• Reducing Injury Risk
• Ice Vs. Heat Treatment
• Performing Without Pain: Jaw Pain and TMD
• Reducing Injury Risk in the Practice Room

• Warmup & Cooldown
• Warmup & Cooldown for Stage Combat, Tumbling, Acrobatics
• Warmup & Cooldown for Instrumentalists
• Warmup and Cooldown for Dancers
• Hand Warmups for Instrumentalists
• Quick Band Warmup and Cooldown
• Seated Cooldown

• Take a Microbreak
• Quick, Daily Movement Ideas for Performing Arts Students

• Sound Levels in Decibels
• Be Proactive to Protect Your Hearing Health
• How to Maximize Your Earplugs
• Use Tech to Protect Your Hearing Health

• Vocal Fitness & Wellness BASICS

• Easy Snacks
• Performance Nutrition
• Hydration to Optimize Performance

• Emergency Focus Cue
  Create a personally meaningful emergency focus cue to use when something goes awry on stage. This could be a very general cue that can be used with any performance or it could be specific to a particular one. Periodically repeat this cue to yourself as you practice or rehearse, particularly when you feel your mind start to wander. Write your emergency focus cue here:
• Dealing With Distractions
  Think about a past or upcoming performance. List five possible distractions which have happened to you before or during a practice or performance, or which could possibly happen in the future. These can include distracting situations, events, or thoughts. For each distraction, write out a strategy for how you can refocus yourself. Plan ahead. For each possible situation, what will be the best action for you to take?
  • Distractions:
  • Strategies:
• Positive Affirmations
  Think of an upcoming performance, formal or informal, and write two or three short sentences of affirmation which express what you want to think, feel, or do. Be sure to keep these sentences optimistic, but truthful and realistic, and construct them using first-person present tense. Try to avoid comparative statements in favor of those which foster personal satisfaction. Write your affirmations here:

Download Exercises as PDF

• Prepare: Preparation is important. Anxiety will be worse if you are feeling underprepared.
• Move: Move in ways that help you relieve physical tension before a performance (warmups, exercise, jumping jacks).
• Reframe: Reframe anxiousness to positive excitement.
• Beta Blockers: Beta blockers are often used to reduce symptoms of performance anxiety. While they may reduce physical symptoms, the mental and emotional symptoms are still present. As with any type of medication, beta blockers should only be used in consultation with a doctor and with a prescription.
• Nutrition: Consider what you eat and drink prior to a performance. Complex carbohydrates (such as whole grain pasta) are digested more slowly and can stave off hunger during a performance. Caffeine may increase nervousness so you might consider limiting your intake.
• Rehearse: Practice putting yourself in situations where you can practice performing even when you are nervous. The nerves will not go away. What we can do is notice them and be able to play even when we are having those symptoms. Come up with ideas for performing in progressively more stressful situations over time so you can build tolerance.
• Rest: Getting adequate sleep can help us manage stress and manage intense emotions more effectively. In the days leading up to a performance, clear out your schedule so you can be well rested.

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• Mindfulness helps integrate the mind and body by directing attention to the present moment. It helps us notice patterns in our thoughts and actions, increasing our self-awareness.
• Find a comfortable seated position and choose one of the questions below. Take three deep breaths to allow the upper body to relax and the eyes to close. Reflect on the question for 2-3 minutes while continuing to take deep, mindful breaths. Take three deep breaths and gently reopen your eyes. Notice how you feel.
  • What does being calm look like to you?
  • What is at the core of your being as the person you are today? How can you strengthen your connection to this inner core?
  • When was the last time you did something for the very first time?
  • What messages are you giving your inner dialogue? How can you be gentle with yourself today?
  • What was something difficult you faced today? How did you handle it?
  • What is your current energy level? What is possible for you at this level?
  • At this very moment, what do you need the most? How can you start to obtain it within the next five minutes, ten minutes, and thirty minutes?
  • Which parts of your body are most affected by stress? What are some experiences that trigger these sensations? How can you approach yourself with kindness?
  • Which activities are most engaging to you? Why do you think this is?
  • Is there a specific moment you felt particularly present today?

