, or job performance
• Frequent utilization of faculty/staff office hours for personal support

Behavioral Concerns (observed or reported)

• Marked or significant changes in physical appearance or behavior (e.g., personal hygiene)
• Excessive fatigue, listlessness, or loss of interest
• Sleep disturbance (increased, decreased, broken)
• Intoxication, hangovers, smelling of alcohol, evidence of drug abuse
• Disoriented or “out of it,” appearing to be out of touch with reality
• Garbled, rambling, tangential, disconnected, or slurred speech
• Behavior out of context or out of character for the student

Interpersonal/Psychological Concerns (reported or observed)

• Self-disclosure of personal distress (e.g., family problems, financial difficulties, grief, shame)
• Excessive tearfulness, panic reactions, irritability, or apathy that seems unusual for the student
• Expressed hopelessness and/or helplessness
• Expressions of concern for the student by their peers
• Concerning interpersonal communication style (e.g., withdrawn or agitated, mutters under breath, unusually delayed response time to questions and/or outreach)
• Delusions and paranoia 

Tell the student what you have observed

1. Be direct.
2. Describe the behavior and/or changes you have noticed. Stick to the facts of what you have observed or experienced.
3. Don’t make assumptions.
4. Ask for information about how they’re doing.
5. Listen!
6. Always try to use open-ended questions.

Examples of what to say:

“I’ve missed you in class lately. Tell me what’s been happening.”

“You’ve seemed down (or sad, or distant, etc.) during your shift these past few days. Tell me what’s going on.”

*Also, it is appropriate and OK to ask a student directly if they are having thoughts of suicide or self-harm, if you have reason to suspect that they are.

Connect and engage (actively listen)

1. Let them know you’re there for them.
2. Be patient and listen.
3. Maintain eye contact.
4. Offer help in whatever way you realistically can.
5. Ask what they need.
6. Summarize what they say, and relay it back (this illustrates that you are listening).
7. Always try to use open-ended questions.

Examples of what to say:

“It sounds like you’re really overwhelmed. How can I help?”

“I’m hearing you describe that you’ve been really sad.”

Active support

1. Listen!
2. Provide a space (with no/few distractions, if in-person) to be present with the student (though you can also proceed if meeting virtually).
3. Be curious, ask open-ended questions.
4. Be patient.
5. Let them know they are not alone and that there are many opportunities for support and problem-solving.
6. Affirm their feelings.

Examples of what to say:

“I’d like to hear more about how you’ve been feeling.”

“That sounds really challenging.”
 

Connect to help

1. Determine the student’s need and the appropriate resources.
2. Reaffirm your support and care.
3. Connect them to the appropriate resources.
4. Follow-up/check-in with the student later.

Examples of what to say:

“It sounds like you’ve really been struggling. Have you thought about going to CCMH? I’ve heard great things about their services from other students.”

“Have you shared any of this with your Class Dean? Let’s connect you.”

“Thank you for sharing your experience. I know someone who might be able to help. Would it be OK if I put you in contact with them?”

A student requires IMMEDIATE assistance if...

• The student is at imminent or immediate risk of harming self or others, is incoherent or unresponsive, is in extreme distress, or is causing extreme distress to others 
• You don’t feel comfortable with the student being alone
• You have significant concerns about the student and cannot determine if they are at imminent risk

Call 413-542-2111 if the student is ON CAMPUS or you are unsure of the student’s location. 

Call 9-1-1 if the student is OFF CAMPUS.

A student requires ROUTINE assistance if...

• This is not an emergency (and the student is not in imminent risk of harm to self or others), but the student is showing signs of distress and the issue is impacting multiple areas of the student’s life 
• You are concerned about them and want to get them more help soon

Consider the nature of the student’s distress and context-appropriate resources for consultation. If after regular business hours, assist the student in connecting with the after-hours support line through CCMH (Center for Counseling and Mental Health) at 413-542-2354 (follow the prompts). 

During business hours when campus is open (8:30 a.m. to 4:30 p.m., Monday through Friday), you can call CCMH directly 413-542-2354 and consult with a clinical team member.

• To seek referral or consultation with Student Affairs Student Care, complete an Online Care Report. A Student Care staff member will follow up within a business day to learn about your concerns and discuss next steps.
• To seek referral or consultation with the Student Affairs Class Deans, call 413-542-2560.

See Hotlines, Reporting Forms & More for additional support.

In general, if a student of concern presents with obvious or clear non-urgent mental health concerns, outreach to CCMH or Student Care is reasonable. If they present with clear non-urgent academic-related concerns, a referral to their class dean or to Student Care is appropriate. The Student Care team is well equipped to follow up with students and provide a more tailored referral. When in doubt, and if you feel the situation is an emergency or can’t wait, call ACPD dispatch at 413-542-2111 to consult.

Situations that you can manage directly...

• You are not concerned for the student’s immediate safety, but believe they are struggling with academic and/or personal issues and could benefit from some additional support

Refer to appropriate resources. Encourage the student to set up an appointment or assist them in doing so yourself. See additional resource links by scrolling to the bottom of this page. Submit an Online Care Report to garner additional support for the student.