109 108 Besides, faculty members can play an important role in helping students who are struggling with the loss of a friend or classmate. Some of the students affected may approach faculty members and request allowance or special arrangement in their academic responsibilities. Faculty should handle them on a case by case basis. The rule of thumb is to be flexible while maintaining a sense of normalcy and routine. Below are some suggestions that faculty members can consider to support the affected students, and to stabilize the campus environment: • Identify students who are struggling and refer them to the Counseling and Wellness Center • Arrange special adjustments in academic arrangements, e.g., extend an assignment deadline, provide make-up work or examinations, compute the final grade or class standing without all work being completed • Offer special tutoring as needed • Facilitate a leave of absence or medical withdrawal if that becomes necessary • Consult with Dean of Students or Student Counselors if you need to talk about or recognize the loss in class Psychoeducation on the grieving processes and typical post-crisis responses can be discussed, with the emphasis that there is no single “right” way of grieving or reacting. Group attendees can share stories, thoughts, and/or memories about the deceased. Expressions of feelings should be encouraged, and the need for self-care and returning to routine as much as possible should be reminded as this helps healthy grieving. When discussing about the suicide death, avoid specific details, especially about the suicide method. Actively discourage sayings which normalize suicide as a typical response to distressing life circumstances, or as a heroic, noble or romantic act. Be mindful about those who display extreme and difficult emotions (e.g., overly anxious, guilty or numb) and maladaptive coping (e.g., alcohol or drug abuse). Provide them with the available counseling services on campus and community mental health resources, and encourage them to seek professional help when deem necessary. Do not rely on high-risk individuals to seek help on their own, but instead be proactive and reach out to them. However, it should be noted that all activities or sharing should be voluntary. Chapter Five: Supporting Students with Mental Health Difficulties Chapter Five: Supporting Students with Mental Health Difficulties “Psychoeducation on the grieving processes and typical post-crisis responses can be discussed, with the emphasis that there is no single “right” way of grieving or reacting.”
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