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1. Take a deep breath: Deep breathing activates the parasympathetic nervous system which promotes relaxation. When you are feeling overwhelmed, breathe in for 4 seconds, hold for 2 seconds, then breath out for 6 seconds.
2. Go for a walk outside: Walking boosts endorphins, which also reduces stress hormones. Walking in parks or green spaces allows us to feel “involuntary attention,” focusing on the space around us while also reflecting.
3. Watch a funny or uplifting video: Laughter allows us to take in more oxygen-rich air, which stimulates our heart, lungs and muscles and increases endorphins.
4. Make time for your hobbies: Remember the importance of balance. Prioritize making time for the things you love so you can refill YOUR cup.
5. Eat a banana or potatoes: Both of these foods are rich in potassium and magnesium, which regulates blood pressure. They also boost serotonin helping us feel better.
6. Visualize a positive scene: Guided imagery can allow us to feel a relaxation response. Make yourself comfortable and think of a peaceful landscape, something you’re excited about, or a future goal.
7. Try yoga or meditation: Yoga helps improve strength, flexibility and balance while reducing body-wide inflammation. A consistent bedtime yoga routine is also proven to help you fall and stay asleep.
8. Plan out your day: Set time frames for completing tasks throughout the day in a planner or a calendar. This can help feel like the day has a more dedicated structure.Try planning breaks into these tasks as well.

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Perhaps the feeling of your skin on your clothes, your muscles, the temperature around your skin. Shift your attention to your pelvis. Then slowly move up your spine. You might notice its shape, or the way it moves as you breathe. Notice your right shoulder, moving down your right arm all the way to your fingertips. Then the left shoulder, down your left arm down to the fingertips. Bring your attention to the back of your neck, and then your face. Notice the muscles in your face, your tongue, the pressure in your eyes. Move down to your chest.

Notice any movement in the ribs as you breathe. And finally come back to your breath, noticing movements in your belly as you breathe in and out [pause for a moment]. Gently open your eyes if they are closed and take a deeper breath.”

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“Welcome everyone! Let’s get started with a couple of breaths as we transition to our class time. Place anything you’re holding in your hands (e.g. phones, tablets, pencils, etc.) on your table or on the floor. Lengthen your back and feel both feet on the floor. Let your gaze rest downward, or close your eyes if you are comfortable. Start to notice your breath… the inhalation… the exhalation… As you breathe allow for a bit more space for the breath to fill your lungs. Allow the breath to be easy and gentle. A couple of more breaths in this way… [wait]

After the next exhale gently open your eyes if they are closed. Now that we have arrived in this moment, let’s continue with…”

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Motivational Interviewing Values:

• Evocation: Exploring the person’s intrinsic motivation for change and allowing them space to come up with their own solutions.
• Acceptance: Affirming the person’s strengths and ability to make change.
• Partnership: Taking a collaborative approach towards finding solutions and supporting the person’s opinions, even if those are different from your own.
• Compassion: Understanding another person’s perspective without judgment and working towards the best outcome for that person.

Motivational interviewing Strategies:

• Open-ended questions
• Affirmations
• Reflections
• Summaries

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• DISCUSS MENTAL HEALTH
  • Give your students resources to manage performance anxiety, and discuss how they can expect to feel.
  • Encourage students to share how they feel about their workload and schedule.
  • Build trust with your students so they feel comfortable being transparent and honest.
  • Inform your students of ways you can support their well-being.
  • Let your students know if you are a mandated reporter.

  GET TO KNOW YOUR STUDENTS

  • Know your student as a person, beyond their artistic abilities.
  • Check in with them at each lesson.
  • Give your students a voice in their education.
  • Make communication a priority.

  BE UNDERSTANDING

  • Recognize that you don’t know every student’s full story; they may be facing challenges you are not aware of.
  • Approach each student with empathy.
  • Music, theater, or dance may not be their main priority like it is for you – That is okay!

  CREATE A SAFE LEARNING ENVIRONMENT

  • Use preferred names and pronouns.
  • Make your studio a safe place to make mistakes.
  • Implement student accommodations.
  • Choose works by diverse artists; representation is everything.
  • Ask your students what they need – You don’t have to guess!

  PROVIDE A CREATIVE OUTLET

  • Include improvisation in your teaching.
  • Assign musical compositions, writing monologues, or choreographing original dances.

  INCORPORATE MINDFULNESS

  • Promote positive self-talk.
  • Incorporate breathing exercises.
  • Guide warmup and cooldown stretch routines.

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• Body Language
  • Maintain a calm demeanor.
  • A tall, open posture communicates a willingness to listen.
  • Keep a soft gaze and maintain eye contact if the student seems comfortable.
  • Sit at an angle as opposed to across from the student.
  • Nod to express understanding; remain neutral while the student is talking.
• Language
  • As much as possible, listen without talking or reacting.
    • “Uh-huh”
  • Express empathy.
    • “I hear you.”
    • “That must be really tough on you.”
    • “I’m sorry to hear about what you are going through.
  • Avoid using “you” statements. Rephrase those as “I” statements instead.
  • Keep the tone of your voice calm no matter what the student says.

