Table of Contents

❖ About Us

❖ What We Do

❖ Services
- Let’s Talk
- Individual Counselling
- Individual Counselling
- Group Counselling:
- Psychometric Testing
- Academic Alert System & Retention Counselling Services (ARCS)
- Student Mentorship Initiative
- Letter Requests
- Crisis Services
- Outreach & Referral Services

❖ Outreach and Consultation

- Goals of Outreach Services and Developmental Programming

- Create Community/Climate of Mental Health Support
- To stimulate the student community regarding the development of their character
and citizenship, both of which are influenced by the campus climate
- Domains/Themes to Inform Outreach Activities
o Diversity Awareness Themes
o Mental Health Awareness Themes
o Social Connections Themes
o Academic Success Themes
o Wellness and Life Skills Themes
❖ Thrive @TIET
- Emotional Wellness
- Financial Wellness
- Mental Wellness
- Physical Wellness
- Social Wellness
- Spiritual Wellness

❖ Confidentiality

❖ Resources for Student’s Mental Health Concerns

- ANXIETY
- ATTENTION DEFICIT HYPERACTIVITY DISORDER
- ALCOHOL AND DRUG CONCERNS
- ADJUSTING TO COLLEGE
- ACADEMIC CONCERNS/LEARNING DIFFICULTIES
- DEPRESSION
- DISORDERED EATING
- GRIEF
- PERFECTIONISM/LOW SELF-ESTEEM
- RELATIONSHIPS
- STRESS
- SUICIDAL THOUGHTS
- SLEEP DIFFICULTIES
- TIME MANAGEMENT/PROCRASTINATION

❖ Counselling | Contact TICC

 About Us
TICC is committed to providing mental health services to students in order to help them
achieve their academic and personal goals, promote their holistic well-being, and enhance
their college experience. TICC has three essential roles for advancing the educational mission
of TIET:

1. Providing counselling services, such as individual and group therapy, to students.

2. Delivering outreach and prevention programs to students and employees.
3. Providing consultation, crisis intervention, and collaborative services to the campus
community.

All TIET students are welcome to use TICC. The service provides a wide range of
therapeutic interventions for TIET students. These interventions are delivered in a brief
therapy model that focuses on helping students make a desired change or reach a specific
goal.

TICC supports the academic mission of TIET by providing crisis intervention and both
short/long-term Counselling services to students encountering psychological problems
that could interfere with their academic progress.

When student’s needs require a different type of care than what we can provide, we will
partner with the student to re-direct their concern to resources in the community. Our
goal is to make the best match between the needs of students and appropriate services.
A few common examples of when a transition of care might be necessary include:

1. A need, or request, to be seen more than once a week for therapy.

2. A need, or request, for uninterrupted care across semesters or academic years.
3. Psychological testing.
4. Requests for letters of support for emotional support.
5. A need for a more intensive level of care or specialized care.

The Counselling process is aimed at helping you resolve personal difficulties and acquire
the skills, attitudes, coping, and knowledge necessary to succeed in the college
environment and create a satisfying and productive life. During this time of new challenges
and significant changes, Counselling can assist you with the adjustment and personal
growth necessary to cope with the competing demands of school, family, work, and social
pressures.

TICC Mental Health Student Ambassadors: Established in 2020, consisting of 2nd and 3rd
year UG and PG, MA (Psychology) students to help act as a medium between the student
community and the professional student Counsellor.
To know more about the same, contact –

Akarsh Munshi (3rd year BE MEE)

Lead Ambassador
(Mental Health Student Ambassadors)
Thapar Institute Counselling Cell (TICC)
Contact No. +91-8800668215
 What We Do
We offer free, confidential and non-judgmental support to all the registered students, staff
and faculty of TIET, who are experiencing personal and/or academic concerns.

Going to college is a wonderful experience for most people most of the time. However,
some of you may find the transition from school to college difficult, you may feel homesick
and isolated or you may have a sudden crisis like bereavement or illness. You may be
worried about a friend or just be confused about where you can get help. TICC is here to
help you through these times.

No matter who you are, no matter what your situation is, TICC is here to support you
through your difficulties.

TICC Values and Strategic Plan

● Accessibility: Provide high quality, barrier-free Counselling services that minimize

interruptions to student learning and aid in the development of skills needed to
function optimally while enrolled.
● Student Centered: Student voices are heard and are at the heart of the development
and implementation of our programs and services. Develop and train graduate
students and other emerging professionals, who are ethical, versatile, competent and
aware and who provide highly skilled services to a wide range of clients.
● Collaboration: TICC works together with on-campus stakeholders as well as
community providers and foster meaningful, collaborative and consultative
relationships. Liaise with the university community i.e. Director, Deans,
Department/School/Centre Heads, HR, Students and Academic Services, to resolve
difficulties and ensure welfare needs of students and staff are met. Provide excellent
primary prevention through mental heal education and student development
programming.
● Professional Excellence: TICC strives for professional excellence and high-quality
ethical care.
● Positive Work Environment: TICC creates a workplace infused with creativity,
collaboration, professional satisfaction, positivity, growth opportunities, and strong
intra-unit communication.
● Equity & Inclusion: Contribute to a highly inclusive campus as a beacon for equity,
inclusion, and social justice in programming.
● Mindful Innovation: TICC is committed to growth through creative and innovated
ideas that are guided by best practice and conscientiousness.
 ● Holistic Wellness: TICC takes a holistic wellness approach to treating a person’s
mental health issues through mind, body and spirit and considers alternative
approaches to treatment.

Our Services

Counselling can take a number of forms. The decision about which type of service may be
appropriate is based on many factors, including your current concerns and needs, your
Counselling history, scheduling considerations, and availability of resources. Our goal in
this process is to find the best way to attend to your concerns in the most effective and
efficient way. TICC offers the following services and works within a brief therapy model.
If you are interested in making an appointment, want to learn more about our
confidentiality policy, or have additional questions, read our “Counselling Manual” on our
website (ticc.thapar.edu) or visit us.

