Creating a Culture of Care

A guide to helping students connect to resources and to navigate potential challenges at Gardner-Webb University.

Student Life and Student Success Resource and Phone List

Academic Concerns

Dr. Carmen Butler, Dean of Student Success, (704) 406-3980, [email protected]
Edwina Rozelle, Director of Student Persistence and Success Coach, 704-406-2385 [email protected]

  • Attendance → Insight CARE reports
  • Poor Performance → Insight CARE reports

To complete a CARE report: Log in to WebbConnect, Click on “Insight for Faculty/Staff” tab, Click “Create a new CARE report”, Select reason for reporting, select TUG or DCP course, Search student of concern’s name and select correct student, Write a detailed description of the incident in the Description box, Select any additional areas of concern, Submit.

ADA Accommodations

The NOEL Center for Disability Resources (704) 406-4270, [email protected]

  • The Noel Center provides reasonable accommodations and services to eligible students with disabilities. An Accessibility Advisor is also available to work with students on individual goals.

Student Mental Health Concerns

Stephanie Allen, Director of Counseling Services, 704-406-2177, [email protected]
Megan Peek, Counselor, (704) 406-4103, [email protected]
Michael Taub, Counselor, (704) 406-2005, [email protected]
After Hours Counselor on-Call (704) 406-2599

Disruptive or Threatening Behavior/Language/Writing

University Police, (704) 406-4444

  • Examples of disruptive or threatening behavior concerns: disturbing, interfering with or preventing normal student and work functions or activities, yelling, using profanity, waving arms or fists, verbally abusing others, and refusing reasonable requests for identification

Health Concerns

Atrium Health Student Health Clinic, (980) 487-2390
Lesley Villarose, VP for Student Development and Dean of Students, (704) 406-2081, [email protected]

  • Examples of health concerns: hospitalizations, sick visits and questions about locating providers

Title IX Concerns

Lesley Villarose, VP for Student Development and Dean of Students, Interim Title IX Coordinator and ADA Coordinator  (704) 406-2081, [email protected]

When in doubt on who to call or to report to: Residence Life on Call, (704) 406-4300

Students in Distress Quick Reference

The following are indicators that a student is in distress. As a reminder, the presence of one of the following indicators alone does NOT necessarily mean that the student is experiencing severe distress. The more indicators you notice, the more likely it is that the student needs help.

Behavioral & Emotional Indicators

  • Statements indicating distress, family problems, or loss
  • Angry or hostile outbursts
  • More withdrawn or animated than usual
  • Expressions of hopelessness, worthlessness, crying, or tearfulness
  • Expressions of severe anxiety or irritability
  • Excessively demanding or dependent behavior
  • Shakiness, fidgeting, or pacing

Physical Indicators

  • Deterioration in physical appearance or personal hygiene
  • Excessive fatigue or falling asleep in class repeatedly
  • Visible changes in weight
  • Statements about changes in appetite or sleep
  • Noticeable cuts, burns, or bruises
  • Frequent chronic illness
  • Disorganized speech, rapid or slurred speech, or confusion
  • Coming to class bleary-eyed or smelling of alcohol

Safety Risk Indicators

  • Written or verbal statements that mention despair, suicide, death
  • Vague statements such as “I’m going away for a long time”
  • Severe hopelessness, depression, isolation, and withdrawal

Other Factors

  • A hunch or gut feeling that something is wrong
  • Concern about a student by his/her peers

THIS IS AN EMERGENCY IF…

  • Physical or verbal aggression is directed at self, others, animals, or property.
  • The student is unresponsive to the external environment:
    • Incoherent or passed out
    • Disconnected from reality/exhibiting psychosis
    • Displaying unmitigated disruptive behavior
  • The situation feels threatening or dangerous to you.

When do you act?

Any one serious sign or a cluster of smaller signs indicates a need to take action.

How to respond?

If you have direct rapport with student; Speak to them showing concern for specific behaviors.

If you do NOT have rapport; Consult with an appropriate person about what to do next. See below.

Action #1: Consulting

  • Counseling Center Staff
    • After Hours Counselor On-Call (704) 406-2599
  • Dean of Students, (704) 406-2081
  • Residence Life on Call, (704) 406-4300
  • Contact University Police
    • (704) 406-4444

Action #2: If You are Approaching the Student, Things to Remember…

  • Simply express concern, listen, and offer support.
  • Give resource information to the student.
  • Meet privately with student.
  • Point out specific signs you have observed.

Action #3: If you decide to refer…

  • Explain limitations of your knowledge and experience.
  • Be clear that your referral does not mean you think something is “wrong” with them.
  • State you can still be a part of the student’s support network as you are able.
  • Provide name, number, and office location of referral.
  • Walk student to referral location when possible.

Unless the student is suicidal or may be a danger to others, the ultimate decision to access resources is the student’s. If the student says “I’ll think about it,” when you offer referral information, it is okay. Let the student know you are interested in hearing how they are doing.

Threat Assessment Behavior Indicators

Examples of Warning Signs to Look For

Subjects who may escalate to disruptive or violent action/behavior may exhibit certain behaviors or characteristics such as:

  • Attempts to harm or kill self
  • Unexplained increases in absenteeism
  • Decreased performance in work or academics
  • Resistance to change or reasonable limits
  • Over-reaction to changes in policies/procedures
  • Extreme or sudden changes in behaviors
  • Numerous conflicts with others
  • Difficulty learning from past behaviors or experiences
  • Displays paranoia or distrust
  • Alienates others or isolates self from others
  • Makes statements indicating approval of use of violence to resolve a problem
  • Identifies with or idolizes persons who have engaged in violence toward others.

Certain events can also trigger violent reactions. These could be…

  • Losses (such as):
    • Job/Income
    • Status
    • Significant other/relationship
  • Perceived rejection or injustice
  • Ostracized by others
  • Health problems (e.g., head injuries)

Keep in mind that such precipitating events may be real, perceived, or anticipated by the subject of concern and is relative to them.

Remember, these are examples of behaviors and circumstances that may serve as indicators of developing concerns. These examples are meant to help you identify potential concerns during your daily interactions with others. These examples are NOT all-inclusive and this information is not intended to be used as a checklist.