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• Written Communication
  • Express both empathy and support in your email response.
  • If possible, set up an in-person or Zoom meeting, or a phone call to better understand the situation and work together towards a solution.
  • Consider offering 1-2 accommodation options, inviting the student to offer a different solution, if they’ve thought of one, or to choose between the ones you provided.

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Student of Concern Folder – Dean of Students Office 

What Should I Do?
Every situation and student is unique:

1. It’s an emergency: call 911 for situations that require immediate assistance.
2. It’s a concern: For a student exhibiting concerning behavior or for a concern for a student’s well-being, contact the Dean of Students Office. 

Student Life: Dean of Students
Contact
Phone: 734-764-7420
Email: [email protected]
Campus Location: 3100 Michigan Union
Office Hours: Mon.-Fri. 8:00 AM-5:00 PM
Website: deanofstudents.umich.edu

Who We Serve
Student: One-on-one support, care, and assistance
Student Group(s) or Organization(s): Support, care, and assistance
Faculty & Staff: Advice and consultation
Parents & Families: Information sharing, advice, and consultation

How the Dean of Students Office Can Help
The Dean of Students Office (DOS) works with students, student groups, faculty/staff, and parents/families whenever a critical incident occurs. A critical incident is an emergent need, situation, or life event that is impacting a student and is affecting their academic and personal well-being and success at U-M. DOS provides direct support and assistance to students who experience a critical incident, consults and connects with campus partners to gather more information and coordinate a response to a particular situation, and/or creates connections with campus and community resources that could be most helpful.

Confidentiality & Privacy
Information shared with a Dean of Students Office staff member, either verbally or in writing, will remain private. However, this information does not fall under the same confidentiality/privilege levels of a health care provider, psychotherapist/counselor, or other confidential campus resource. A Dean of Students Office staff member may need to consult with others in order to provide the best possible assistance to the student and have an obligation to report to the university information related to sexual misconduct and certain crimes. Confidential services are available at a variety of offices and are indicated on the resource list below.

WHEN IN DOUBT, REACH OUT.
Understanding a student’s level of distress is helpful when determining the type of response that may be needed. Below are levels of distress and ways you can help a student who is exhibiting concerning behaviors.

Levels of Distress (Information from University of Michigan Counseling & Psychological Services (CAPS)
Mild Distress
Behaviors that do not disrupt others but may indicate something is wrong and assistance could be needed. Behaviors may include:

• Serious grade problems or a change from passing grades to poor performance.
• Excessive absences, especially if the student has previously demonstrated consistent attendance.
• Unusual or markedly changed patterns of interaction (e.g., avoidance of participation, excessive anxiety when called upon, domination of discussions).
• Trouble managing stress successfully (e.g., a depressed, lethargic mood; very rapid speech; swollen, red eyes; marked change in personal dress and hygiene; falling asleep during class).

Moderate Distress
Behaviors that indicate significant emotional distress and/or reluctance or inability to acknowledge a need for help. Behaviors include:

• Repeated requests for special consideration such as deadline extensions, especially if the student appears uncomfortable or highly emotional while
• disclosing the circumstances prompting the request.
• New or repeated behavior that pushes the limits of decorum and that impacts others and/or the immediate environment.
• Unusual or exaggerated emotional responses that are obviously inappropriate to the situation.

Severe Distress
Behaviors that signify an obvious crisis and that necessitate emergency care. Examples include:

• Highly disruptive behavior (e.g. hostility, aggression, violence, etc.).
• Inability to communicate clearly (garbled, slurred speech; unconnected, disjointed, or rambling thoughts).
• Loss of contact with reality (seeing or hearing things which others cannot see or hear; beliefs or actions greatly at odds with reality or probability).
• Inappropriate communications (including threatening letters, e-mail messages, harassment).

Connecting with a Student of Concern
Often a staff or faculty person will be one of the first persons to find out a student is having personal problems that are interfering with their academic success or personal well-being.

How to help a student in mild or moderate distress

• Try to focus on an aspect of the problem that is manageable. Help the person recall constructive methods used in the past to cope; get the person to agree to do something constructive to change things.
• Do not promise not to tell anyone.
• Avoid easy answers such as “Everything will be alright.”
• Be accepting and respectful of what is said. Respect the student’s value systems, even if you don’t agree.
• Trust your insight and reactions. Let others know your concerns.
• Attempt to address the person’s needs and seek appropriate resources.
• Encourage the person to seek help. Refer them to campus resources like CAPS or the Dean of Students Office.