Types of Counselling/Services Offered:

● Let’s Talk: Let's Talk is brief consultation with one of the TICC Mental Health Student
Ambassadors where you can talk about concerns and receive helpful suggestions or
just have someone who listens well and can offer support. No paperwork or
appointments are required.
● Individual Counselling: In a one-on-one interaction with a Counsellor, you are helped
to express feelings, examine thoughts and beliefs, reflect on patterns of behavior, and
work toward making healthy changes in your life.
● Group Counselling: Groups led by professional staff offer students a supportive and
stimulating environment to explore common issues of concern. We encourage you to
learn more about Group Counselling and to browse our complete list of current
groups offered at TICC.
● Psychometric Testing: Students can get themselves administered for different types
of psychological inventories.
● Academic Alert System & Retention Counselling Services (ARCS): TICC provides support
for students with less CGPA of 3.75 and 4.5 and students with backlogs.
● Student Mentorship Initiative: All students are assigned a professor as his/her mentor
during their 1st year. For more information on who your mentor is, feel free to reach
out to us.
● Letter Requests: TICC occasionally receive requests from students who are
undergoing psychological treatment along with medication & are unable to manage
 their academic routine and want to opt for a semester off provided they have a valid
medical record along with ongoing treatment prescriptions.
● Crisis Services: Our staff offers crisis intervention services during regular office hours
and after office hours.
● Outreach & Referral Services: TICC is available to present programs on a number of
student developmental concerns. Any faculty, staff, student who is concerned about
a TIET student in crisis can refer the student to TICC. We invite you to inquire about
our Outreach and Referral Services.

Outreach and Consultation

Outreach and consultation allow for TICC staff to connect, educate and intervene with
the larger TIET community and ultimately strengthen our “community of caring.” Providing
education to TIET students, faculty and staff is often called outreach.

Outreach is a broad term and includes facilitating workshops (e.g., stress management,
introduction to mental health services, how to help someone in distress), forming liaison
relationships with units, schools, centers, departments focused on student needs,
consulting between faculty, staff, parents and concerned students about a student who
may be in distress and being present at numerous events.

Through prevention and outreach, TICC is able to reach numerous students, from those
who are interested in learning more about TIET student’s mental health and may benefit
from gaining information about the variety of services TIET has to offer to those who may
want to know more about how to help a friend, to reaching out to those students who
may experience too much stigma to actually feel comfortable seeking therapy. TICC
creates a web of support not only for students, but also encourages staff and faculty
involvement through a variety of education efforts.

Goals of Outreach Services and Developmental Programming:

To communicate the role and availability of Counselling, consultative and psycho-educational

functions of TICC as part of the overall mission of TIET:

● Challenging stigma assigned to TICC as associated with mental illness and with help-
seeking.
● Improving approachability and usefulness to community, particularly populations that
under-utilize psychological services.
To respond to psychological and emotional needs that emerge in the overall TIET Community:

● Related to any given crisis impacting TIET community.

● Related to any identifiable pattern of behaviors suggesting emotional or psychological
vulnerability impacting TIET community.

To provide informative materials and programs to TIET student community aimed at facilitating
personal, interpersonal, and social wellness:

● To better inform the community about mental health, personal effectiveness,

interpersonal connections, and to facilitate development of life skills in these areas.
● To provide information about mental illness or psychological distress toward creating
a more empathic and supportive community.

Create Community/Climate of Mental Health Support:

● Provide training to student leaders who often serve in paraprofessional Counselling

roles (hostels/societies/clubs/chapters) and other student affairs professionals.
● Training would include empathic understanding of issues in campus community and
provide skills training in response to distressed students.
● Prompt conversation and/or contemplation on intrapersonal and interpersonal
experiences toward facilitating “therapeutic connections” that can naturally exist in
the community beyond formal mental health service delivery.

To stimulate the student community regarding the development of their character and
citizenship, both of which are influenced by the campus climate:

● To play an identifiable role in improving students’ skills in self-management, personal

and professional interaction, and ethical community engagement.
● Increase awareness of social justice issues and introduce skills in forming
relationships across lines of gender, gender identity expression, age, ability level
socio-economic status, sexual orientation, nationality culture, race, and religious
beliefs.

Additionally, TICC Outreach efforts aim to meet goals which are summarized below:
Create opportunities for students to develop and strengthen leadership skills.

● Assist students to further develop purpose, integrity, ethical practices, and civic
responsibility.
● Embrace diversity and inclusiveness.
● Foster student engagement in the global community.

Domains/Themes to Inform Outreach Activities:

Diversity Awareness Themes:

● Reminding students of the contextual factors and identity dimensions of their

psychological and social experiences (including student experience as informed by
gender, race, economic background, status, sexual orientation, gender identity
expression, age, ability level, religious identity, and other identities (including the
intersections of multiple identities).
● Facilitate student’s understanding of herself/himself along a developmental model,
allowing them to identify values as they define themselves.
● Help students understand and address issues of social justice on campus toward
assuming a role of ethically engaged citizenship.

Mental Health Awareness Themes:

● Challenging the vulnerability and the stigma around emotional expression.

● Promoting mindfulness as a helpful practice and life approach.
● Help students recognize the pervasiveness of fear in their struggles and discomforts.
● Re-framing the help-seeking stigma to an opportunity for growth.
● Providing accurate information about common mental health problems in a way that
fosters empathy for those struggling with such issues.

