11 10 Chapter One: Recognizing Students in Difficulties and Distress Chapter One: Recognizing Students in Difficulties and Distress New experiences in university are exciting but sometimes can also be stressful causing abnormal thoughts and behaviors. Have you witnessed or heard about these scenarios? • A student cries out in your class with disruptive behaviors, derogatory language or threatening words. • A student tells you that he/she has suicidal thoughts and asks you to keep the secret. • A student reveals that he/she has been sexually assaulted and stalked by acquaintances and feels scared, shameful, guilty and frustrated. • A student, who used to be punctual in classes and well-behaved in assignments and examinations, is observed having frequent absences, being overly talkative, unusual delaying in handing in assignments, having conflict with classmates, learning with unexpected difficulty, being emotionally unstable, and withdrawing from others. • A student is being bullied and discriminated because of his/her sexual identity, gender identity, race, disability or family status. As a leader or key teaching contact to the students, you are in a unique and crucial position to be an excellent observer of students who are in distress and can give direct care readily. “As a leader or key teaching contact to the students, you are in a unique and crucial position to be an excellent observer of students who are in distress and can give direct care readily.”
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