How to help a student experiencing severe distress

• Remain calm.
• Find someone to stay with the student while the appropriate resources are contacted.
• Remember that it is NOT your responsibility to provide the professional help needed for a severely troubled/disruptive student. You need only to make the necessary call and request assistance.
• When a student expresses a direct threat to themselves or others or acts in a bizarre, highly irrational or disruptive way, call the University of Michigan Police Department 734-763-1131 for immediate assistance.

Consider

• Has the student exhibited this behavior previously? Is the behavior non-threatening?
• Is there a concern for the student’s general
• well-being? Is the student exhibiting a high level of distress? Is their behavior impacting others?
• Is there an immediate threat to self and others? Have they shared specific or indirect plans of harm to self or others?

Response

• If there is an immediate threat, call 911. If there is a severe concern but it is not an emergency, call the University of Michigan Police Department 734-763-1131.
• Meet with the student to check in and address the student’s behavior. Connect the student with appropriate campus resources as necessary. See back of folder for options.
• When in doubt, refer to the Dean of Students Office (734-764-7420; [email protected]).

If you are worried about a student’s safety:

• In a private setting, voice your concerns to the student and describe the behavior or situation that is worrisome to you.
• If you are concerned the student may be feeling hopeless and is thinking about ending their life, ask if they are contemplating suicide. Asking about suicide does not lead the student to think or do more about it. It is important to remember talking about suicide is a warning sign that needs follow up. Seek help from one of the resources on campus for appropriate follow-up with the student.
• Offer yourself as a caring person until professional assistance has been obtained.
• Consult with others in your department/office about your experience.

Contact the Dean of Students Office at 734-764-7420 to discuss your concerns and develop a plan for additional follow-up and response. A DOS staff member can be reached via UMPD after regular business hours for emergency situations.

If a student is in crisis after regular business hours:
Dean of Students Office (DOS)
If an urgent situation has occurred for which immediate assistance is needed, you can connect with the Dean of Students Office staff member on call after regular business hours. Contact the University of Michigan Police Department (UMPD) at 734-763-1131 and ask to speak with the DOS staff member on call.

Counseling & Psychological Services (CAPS)
After-Hours Phone Line 734-764-8312 (Press 0)
If you believe a student should connect with a mental health provider immediately, connect them with the CAPS After Hours Phone Line. This service is an extension of CAPS and can assist a caller in any mental health crisis situation. Counselors can assist in accessing CAPS or other campus resources. CAPS is part of University Health & Counseling (UHC).

University of Michigan Police Department (UMPD)
734-763-1131 or 911
If you believe a student may harm themselves or others or is in an emergency situation for which immediate contact or assistance is necessary, call UMPD. UMPD can try to locate a student, make sure they are aware of campus and community resources, and transport them to the hospital if necessary.

Sexual Assault Prevention & Awareness Center (SAPAC)
24-hr Crisis Line 734-936-3333
If a student has been impacted by sexual misconduct, you can connect them with SAPAC which provides confidential crisis intervention, information, and referral for survivors and their friends and family members.

Resources
These may be helpful referrals for students you are assisting and supporting.

Counseling & Psychological Services (CAPS) *
Part of University Health & Counseling (UHC). Provides counseling and psychotherapy, preventative and educational programming, consultation, community engagement and outreach, and online resources to promote emotional well-being.
734-764-8312, caps.umich.edu
Concern: Student mental health

Student Accessibility & Accommodation Services (SAAS) / Services for Students with Disabilities (SSD)
Provides academic accommodations and support services, such as assistive technology, academic coaching, scholarships/funding, for students with disabilities.
734-763-3000, ssd.umich.edu
Concern: Student disability access and accommodations: Academics

Equity, Civil Rights, & Title IX (ECRT)
Provides support, resources, and education to promote a safe and non-discriminatory learning, living, and working environment for all members of the university community.
734-763-0235, ecrt.umich.edu
Concern: Reporting discrimination and/or harassment, sexual misconduct

Office of Student Conflict Resolution (OSCR)
Promotes a safe and scholarly community in which students navigate conflict in a peaceful, socially just, and self-reflexive manner through conflict resolution services and restorative justice interventions of Statement violations.
734-936-6308, oscr.umich.edu
Concern: Conflict resolution, Statement of Student Rights & Responsibilities violations

Office of Financial Aid (OFA)
Offers grants, scholarships, loans, and federal work-study funds to eligible entering and continuing students.
734-763-6600, finaid.umich.edu
Concern: Financial insecurity, financial aid eligibility