Social Connections Themes:

● Promote peer-helping relationships and formation of mutually trustworthy

connections, ranging friendship to relationships.
Academic Success Themes:

● Challenge students to deconstruct the concepts and terms that guide their
perceptions and actions.
● Definition of Success (relative to values and social norms).
● Definition of Strength (relative to weakness or vulnerability).
● Definition of Intelligence (with respect to distinction between intellectual and
emotional intelligence).
● Assumptions about Pursuing Control (and how driven by fear).
● Paradigms around competitiveness and perfection.
● Facilitate student identification of their academic values, needs, and other
experiences that inform their decision-making and goal-setting.

Wellness and Life Skills Themes:

● Promoting mindfulness as a helpful practice and life approach.

● Help students recognize the pervasiveness of fear in their struggles and discomforts.
● Helping students who struggle when interacting with uncertainty.

Thrive @TIET

Thrive @TIET is an initiative dedicated to helping improve the health and wellness of
students. Thriving is a mindset – it is the capacity to perceive life through the lens of
possibility. It means to prosper or flourish.

At TIET, we want our community to thrive and invite everyone to reflect on the question,
‘How do you thrive?’

While all dimensions of health and wellness need our attention to truly thrive, the goal is
to find a personal harmony with the dimensions that are most authentic for you. Each of
these dimensions forms a piece of the wellness pie:
 EMOTIONAL WELLNESS

Beyond the ability to handle stress, Emotional Wellness embodies an optimistic approach
to life, including an awareness and acceptance of your thoughts, feelings and behaviors’,
whether positive or negative.

Emotional wellness inspires self-care, relaxation, stress reduction and the development of
inner strength. It includes the ability to learn and grow from experiences and encourages
autonomy and improving decision-making skills. Emotional wellness also includes
recognizing what influences our emotions, discovering how our emotions affect the way
we think or act, and learning to accept ALL our emotions—even the difficult ones.

FINANCIAL WELLNESS

Achieving a level of understanding and comfort with managing your financial situation –
where your money comes from and where it is going – is key to realizing Financial
Wellness.

Financial health is an important component of wellbeing. Taking an active role in managing

finances is associated with less stress, increased feelings of security, and greater financial
confidence. Part of this dimension includes awareness that everyone’s financial values,
needs, and circumstances are unique. Aim to live within your means and learn how to
manage your finances for the short- and long-term.
 MENTAL WELLNESS

The World Health Organization (WHO) defines mental health as “a state of well-being in
which the individual realizes his or her own abilities, can cope with the normal stresses of
life, can work productively and fruitfully, and is able to make a contribution to his or her
community.”

Mental health is essential to your academic success as well as your ability to participate
fully and meaningfully throughout all aspects of your life. TIET offers a supportive and
inclusive campus environment with opportunities to live and learn both in and outside the
classroom, facilitating a healthy balance between work/academic and personal life.
Seeking or accepting help from others can be an important way to learn coping strategies,
gain clarity, and receive emotional support.

PHYSICAL WELLNESS

Paying attention to and nurturing your body with mindful movement and nourishment is
paramount to Physical Wellness.

Daily movement, eating nutritiously, and getting adequate sleep will contribute to your
success as a student. Most importantly, physical wellness is about discovering what
healthy habits make you feel better and suit your lifestyle, level of mobility and current
state of health. Physical wellness is a continuous process - we keep reaching for it and
improving throughout our lives. Take care of your body for optimal health and functioning.
 SOCIAL WELLNESS

Social Wellness embraces the concept of meaningful relationships - respecting yourself

and others and creating a support system of valued family members and friends.

Having a range of people to communicate with and offer mutual support provides a sense
of belonging and purpose. Lifestyles, ways of living together, value systems, traditions and
beliefs are all important to our social well-being and quality of life. Everybody’s different
- it’s important to recognize and respect your unique needs for both social connection and
alone/down time.

SPIRITUAL WELLNESS

The Spiritual Wellness dimension seeks meaning and purpose in human existence and
encompasses a deep appreciation for the depth and expanse of life and the natural forces
within the Universe that connect us all.

Spiritual well-being can be reflected in values and beliefs that determine life choices. It is
about being fully engaged and interacting with energy and enthusiasm and having clarity
of vision that provides meaning and inspires our best every day. When we integrate
practices of spiritual wellness, we can connect in mind, body, and soul. Find what brings
meaning to you, personally.
 Confidentiality

Counselling often involves the disclosure of sensitive and personal information.

Professional ethical codes consider the personal information discussed between a
Counsellor and student/staff to be strictly confidential. This means that the information
that you share in Counselling, including the fact that you have used our services, will not
be disclosed to anyone (including university officials, faculty, staff, parents, or outside
agencies) without your written permission. Also, Counselling records are not kept as part
of your academic or administrative records.

Please note that although parents have rights to their child’s Counselling information until
they become 18, it is often in the best interest of college-aged clients if their parents are
also involved when requested by the Counsellor.

Exceptions: There are a few exceptions to confidentiality that you should know about
before you begin Counselling:

● Abuse: Counsellors who know or reasonably suspect that a student is being abused
are legally obligated to report this information to appropriate TIET agencies.
● Harm to Self: If there is evidence that a student poses clear and imminent danger of
harming themselves and they are unwilling or unable to follow treatment
recommendations, a Counsellor may seek their involuntary admission to a hospital
and notify DOSA and family member who may be able to help them.
● Harm to Others: If a Counsellor has reason to believe that a student is threatening
physical violence against another, they may be required to take action to insure that
the other person is protected. Such action may include contacting the police,
notifying the intended victim, and seeking involuntary hospitalization of the student.
● Staff Consultation: TICC operates as a team to provide the best possible service to
students. At times, your Counsellor may consult with other faculty-in-
charge/DOSA/DOAA or other professional staff.

Students should be aware that the TICC staff is not legally obligated to inform you or seek
your permission to take such actions, especially if such a discussion would prevent us from
securing your safety or the safety of others.
 Resources for Student’s Mental Health Concerns

The following sections contain important information about numerous mental health-
related topics. We hope this information will be useful in learning more about how to help
yourself or another person.

