Counseling Center Services

If you think a student is in IMMEDIATE danger of attempting suicide, contact Public Safety (911 or 660-543-4123).

If you believe a student may possibly be suicidal, share this information with one of the following:

• Corey Bowman, Associate Vice President for Student Experience and Engagement, at 660-543-4114 or Administration Building, Suite 214 (Academic Year: 8:00 a.m - 5:00 p.m., Monday - Friday; Summer: 7:30 am - 4:30 pm, Monday - Friday)
• Counseling Center at 660-543-4060 or Humphreys Building, Suite 131 
  (Academic Year: 8:00 a.m. - noon & 12:45 p.m. - 5:00 p.m.; Summer: 7:30 a.m. - noon & 12:45 p.m. - 4:30 p.m.)
• Public Safety at 660-543-4123 or 306 Broad Street (24 hours, 7 days a week)
• A readily available university employee, such as Housing staff, a faculty member, student organization advisor, or any other University employee with whom you are familiar

1-800-273-TALK (8255) SUICIDE PREVENTION LIFELINE:  This national suicide prevention lifeline is available 24/7 to anyone in suicidal crisis or emotional distress.  Your call may be routed to the crisis center nearest you. 

 A University employee who has reason to believe a student is in IMMEDIATE danger of attempting suicide should immediately contact Public Safety (911 or 660-543-4123).

A University employee who has reason to believe a student may possibly be suicidal immediately should notify the Associate Vice President for Student Experience and Engagement (660-543-4114) OR the Counseling Center (660-543-4060) OR Public Safety (available 24 hours daily at 660-543-4123). Be prepared to provide as much detailed information as possible. The Counseling Center staff and/or Associate Vice President for Student Experience and Engagement will evaluate the situation on a case by case basis, make a decision on what actions need to occur, and provide consultation regarding what additional steps need to be taken by the employee who reported the situation.

1-800-273-TALK (4255) SUICIDE PREVENTION LIFELINE:  This national suicide prevention lifeline is available 24/7 to anyone in suicidal crisis or emotional distress.  Your call may be routed to the crisis center nearest you. 

• Eliminate jokes, stories, pictures, self-disparaging remarks, and so forth, that glorify slenderness and vilify fat and fat people.
• Promote safety and respect for females and males of all ages and all shapes. In particular, take girls and women seriously, regardless of their size, shape, weight, age, and such.
• Refuse to play the “body disparagement” game. Do not engage in calorie-restrictive dieting and in making negative remarks about your own body.
• Bring in and eat—and share—healthy and fun snacks.
• Exercise for fun, fitness, and friendship—not to compensate for calories eaten or other forms of “being bad.” Take advantage of opportunities for physical activities at school: stretch, take walks, participate in (and maybe organize) teacher events at track and field days.
• Exercise your right to dance, swim, play, and dress with your own style, regardless of body shape and body weight.
• Compliment other adults—in their presence and when they are not there—about things they do well. It is fine to compliment appearance occasionally but include compliments for people who look different from the societal ideal.
• Encourage others to say and think positive things about themselves. Help them recognize their own skills and strengths.
• Show respect for the concerns people express (e.g., about prejudice, teasing, limitations due to gender roles). Try to help them find active solutions rather than just telling them to ignore or tolerate the problem.
• Study culture, cultures, history, gender, resistance, and change. Share (and create) stories of resistance to unhealthy cultural influences, and in so doing try to provide alternative images of pride, competence, care, and respect.

Michael P. Levine, Linda Smolak (2006). The Prevention of Eating Problems and Eating Disorders, Theory, Research, and Practice. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.

By following these straightforward pointers, you will be better equipped to help students cope with the death of a fellow student or faculty/staff member.

‐ Usually, it is a good idea to have a discussion as soon as reasonably possible after learning of the death, possibly at the next class meeting.

‐ Sometimes briefer is better. Students may initially feel shock. Say you understand that students may feel shocked and speechless upon hearing news of the death. The loss can be acknowledged without having students feel pressure to speak. An opportunity to talk about the death may be offered again at the next class meeting.

‐ When you introduce the subject, it is usually helpful to share what facts are known about the death. People often want to know this sort of information first before talking about their reactions. This can also eliminate misinformation and disturbing rumors.

‐ Prior to giving students an opportunity to speak, share your feelings, thoughts and reactions. In this way you serve as a role model and create an environment in which students may feel more comfortable talking. Sharing your reactions will also help normalize the feelings and thoughts of your students. If you are comfortable showing and acknowledging your emotional reactions, you will model appropriate expression of grief or shock.

‐ Invite students in a straight forward manner to share their reactions. The students may not accept the invitation, which is okay. However, it is important that they are given the opportunity to talk.

There is no one right way to grieve or react. Possible grief reactions include:

‐ Students may have feelings they do not expect

‐ Reactions to the death may occur at times that surprise them

‐ Students may feel unexpectedly anxious or angry

‐ Students may not feel like their usual selves for awhile

‐ Intensity of the feelings and reactions are sometimes connected to how close they felt to the deceased person, but not always

Remember:

‐ Normalize the shock and upset that goes with learning of a death

‐ Convey that distress, numbness, or not feeling much of anything are all natural reactions to death

‐ Thank the students for listening and for any discussion that took place.

- Again, emphasize that a whole range of feelings are natural.

- Acknowledge that people usually want to discuss upsetting things with friends and loved ones. But also recommend the Counseling Center as an option if students find themselves mystified by intense or persistent reactions, unrelenting distress, or impaired functioning.

Tips for talking with someone who is grieving:

Counseling Center staff can speak to UCM organizations, groups, clubs, classes, etc. about a variety of topics related to psychological health and well-being.

If you would like to request a Counseling Center presentation, please email: counselingcenter@ucmo.edu. You will be contacted within a few days about your request. If you have any questions, call 660-543-4060