University Health Service (UHS) *
Part of University Health & Counseling (UHC). Provides integrated, evidence-based, and comprehensive clinical care. Nurse advice is available 24/7.
734-764-8320, uhs.umich.edu
Concern: Physical, Mental, and Sexual Health, Addiction Medicine, Eating and Body Image

Wolverine Wellness *
Campus well-being and health promotion offering well-being coaching, training, consultations, harm reduction resources, and recovery support.
734-763-1320, uhs.umich.edu/wolverine-wellness
Concern: Health and Well-being, Alcohol/Drug Use or Recovery

Office of the Ombuds *
A confidential resource that offers informal dispute resolution services, provides resources and referrals, and helps students consider options available to them.
734-763-3545, ombuds.umich.edu
Concern: Student complaints about the functioning of the university

Sexual Assault Prevention & Awareness Center (SAPAC) *
Provides educational and supportive services for the university related to sexual assault, intimate partner violence, sexual harassment, and stalking.
734-764-7771 (office), 734-936-3333 (24 hour crisis line), sapac.umich.edu
Concern: Survivor support

Well-being Collective
Critical incident response and student support in the Dean of Students Office is connected to the Well-Being Collective, which is a collaborative effort focused on making U-M a better place to live, work, and learn for students, faculty and staff by implementing a system- wide approach to supporting well-being across campus. Additional information about the Well-being Collective, including tools & resources, and how to get involved can be found at this website: wellbeing.umich.edu

* Indicates a confidential resource

Acute Injury

What is an acute injury?

Sudden injury caused by an accident or sudden impact due to physical activity. These types of injuries can often be painful and overwhelming. Examples of acute injuries are muscle strains and sprains, joint dislocations and concussion.

Does the person have an injury that may limit class-participation?

• Joint pain without deformity
• Muscle spasm/strain
• Mild breathing concerns

If yes, contact UHS, 734-764-8320

Does the person have a quality of life-limiting injury?

• Bony deformity (fracture/dislocation); difficulty bearing weight
• Fainting and/or loss of consciousness

If yes, call 911. 

Does the person have a potential life-threatening injury?

• Emergent, abnormal, and/or progressively worsening breathing concerns
• Head and/or spine injury
• Severe abdominal pain and/or pressure
• Chest pain
• Choking
• Severe psychological distress and/or thoughts of self/other harm

If yes, call 911.

Does the person have a suspected concussion AND have one or more of these RED FLAGS?

• Sudden worsening of symptoms
• Repetitive vomiting
• Severe headache
• Loss of consciousness
• Mid-line neck pain (spine)
• One pupil larger than the other
• Drowsiness or inability to wake up
• Slurred speech, weakness, numbness, or decreased coordination
• Convulsions or seizures (shaking or twitching)
• Unusual behavior, increased confusion, restlessness, or agitation

If yes, call 911.

If no, contact NeuroSport for assessment and return to activity guidelines, 734-930-7400.

Chronic Injury

What is a chronic injury?

A chronic condition causes symptoms and limitations in the body for at least 3 months, without any sign of improvement. Examples of chronic injuries are tendinosis, repetitive strain, and tennis elbow.

What is an overuse injury?

An overuse injury can be caused by improper technique, excessive practice/performance, inadequate rest, physical weakness and imbalance. Symptoms appear gradually over time. Examples of overuse injuries: tendinitis and stress fractures.

Does the person have an ongoing injury, or persistent symptoms that may be limiting class participation and performance?

If yes, contact MedSport (734-930-7400) or the SMTD Wellness Program for help connecting with the right resource ([email protected]).

All incidents that result in injury must be reported.

Injury Report Form for UM-Employees

Injury Report Form for Non-Employees

Questions? Contact [email protected]

Student Crisis Guide

Initial Assessment: Is the student:

• Highly disruptive (hostile, aggressive, violent)?
• Behaving inappropriately (threatening violence, harassment)?
• Unable to communicate clearly (garbled, slurred speech; disconnected, disjointed, or rambling thoughts)?
• Out of contact with reality (hallucinations; beliefs/actions greatly at odds with reality)?
• Emotionally distraught (e.g., having a panic attack)?