ANXIETY

Ask Yourself:
● Do I feel anxious throughout my day?
● Do I restrict my activities as a way of coping with anxiety?
● Do I experience panic or panic-like symptoms in certain predictable situations?
● Am I intensely fearful of specific situations or things (e.g. animals)?
● Do I experience acute anxiety in social situations?
● Have I developed better habits or thought-processes to manage anxiety?
● Is my anxiety related to a specific, traumatic event?

If you answered yes to some of these questions, you may have more specific questions about
the anxiety symptoms you have been experiencing.

Types of Anxiety:

● Panic Disorder: A panic attack is defined as a period of intense fear or discomfort

accompanied by physical symptoms such as sweating, trembling and chest pain as
well as cognitive symptoms such as fear of losing control and/or dying. A panic attack
can be associated with any of the anxiety disorders, but panic disorder itself is
characterized by recurrent, unexpected panic attacks and persistent concerns about
having additional panic attacks.
● Specific Phobia: The anxiety in specific phobia is associated with persistent, excessive
and unreasonable fear when there is an anticipated or actual encounter with a specific
object or situation. There can be significant anxiety and sometimes panic whenever
a phobic person is exposed to the feared object or situation. Some examples of
specific phobias include fear of certain animals, fear of heights, fear of blood or fear
of places such as bridges or elevators.
● Social Phobia: Social phobia is defined as a marked and persistent fear of a social
situation or a performance in which embarrassment is considered to be a likely
outcome. A fear of public speaking is one of the more common forms of social phobia.
In all instances of social phobia, there is acute anxiety whenever the feared situation
or performance is anticipated or encountered and there is frequently a strong desire
for avoidance.
 ● Obsessive-Compulsive Disorder: The presence of recurrent obsessions and
compulsions which are time-consuming, impair life activities, and are recognized by
the person as being excessive or unreasonable are features of this condition. An
obsession is defined as persistent ideas, thoughts, impulses or images which are
intrusive, anxiety-provoking and distressing. A compulsion is a ritualistic behavior
which is intended to modify or reduce the anxiety through activity or behavior. The
most frequent compulsions involve washing and cleaning, counting, seeking
assurances, checking and/or repeating actions.
● Post-traumatic Stress Disorder: The anxiety in Post-traumatic Stress Disorder is
clearly associated with a traumatic event that the person experienced or witnessed
and was associated with intense fear, horror or helplessness. In addition, there are
recurrent, intrusive recollections of the events which are anxiety-provoking and
distressing to the person. There may be avoidance of any situations associated with
the original trauma and other anxiety-related symptoms such as hyper-vigilance or
exaggerated startle response.
● Generalized Anxiety Disorder: The primary feature of Generalized Anxiety Disorder
is excessive anxiety and worry which occurs more days than not for a period of at
least six months. In addition, symptoms of restlessness, fatigue, concentration
problems, irritability, muscle tension and sleep disturbance may be present. The
anxiety is perceived by the individual as being difficult to control or regulate.

Symptoms of Anxiety:

Anxiety can manifest in physiological, emotional, cognitive, and behavioral symptoms.

These symptoms may be a cue to recognizing that you are feeling anxious. When these
symptoms are impacting your ability to function, it may be indicative of an anxiety disorder
and may be helpful to seek professional help.

Physiological Emotional Behavioral Cognitive

Rapid Heartbeat Feeling out of Avoiding uncomfortable Worry

Control situations

Muscle Tension Feeling Procrastinating Obsessive

apprehensive thoughts
Dizziness Feeling uneasy Excessive checking of Racing Thoughts
behavior
 Dry Mouth Fear Use of alcohol, food, etc Mind going blank
to cope

Sweating Irritable mood Compulsive behavior Difficulty focusing

Nausea Feeling
overwhelmed

Diarrhea

Shortness of
breath

Shaking

Sleep Disturbance

Fatigue

Treatment of Anxiety:
If anxiety symptoms are interfering with your ability to do routine, day-to-day activities,
or if you have restricted your life activities as a way of coping with anxiety, you should
consider seeking professional help. There are currently a variety of highly effective
interventions available for the treatment of anxiety, including psychotherapy, cognitive-
behavioral therapies, and medication. If you seek treatment, the recommendations you
receive will likely depend on the specific symptoms you are experiencing. All of the
anxiety disorders are treatable and many individuals experience a full recovery from their
symptoms.

What Can I Do?

It is usually helpful to identify the events surrounding the experience of anxiety:

● What provokes the anxiety?

● What thoughts or physical sensations accompany the anxiety?
● How distressing is the anxiety?
● How are you coping with the anxiety?

Exploring these accompanying events may provide useful information about the nature of
the anxiety as well as possible strategies for reducing it.
In addition, there are specific changes you can make that may help alleviate anxiety
symptoms:

● Exercise or engage in some form of daily physical activity.

● Eat a nutritious, well-balanced diet.
● Obtain an adequate amount of sleep.
● Seek emotional support from friends and family.
● Focus on positive aspects of your life.
● Establish realistic, attainable goals which do not rely on perfectionist values.
● Monitor how you think about stress and reduce and/or change thoughts which are
negative.
● Identify activities which feel overwhelming and reduce your involvement or seek
ways to make them more manageable.
● Consult with a physician if you are experiencing any medical problems.
● Consult with a mental health professional if you continue to be concerned about your
anxiety.
● Limit caffeine intake.
● Don’t engage in “emotional reasoning” (e.g. “because I feel awful, my life is terrible”).
● Don’t assume responsibility for events which are outside of your control.

Helping an Anxious Person:

If someone you care about has been experiencing anxiety symptoms, you can be a
valuable resource. There is often tremendous shame associated with anxiety. If you talk
candidly with the individual regarding your concerns for his or her well-being, it will
often bring the problems out into the open. Emphasize that your primary objective is to
convey feelings of concern and assistance. You can also always consult with a mental
health professional yourself if you are concerned about how to talk with your friend.

