| Time Codes | Visuals | Audio |
| 0:00-0:24 | Dr. Meredith Yuhas, LPC, NCC, ACS, Director of Mental Health and Wellness of CT State Community College speaks directly to camera from in front of light blue background. | Hello, my name is Dr. Meredith Yuhas and I am the Director of Mental Health and Wellness for CT State. I am also the chair of the CT State CARE Team, formally known as the CT State BIT Behavioral Intervention Team. The Campus BITs will be renamed to CARE Teams to better reflect the broader continuum of needs of our students and the caring and supportive nature of the responses of the team. |
| 0:24-0:44 | Smiling female student walks into office and sits down at desk to talk to a staff member on her laptop. Camera angle flips and focuses on staff member while she explains something to the student. | The CARE Team plays an important part in supporting the student’s academic success and social wellbeing within the campus community. This video will help you understand how to respond to a student in distress. As a community member it is your role to Recognize, Respond and Refer to resources and the CARE Team. |
| 0:44-0:54 | Chart pops up on screen with the title "Responding to Students in Distress-a quick reference guide for faculty and staff recognizing, responding, and referring distressed students" and shows the different academic, physical, and emotional concerns and warning signs that faculty and staff should try to recognize in students. | In your day-to-day interactions you want to be able to recognize student concerns and warning signs listed on this resource. When you identify these concerns the first step is to have private, validating conversation |
| 0:54-1:25 | Chart switches to one that shows how a faculty or staff member should respondto students in distress. | with the student where you express your observations and concerns. Provide empathy and ask clarifying questions. Also be prepared that during this conversation, you may need to ask if the student is having thoughts of hurting themselves or suicide. Research shows that asking directly about suicide decreases stigma and increases the likelihood that someone will seek help. Most people who have these thoughts are relieved when asked if they have been thinking about suicide. |
| 1:25-2:09 | Chart switching to one that shows whether a situation warrants a referral, or whether it's a crisis or emergeny and what to do in each case. | Given the information provided, determine if this is an Emergency, Crises or Referral situation. An emergency requires an immediate response to call Campus Safety/Police or 911. An emergency is when a student has clearly verbalized that they are at imminent risk of hurting themselves or others, having a medical emergency, possession of a weapon or displayed an act of violence. Complete a CARE referral to document your interaction. A crisis is when a student cannot calm themselves down but is currently safe and denying thoughts of suicide. Crises situations are usually variable where a student can fluctuate between calming and escalating. |
| 2:09-2:20 | Chart switches to one that shows the different campus and off-campus resources that can be utilize. | When a student can calm down you can refer them to campus resources listed on the handout. Or if they continue to escalate, they will need to be assessed by a professional on campus. Complete a CARE referral to document your interaction. |
| 2:20-2:40 | Chart switches bac to one that shows whether a situation warrants a referral, or whether it's a crisis or emergeny and what to do in each case. | The most common behavior is a lower level of distress where you offer information or help them contact an on or off campus resource. A CARE referral may not be required. A CARE referral is a way for campus community members to share any observations and concerns about a student. |
| 2:40-2:49 | video of students sitting in hallway, waiting. Man in suit comes out to talk to them. Girl who'd been in the scene talking to a staff member at desk gets up and walks into man's office. Presumably, she's been referred to him. | The CARE Team is a centralized resource that connects different pieces of information to have a larger context for what is happening in students’ lives. |
| 2:49-3:15 | Chart that talks about what the CARE team is and does, and what's private vs. confidential information. | Some items to keep in mind. Your conversations while private are not confidential. Sharing concerns not only supports the student, but it also creates a safe community and may prevent a tragic situation from occurring. CARE referral is not a response to an emergency. It is to be completed afterwards to document the emergency response as CARE referrals submissions are not reviewed 24 hours a day. |
| 3:15-3:20 | video of another young female student sitting in a staff member's office and having a happy conversation. | Also, note that CARE referrals are separate and different than an Academic Alert. |
| 3:20-3:32 | Dr. Meredith Yuhas back on screen talking directly to viewer. ctstate.edu/care-team pops across bottom then fades out to simple CT State Community College logo in center of screen. | For more information visit the CARE Teams on CT State Webpage. Thank you for supporting a community of care on your campus. |