If YES:

• Is anyone in immediate danger?
  • If Yes or Unsure:
    • Call 911 or UM Department of Public Safety/Security: 734-763-1131
  • If No: 2. Do you need outside assistance immediately?
    • If Yes:
      • Call the appropriate 24-hour service:
        • Call 911 or UM-Department of Public Safety/Security: 734-763-1131
        • Counseling & Psychological Services After-Hours: 734-764-8312 (Press 0)
        • UM Sexual Assault Prevention and Awareness: 734-936-3333
        • UM Psychiatric Emergency Services: 734-996-4747
      • Contact the CAPS Counselor on Duty between 10:00AM–4:30PM, Monday–Friday:
        • Call the Front Desk (734-764-8312) or visit the CAPS Central Campus Office (4th Floor Michigan Union). Staff will provide next steps which will include completing intake or basic information forms. At that point, you’ll be able to meet with a counselor as soon as possible.
        • Examples of when to see the “Counselor on Duty”:

• If you are not feeling safe.
• If someone close to you has died recently.
• If you have a difficult decision to make in the next 2–3 days.
• If you have been sexually assaulted within the past 72 hours.
• If you have been experiencing a lot of stress for a long time and need immediate support.

• Community, State, and National Resources:
  • Suicide & Crisis Lifeline and Michigan Crisis & Access Line: 988
  • The Trevor Lifeline: 1-866-488-7386
  • SafeHouse Center: 734-995-5444
  • Michigan Coalition to End Domestic and Sexual Violence, Sexual Assault Hotline: 855-864-2374 or 866-238-1454
  • RAINN (Rape, Abuse & Incest National Network): 800-656-HOPE

• If No: 3. Is the person willing to accept help?
  • If Yes:
    • Based on the conversation with the person, call CAPS (Counseling & Psychological Services) at 734-764-8312.
  • (If no, no further action is needed.)

If NO:

• Contact or refer the student to an appropriate support resource:
  • Counseling & Psychological Services (CAPS): caps.umich.edu, 734-764-8312
  • SMTD Wellness Program: smtd.umich.edu/health-wellness, 734-764-7231
  • Dean of Students Office Critical Incident Response & Support: [email protected], 734-764-7420
  • Student Accessibility & Accommodation Services (SAAS) / Services for Students with Disabilities (SSD): ssd.umich.edu, 734-763-3000
  • Equity, Civil Rights & Title IX (ECRT): ecrt.umich.edu, 734-763-0235
  • Office of Student Conflict Resolution (OSCR): oscr.umich.edu, 734-936-6308
  • Office of Financial Aid (OFA): finaid.umich.edu, 734-763-6600
  • University Health Service (UHS): uhs.umich.edu, 734-764-8320
  • Wolverine Wellness: umich.edu/wolverine-wellness, 734-763-1320
  • Office of the Ombuds: ombuds.umich.edu, 734-763-3545
  • Sexual Assault Prevention & Awareness Center (SAPAC): sapac.umich.edu, 734-764-7771 (office) or 734-936-3333 (24-hour crisis line)
  • Well-being Collective: wellbeing.umich.edu

Note:

• For more information about responding to concerns, see the “Student of Concern” folder from the Dean of Students Office available at this website: https://smtd.umich.edu/backstage/wellness/education/wellness-guides/
• For more about addressing sexual assault, intimate partner violence, and stalking, see the “Our Community Matters” resource guide available here: https://www.dpss.umich.edu/docs/community-matters-brochure.pdf
• Campus Security Authority (CSA) and Individuals with Reporting Obligations (IRO) are required to report the incident in accordance with the Clery Act through this website: https://www.dpss.umich.edu/content/crime-safety-data/clery-compliance/mandatory-reporting/

Student of Concern Folder – Dean of Students Office 

What Should I Do?
Every situation and student is unique:

1. It’s an emergency: call 911 for situations that require immediate assistance.
2. It’s a concern: For a student exhibiting concerning behavior or for a concern for a student’s well-being, contact the Dean of Students Office. 

Student Life: Dean of Students
Contact
Phone: 734-764-7420
Email: [email protected]
Campus Location: 3100 Michigan Union
Office Hours: Mon.-Fri. 8:00 AM-5:00 PM
Website: deanofstudents.umich.edu

Who We Serve
Student: One-on-one support, care, and assistance
Student Group(s) or Organization(s): Support, care, and assistance
Faculty & Staff: Advice and consultation
Parents & Families: Information sharing, advice, and consultation

How the Dean of Students Office Can Help
The Dean of Students Office (DOS) works with students, student groups, faculty/staff, and parents/families whenever a critical incident occurs. A critical incident is an emergent need, situation, or life event that is impacting a student and is affecting their academic and personal well-being and success at U-M. DOS provides direct support and assistance to students who experience a critical incident, consults and connects with campus partners to gather more information and coordinate a response to a particular situation, and/or creates connections with campus and community resources that could be most helpful.