Suggestions for intervening with an anxious friend:

● Be empathic and understanding.

● Don’t minimize the severity of anxiety symptoms.
● Avoid critical or shaming statements.
● Encourage coping strategies which don’t rely on avoidance of anxiety-provoking
stimuli.
● Challenge expressions of hopelessness.
● Don’t argue about how bad things are.
● Don’t become angry even though your efforts may be resisted or rejected.
 ● Advocate for treatment of anxiety.
● Consult with a mental health professional if an anxious friend refuses necessary
treatment.

ATTENTION DEFICIT HYPERACTIVITY DISORDER

Attention Deficit Hyperactivity Disorder (ADHD) is usually diagnosed in childhood, but

people with ADHD can reach college without having been diagnosed. Adults with ADHD
tend to have difficulties with executive functioning and self-regulation.

Signs and Symptoms of ADHD:

Symptoms of ADHD are often separated into 3 categories: inattention, hyperactivity, and
impulsivity. Some people with ADHD have most of their symptoms in only one category
while others have a variety of symptoms from each category.

Inattention Symptoms Indecisive Hyperactivity Impulsivity Symptoms

Symptoms

Difficulty paying attention Inefficient when completing Changes Frequently

or focusing tasks

Forgetful Restless Misses class often

Poor time management Overwhelmed Interrupts others in

conversation

Difficulty finishing tasks Fidgety Often impatient

Disorganized or loses things Difficulty sitting through Driving too fast or recklessly
easily class
 Prone to making careless Excessive talking Easily frustrated
mistakes

Easily bored Always on the go

Coping Strategies:

If you notice yourself experiencing signs and symptoms of ADHD, consider using some of
these coping strategies:

● Place your important belongings such as keys, wallet, and glasses in the same spot
(such as a bowl on a table near the door) when you get home so that they are not
misplaced.
● Sit in the front of the class where there are fewer distractions.
● Utilize a calendar (such as a planner or a phone app) to schedule appointments,
meetings, and classes. Create a routine of checking the calendar regularly or utilize
the alerts/reminders function on your phone.
● Break large tasks into small ones to combat procrastination.
● Use a timer to help you keep track of time spent on tasks. When the timer rings,
move on to the next task.
● Create a list of reminders for tasks that need to be completed (and when the deadlines
are).
● Limit interrupting your tasks by designating a specific time each day for responding
to email, text, and phone messages.
● Structure your day. Check your schedule before you take on something new.
● Limit distractions by studying with noise-canceling headphones or leaving your phone
in the other room.
● Do schoolwork during times of the day that you are most alert and awake.
● Count to five before you react. Better yet, write down your reaction instead of
blurting it out.
● Try a form of exercise that uses the brain, such as yoga, dance, karate, or martial arts.
● When going to class or an appointment, think about the time you have to leave rather
than when you have to arrive. For example, if your class starts at 9:00 a.m. and it
takes you 30 minutes to get there, make 8:30 a.m. the important time in your mind.
● Listen to feedback from others. Sometimes people with ADHD have a harder time
reading social cues.
 ● Select the right environment for studying (such as a place with good lighting, a
comfortable chair, a large table, and few distractions).
● Seek professional assistance. Consider utilizing the options listed within the Services
tab.

ALCOHOL AND DRUG CONCERNS

College student drinking affects almost all college campuses. Excessive drinking among
students has been linked to death, injury, assault, abuse, academic problems, and drunk
driving. Half of all college students will engage in binge drinking.

Effects of Binge Drinking:

● Missing classes.
● Falling behind on school work.
● Driving drunk or getting in the car with an intoxicated driver.
● Getting in trouble with campus police.
● Physical injury.
● Impulsive behavior and impaired decision-making.
● Blacking out or forgetting parts of the night.
● Alcohol poisoning or loss of consciousness.
● Exacerbating mental health concerns that are already present.
● Ruined reputations because of embarrassing photos.
● Developing a physical and emotional dependence on alcohol.
● Impaired cognitive functioning (not only while intoxicated).
● Could Your Substance Use Be a Problem?

Because alcohol and other drug use can be quite common among college students, it can
sometimes be hard to discern when the amount or frequency of one’s drinking or the
effects of one’s drinking are becoming a problem. If you are uncertain about your drinking
behaviors or use of other substances, you can ask yourself the following questions:

● Do you drink or use drugs because of boredom?

● Do you drink to the point of "brown or black out"?
● Do you drink or use drugs to fit in?
● Do you sometimes drink or use more than you intended?
● When you drink or use drugs, do you find yourself in situations you later regret?
● Do you sometimes feel guilty about your drinking or drug use?
 ● Do you become angry or agitated when others mention your drinking or drug use?
● Do you drink or use more than you used to in order to get the same effects?
● Do you find yourself skipping work and classes or putting things off because of
drinking/drug use or thinking about it?
● Have you been unsuccessful in cutting down?
● Do you ever drink or use drugs first thing in the morning?
● Do you continue drinking or using despite negative consequences?

If you answered “yes” to one or more of these questions, you can consult with a Counsellor to
find out more.

ADJUSTING TO COLLEGE

Transitioning to college can be quite an adjustment for most students, even students who
live close to or at home during college. This transition involves:

● Developing a new support network.

● Learning a new environment and community.
● Adjusting to a very different type of schedule.
● More difficult coursework.
● Increased independence and responsibility.

This adjustment period is often coupled with feeling homesick while being away from
loved ones and frequent comparisons (often utilizing social media) about how peers are
transitioning to college. As such, students may experience heightened anxiety, sadness, or
loneliness while transitioning to college, and this adjustment may sometimes be more than
students can reasonably manage on their own.