Confidentiality & Privacy
Information shared with a Dean of Students Office staff member, either verbally or in writing, will remain private. However, this information does not fall under the same confidentiality/privilege levels of a health care provider, psychotherapist/counselor, or other confidential campus resource. A Dean of Students Office staff member may need to consult with others in order to provide the best possible assistance to the student and have an obligation to report to the university information related to sexual misconduct and certain crimes. Confidential services are available at a variety of offices and are indicated on the resource list below.

WHEN IN DOUBT, REACH OUT.
Understanding a student’s level of distress is helpful when determining the type of response that may be needed. Below are levels of distress and ways you can help a student who is exhibiting concerning behaviors.

Levels of Distress (Information from University of Michigan Counseling & Psychological Services (CAPS)
Mild Distress
Behaviors that do not disrupt others but may indicate something is wrong and assistance could be needed. Behaviors may include:

• Serious grade problems or a change from passing grades to poor performance.
• Excessive absences, especially if the student has previously demonstrated consistent attendance.
• Unusual or markedly changed patterns of interaction (e.g., avoidance of participation, excessive anxiety when called upon, domination of discussions).
• Trouble managing stress successfully (e.g., a depressed, lethargic mood; very rapid speech; swollen, red eyes; marked change in personal dress and hygiene; falling asleep during class).

Moderate Distress
Behaviors that indicate significant emotional distress and/or reluctance or inability to acknowledge a need for help. Behaviors include:

• Repeated requests for special consideration such as deadline extensions, especially if the student appears uncomfortable or highly emotional while
• disclosing the circumstances prompting the request.
• New or repeated behavior that pushes the limits of decorum and that impacts others and/or the immediate environment.
• Unusual or exaggerated emotional responses that are obviously inappropriate to the situation.

Severe Distress
Behaviors that signify an obvious crisis and that necessitate emergency care. Examples include:

• Highly disruptive behavior (e.g. hostility, aggression, violence, etc.).
• Inability to communicate clearly (garbled, slurred speech; unconnected, disjointed, or rambling thoughts).
• Loss of contact with reality (seeing or hearing things which others cannot see or hear; beliefs or actions greatly at odds with reality or probability).
• Inappropriate communications (including threatening letters, e-mail messages, harassment).

Connecting with a Student of Concern
Often a staff or faculty person will be one of the first persons to find out a student is having personal problems that are interfering with their academic success or personal well-being.

How to help a student in mild or moderate distress

• Try to focus on an aspect of the problem that is manageable. Help the person recall constructive methods used in the past to cope; get the person to agree to do something constructive to change things.
• Do not promise not to tell anyone.
• Avoid easy answers such as “Everything will be alright.©
• Be accepting and respectful of what is said. Respect the student’s value systems, even if you don’t agree.
• Trust your insight and reactions. Let others know your concerns.
• Attempt to address the person’s needs and seek appropriate resources.
• Encourage the person to seek help. Refer them to campus resources like CAPS or the Dean of Students Office.

How to help a student experiencing severe distress

• Remain calm.
• Find someone to stay with the student while the appropriate resources are contacted.
• Remember that it is NOT your responsibility to provide the professional help needed for a severely troubled/disruptive student. You need only to make the necessary call and request assistance.
• When a student expresses a direct threat to themselves or others or acts in a bizarre, highly irrational or disruptive way, call the University of Michigan Police Department 734-763-1131for immediate assistance.

Consider

• Has the student exhibited this behavior previously? Is the behavior non-threatening?
• Is there a concern for the student’s general
• well-being? Is the student exhibiting a high level of distress? Is their behavior impacting others?
• Is there an immediate threat to self and others? Have they shared specific or indirect plans of harm to self or others?

Response

• If there is an immediate threat, call 911. If there is a severe concern but it is not an emergency, call the University of Michigan Police Department 734-763-1131.
• Meet with the student to check in and address the student’s behavior. Connect the student with appropriate campus resources as necessary. See back of folder for options.
• When in doubt, refer to the Dean of Students Office (734-764-7420; deanofstudents@umich edu).

If you are worried about a student’s safety:

• In a private setting, voice your concerns to the student and describe the behavior or situation that is worrisome to you.
• If you are concerned the student may be feeling hopeless and is thinking
• about ending their life, ask if they are contemplating suicide. Asking about suicide does not lead the student to think or do more about it. It is important to remember talking about suicide is a warning sign that needs follow up. Seek help from one of the resources on campus for appropriate follow-up with the student.
• Offer yourself as a caring person until professional assistance has been obtained.
• Consult with others in your department/office about your experience.

Contact the Dean of Students Office at 734-764-74  to discuss your concerns and develop a plan for additional follow-up and response. A DOS staff member can be reached via UMPD after regular business hours for emergency situations.

If a student is in crisis after regular business hours:
Dean of Students Office (DOS)
If an urgent situation has occurred for which immediate assistance is needed, you can connect with the Dean of Students Office staff member on call after regular business hours. Contact the University of Michigan Police Department (UMPD) at 734-763-1131 and ask to speak with the DOS staff member on call.

Counseling & Psychological Services (CAPS)
After-Hours Phone Line 734-764- 31 (Press 0)
If you believe a student should connect with a mental health provider immediately, connect them with the CAPS After Hours Phone Line. This service is an extension of CAPS and can assist a caller in any mental health crisis situation. Counselors can assist in accessing CAPS or other campus resources. CAPS is part of University Health & Counseling (UHC).

University of Michigan Police Department (UMPD)
734-763-1131 or 911
If you believe a student may harm themself or others or is in an emergency situation for which immediate contact or assistance is necessary, call UMPD. UMPD can try to locate a student, make sure they are aware of campus and community resources, and transport them to the hospital if necessary.

Sexual Assault Prevention & Awareness Center (SAPAC)
24-hr Crisis Line 734-936-3333
If a student has been impacted by sexual misconduct, you can connect them with SAPAC which provides confidential crisis intervention, information, and referral for survivors and their friends and family members.

Resources
These may be helpful referrals for students you are assisting and supporting.

Counseling & Psychological Services (CAPS) *
Part of University Health & Counseling (UHC). Provides counseling and psychotherapy, preventative and educational programming, consultation, community engagement and outreach, and online resources to promote emotional well-being.
734-764-8312, caps.umich.edu
Concern: Student mental health

Student Accessibility & Accommodation Services (SAAS) / Services for Students with Disabilities (SSD)
Provides academic accommodations and support services, such as assistive technology, academic coaching, scholarships/funding, for students with disabilities.
734-763-3000, ssd.umich.edu
Concern: Student disability access and accommodations: Academics

Equity, Civil Rights, & Title IX (ECRT)
Provides support, resources, and education to promote a safe and non-discriminatory learning, living, and working environment for all members of the university community.
734-763-0235, ecrt.umich.edu
Concern: Reporting discrimination and/or harassment, sexual misconduct

Office of Student Conflict Resolution (OSCR)
Promotes a safe and scholarly community in which students navigate conflict in a peaceful, socially just, and self-reflexive manner through conflict resolution services and restorative justice interventions of Statement violations.
734-936-6308, oscr.umich.edu
Concern: Conflict resolution, Statement of Student Rights & Responsibilities violations

Office of Financial Aid (OFA)
Offers grants, scholarships, loans, and federal work-study funds to eligible entering and continuing students.
734-763-6600, finaid.umich.edu
Concern: Financial insecurity, financial aid eligibility

University Health Service (UHS) *
Part of University Health & Counseling (UHC). Provides integrated, evidence-based, and comprehensive clinical care. Nurse advice is available 24/7.
734-764-8320, uhs.umich.edu
Concern: Physical, Mental, and Sexual Health, Addiction Medicine, Eating and Body Image

Wolverine Wellness *
Campus well-being and health promotion offering well-being coaching, training, consultations, harm reduction resources, and recovery support.
734-763-1320, uhs.umich.edu/wolverine-wellness
Concern: Health and Well-being, Alcohol/Drug Use or Recovery

Office of the Ombuds *
A confidential resource that offers informal dispute resolution services, provides resources and referrals, and helps students consider options available to them.
734-763-3545, ombuds.umich.edu
Concern: Student complaints about the functioning of the university

Sexual Assault Prevention & Awareness Center (SAPAC) *
Provides educational and supportive services for the university related to sexual assault, intimate partner violence, sexual harassment, and stalking.
734-764-7771 (office), 734-936-3333 (24 hour crisis line), sapac.umich.edu
Concern: Survivor support

Well-being Collective
Critical incident response and student support in the Dean of Students Office is connected to the Well-Being Collective, which is a collaborative effort focused on making U-M a better place to live, work, and learn for students, faculty and staff by implementing a system- wide approach to supporting well-being across campus. Additional information about the Well-being Collective, including tools & resources, and how to get involved can be found at this website: wellbeing.umich.edu

* Indicates a confidential resource