Students may be more likely to struggle with the transition to college if they are away from
home for the first time, have a history of difficult transitions to new situations, are the first
in the family to attend college, have a significant other or very close group of friends at
home, or are concerned about a family member at home.

Some signs of homesickness or difficulty adjusting to college are:

● Calling home or asking to come home for visits more often than expected.
● Expressing dissatisfaction with everything and everyone at the university.
● Expressing significant worry about classes.
 ● Having difficulty making decisions.
● Disengaging from social activities.
● Talking about withdrawing from the university.
● Frequently comparing their experiences to the experiences of other new students.

Coping Strategies:

● Remember that you are not alone.

● Be patient with yourself as you adjust to this significant life transition.
● Text or email instead of calling parents, or try to think of the supportive or comforting
messages they would give you.
● Make an effort every day to talk to someone new, even if you are not destined to
become best friends.
● Reach out to a school friend to continue getting social support while developing new
friendships.
● Try spending more time on campus rather than going home to family members on
weekends.
● Join a campus club, organization or play a sport.
● Remember that even students who look like they are making tons of friends are
experiencing a transition as well and may be experiencing similar feelings of
homesickness and anxiety.
● Attend campus events such as the Society Fair in September to learn about the
various campus social groups you can join.
● Talk with people in your support network on or off-campus about your struggles or
seek additional help.

ACADEMIC CONCERNS/LEARNING DIFFICULTIES

It is quite common for students to experience academic concerns at some point during
college or throughout their college career. These concerns may involve:

● Poor study habits.

● Difficulty grasping course material.
● Test anxiety that leads to poor performance on exams.
● Procrastination on assignments.
● Difficulty planning and organizing to complete assignments or study tasks.
● Inconsistent class attendance.
● Academic probation or loss of scholarship.
These types of concerns may be due to various factors, including:

● Increased rigor or workload of college classes.

● Poor concentration or ADHD, which can interfere with learning and studying as well
as with organizational tasks.
● Increased difficulty of coursework over time.
● Having a learning disorder that makes it difficult to study, organize, and/or
understand the course material.
● Having a mental illness, such as depression or anxiety, that reduces motivation and
concentration.
● Perfectionist thinking that leads to procrastination.
● Having a learning style that is inconsistent with the format of course instruction (e.g.
the lectures are stated aloud without visual aids but you are a visual learner).

What is a Learning Disorder?

There are many types of learning disorders, all of which affect how people understand,
remember, or respond to information. Each learning disorder is different but all learning
disorders affect a person’s ability to process information in some way, which can interfere
with basic and/or higher-level learning skills. A learning disorder is not a problem with
intelligence or motivation—there are many brilliant and successful people who have
learning disorders. Learning disorders can sometimes, but not always, affect school
performance.

Some possible signs of a learning disorder include:

● Inaccurate or slow word reading.

● Difficulty with reading comprehension.
● Inaccurate spelling or grammar.
● Difficulty with basic math calculations.
● Poor organizational skills or time management.
● Difficulty with abstract reasoning.
● Difficulty retaining or organizing information.
● Poor writing skills.
Coping Strategies:

● Before an exam or big assignment, discuss the content of the material and the
expectations with your professor and/or TA’s.
● Spread out your review of exam material over several days or weeks, rather than
cramming the night before the exam.
● Arrive 10 minutes early to class and use that time to review your notes from the
previous class. Take 10 minutes after class to review the notes you just took.
● Use several different types of study techniques—review notes, read/watch lectures,
create a study guide or outline, answer practice questions, review old homework
problems, use flash cards, draw diagrams to improve understanding, create acronyms
to memorize facts.
● Try structuring your academic schedule as if it’s a 40-hour workweek to help manage
your time. Include classes, study time, homework, and meetings with professors and
write these all down in a planner or calendar.
● If you get anxious during exams, take a practice test beforehand under exam-like
conditions.
● Get sufficient sleep, exercise, and nutrition throughout the semester as a proactive
way to boost your brain.
● Take notes or make an outline when completing reading assignments. Try and put
things in your own words or draw diagrams to increase comprehension of the
material.
● When taking exams or completing assignments, pay close attention to the
instructions. Watch out for qualifier words in questions (e.g. always, never, none,
etc.).
● Assess your learning style and engage in study tasks that utilize your best learning
style (e.g. use audio books if you are an auditory learner).
● Take breaks while studying and doing homework. A good tip is for every 45-50
minutes of work, take a 10-15-minute break. Try taking a break that does not involve
looking at a screen.
● When taking exams, budget your time for each section. It may help to very briefly
skim the exam when you get it in order to help with budgeting your time.
● Try to find out as much about an exam you are taking before you take it (format,
content, types of questions, length of exam, etc.).
● If experiencing test anxiety, use deep breathing to relax your body and focus only on
one thing at a time. Reframe your negative thoughts about the test into more realistic
thoughts.
 ● When trying to retain information, go for comprehension rather than memorization.
Research shows that understanding information helps us remember it better than just
memorizing it.
● Study with classmates who understand the material and ask questions when you are
stuck.
● Take advantage of review sessions and study guides.
● Study and do homework in a quiet, well-lit, comfortable environment at a time of day
when you are most alert.
● Focus more on what you are learning and why you are learning it, rather than a
specific grade that you want. Research shows that studying for grades alone
decreases long-term success.

DEPRESSION

Depression is a disturbance in mood characterized by varying degrees of sadness,

disappointment, loneliness, hopelessness, self-doubt, and guilt. Most people tend to feel
depressed at one time or another, but some people may experience these feelings more
frequently or with deeper, more lasting, effects. In some cases, depression can last for
months or even years. The most common type of depression is what is referred to as
“feeling blue” or “being in a bad mood.” These feelings are usually brief in duration and
have minimal or slight effects on normal everyday activities.

In the next level of depression, symptoms become more intense and last for a longer
period of time. Daily activities may become more difficult…but the individual is still able to
cope with them. It is at this level, however, that feelings of hopelessness can become so
intense that suicide may seem the only solution.

A person experiencing severe depression may experience extreme fluctuations in moods

or even a desire for complete withdrawal from daily routine and/or the outside world.

Symptoms of Depression:

Depression may affect one’s life in any of the following ways:

Crying spells or, at the other extreme, lack of emotional responsiveness.

Changes in Feelings and/or Perceptions

 ● Inability to find pleasure in anything.
● Feelings of hopelessness and/or worthlessness.
● Exaggerated sense of guilt or self-blame.
● Loss of warm feelings toward family or friends.

Changes in Behavior and Attitudes

● Lack of interest in prior activities and withdrawal from others.

● Neglect of responsibilities and appearance.
● Irritability, complaints about matters previously taken in stride.
● Dissatisfaction about life in general.
● Impaired memory, inability to concentrate, indecisiveness, and confusion.
● Reduced ability to cope on a daily basis.

Physical Complaints

● Chronic fatigue and lack of energy.

● Complete loss of appetite, or at the other extreme, compulsive eating.
● Insomnia, early morning wakefulness, or excessive sleeping.
● Unexplained headaches, backaches, and similar complaints.
● Digestive problems including stomach pain, nausea, indigestion, and/or change in
bowels.

Helping Yourself:

Being honest with yourself about changes in mood or the intensity of negative feelings as
they occur will help you identify possible sources of depression or stress. You should
examine your feelings and try to determine what is troubling you — relationships with
family or friends, financial responsibilities, and so forth. Discussing problems with the
people involved or with an understanding friend can sometimes bring about a resolution
before a critical stage of stress is reached. Even mild depression should be dealt with if it
interferes with your effectiveness. You might also try to:

● Change your normal routine by taking a break for a favorite activity or something new
— even if you don’t feel like it;
● Exercise to work off tension, improve digestion, help you relax, and perhaps improve
your ability to sleep;
● Avoid known stressors;
 ● Avoid making long-term commitments, decisions, or changes that make you feel
trapped or confined — it is better to put them off until you feel you are better able to
cope; and
● See a physician, especially if physical complaints persist.

Helping a Depressed Friend:

Since severely depressed individuals can be very withdrawn, lethargic, self-ruminating,

and possibly suicidal, a concerned friend can provide a valuable and possibly life-saving
service. Talking candidly with the individual regarding your concern for his or her well-
being will often bring the problems out into the open. As you talk with your friend, the
American College Health Association advises the following:

● Do not try to “cheer up” the individual.

● Do not criticize or shame, as feelings of depression cannot be helped.
● Do not sympathize and claim that you feel the same way as he or she does.
● Try not to get angry with the depressed individual.
● Your primary objective is to let the person know you are concerned and willing to
help.

If feelings of depression appear to turn to thoughts of suicide, urge the individual to seek
professional help. If the person resists such a suggestion and you feel that suicide is likely
— seek professional help yourself, so you will know how to best handle the situation.

When is Professional Help Necessary?

Depression is treatable and needless suffering of those who experience it can be

alleviated. A mental health professional should be consulted when an individual
experiences any of the following circumstances:

● When pain or problems outweigh pleasures much of the time;

● When symptoms are so severe and persistent that day-to-day functioning is impaired;
and/or
● When stress seems so overwhelming that suicide seems to be a viable option.
● If you believe you are experiencing any of these symptoms please contact TICC.
 DISORDERED EATING

College is difficult enough. Asking your body to work hard, study hard, and play hard, when
your body is undernourished or compromised, makes college even more difficult. It can
also make things very confusing and complicated. Often, thinking around body image can
become illogical. Who we might see in the mirror may not be who the world sees? If you
or someone you know has struggled with an eating disorder in the past, it is important to
consider that transitioning to college can be stressful, as is any major life change. The
stress from this, as with any major life change, can contribute to a relapse or reoccurrence
of an eating disorder or disordered eating. TICC understands these difficulties and
complexities, working with students to improve their mental and physical health.

Many people, who have an unhealthy/problematic relationship with food and poor body
image, may not have a diagnosable eating disorder but are still greatly impacted by
disordered eating behaviors and thoughts. Disordered eating consists of a spectrum of
thoughts, feelings and behaviors associated with problem eating. On one end of this
spectrum one might find concerns with body image and preoccupation with certain foods
or eating habits. On the other end one might see severe caloric restriction (Anorexia Nervosa)
or binge-purge cycles (Bulimia Nervosa), either of which can result in serious health problems
and even death.

Preoccupation with body shape/size and eating involves frequently thinking about food,
eating, and body image/shape. Here a person may find themselves thinking about what
they ate at their last meal and feeling that they need to “make up for it.” A person may be
a little inflexible about what they “allow” themselves to eat. There may be moments of
guilt or feeling bad for what was eaten. In addition, the person may not like the way certain
parts of their body look or may consistently feel that they could lose a few pounds.

Body image confidence is characterized by mostly positive feelings one’s body shape and
size. In this range, the person’s body is seen as a good part of themselves. For body
confident people, all foods are seen as fitting into an overall healthy diet, without feeling
that some foods are “good” and some “bad.” Given the messages we all receive daily about
what we “should” look like, it can be challenging to maintain this confidence. Body image
is our personal view and interpretation of our body.

Some signs and symptoms of a distorted body image include:

● Thinking or talking about the flaws in your body.

● Spending a lot of time in front of a mirror, obsessing about specific body parts.
● Weighing yourself frequently and judging yourself by the number on the scale.
 ● Refraining from enjoyable activities because you are ashamed or self-conscious about
your body.
● Obsessing about food, weight, and fitness level in private and/or in public.

Some things that can help with body image are positive daily self-affirmations, wearing
clothes you feel comfortable in, thinking optimistically when looking in the mirror, cutting
“fat talk” out of your life, do nice things for yourself, engaging in pleasurable activities,
surrounding yourself with loved ones, stop making comparisons, and staying active.

Eating Disorders most commonly refer to Anorexia Nervosa, Bulimia Nervosa, and Binge
Eating Disorder.

While disordered eating behaviors and thoughts can be viewed on a spectrum, there are
three different diagnosable eating disorders:

Anorexia Nervosa is a condition that occurs when a person refuses to maintain a healthful
weight resulting in a weight that is at least 15% below normal. Such individuals have an
intense fear of gaining weight and view most foods as "fattening." They maintain a highly
restrictive diet, often an intense exercise regime, and if they do eat, they typically follow
eating with some form of purging. They often believe themselves to be much bigger and
heavier than they actually are; therefore, they are unlikely to acknowledge that their low
weight is a problem. Anorexia occurs in about 2% of the general population, but it is higher
among college students, with some evidence that these numbers are rising.

Bulimia is described as recurrent episodes of binge eating, consuming large quantities of

food in a short period of time, followed by some form of purging either by vomiting,
laxatives, vigorous exercise, dieting, or fasting. The onset of Bulimia is often preceded by
a restrictive diet, which many people find difficult to maintain because of hunger or
because they feel frustrated with dieting itself. Although they may initially feel satisfied
with being disciplined about their eating, they may also wish to be free of these restraints,
especially if the expected rewards in other areas of their lives do not follow. Bingeing can
then begin. When an individual feels like a failure for not sustaining their diet or when they
fear that going back to normal eating will lead to weight gain, some individuals may try
purging as a form of weight control. This can lead to further food restrictions and so the
cycle continues.

Some people binge without purging, which is known as Binge Eating Disorder. Binge
eating disorder is defined as “recurring episodes of eating significantly more food in a short
period of time than most people would eat under similar circumstances, with episodes
accompanied by feelings of lack of control.” Here, a person will often consume food
rapidly, feeling out of control. During a binge, the person may feel absent, unaware, or
mentally checked out. A person with Binge Eating Disorder may often ignore signs of
fullness and eventually may have difficulty recognizing hunger and fullness cues. A person
with Binge Eating Disorder will often binge eat alone (sometimes at night) as to hide this
behavior. Often, feelings of guilt, shame, or disgust follow the binge.

Individual Counselling: During individual Counselling a treatment plan will be developed

and formulated to meet the student’s needs. Goals will depend on the student’s symptoms
and motivation, with the priority being to reduce any self-destructive habits/behaviors.
Psychological treatment is crucial, but needs to be done in coordination with medical,
nutritional, and lifestyle goals.

Group Therapy: Besides individual Counselling, participating in a therapy group can be an

important step in healing body image concerns and interpersonal shame that often
accompanies disordered eating. Finding validation from others who also deal with
disordered eating can be an important step in regaining self-worth and making progress in
treatment. Practicing newly learned skills of authenticity, assertiveness, and emotional
openness within the safety of the group can be a step to using these skills in friendships
and relationships outside of therapy.

What are some of the signs of disordered eating?

● Preoccupation with food, weight, nutrition, or dieting (talks about it a lot).

● Frequent changes in weight or severe weight loss.
● Wears baggy, loose fitting clothes.
● Spends large amounts of time exercising.
● Faints, blacks out, have dizzy spells, difficulty concentrating.
● Fine downy hair growth.
● Isolates self or seems sad, irritable and/or angry.
● Skips meals, cuts food into small pieces, or eats large quantities of food.
● Steals food, goes through food quickly, and/or has large amounts of food
wrappers/containers in the trash.
● Rigid rules (what they can & can’t eat, how they work out and how long etc.).
● Makes frequent trips to the bathroom.
How to Help a Friend or Loved One Who May Be Struggling?

Consider what behavior or appearance makes you believe they have an eating disorder
and bring it to their attention in a supportive manner. Keep in mind that they may be
distressed about something else which is provoking a change in their eating behavior.
However, approaching a person with specific observations you have made can be very
helpful and harder for a person to dismiss.

E.g. "I've noticed that you have gone to the gym every day for 3 hours at and time. I'm
concerned about you," or "I think I've heard you vomiting in the bathroom after you've
eaten and I'm concerned about it. Are you feeling okay?"

If the person acknowledges the behavior but denies that there is anything wrong, suggest
that sometimes when people are upset over something they tend to eat "funny" or feel
sick and you are wondering whether anything else may be wrong. The point is to
acknowledge the behavior and suggest that something else may be provoking it. Often
people are more responsive to questions about how they are feeling rather than to
judgments about how they are eating.

You can then address the possibility of pursuing some Counselling for their concerns; e.g.
"If you are stressed about something, you may find it helpful to talk to someone about it."
Planting the seed in someone's mind may be enough to encourage them to pursue
Counselling.

● Avoid taking charge of the person's eating behavior, monitoring their eating or
purging, or spying on them. As their monitor, you are likely to be resented eventually,
since you will seem to be more in control of them than they are. Avoid making
comments or asking questions about how they have eaten that day such as, "Have
you been ‘good’ today?" This can make a person feel more ashamed about their
behavior and they will likely avoid talking with you about their difficulties any further.
Don't search in private places for evidence of an eating disorder. An eating disorder
is not "a crime." It is a way a person copes with how they feel. Instead, ask the person
if there is anything else you can do to be of help.
● Do not focus on the person's weight or appearance especially if they bring it up. If it
becomes taxing to hear their concerns, address this with them and offer to discuss
other issues with them. Say it is more important to you how they think or feel rather
than how they look. Avoid making such comments as, "You seem to look much better
these days" or "Have you eaten yet today?" Such comments tend to reinforce the
person’s sense that you are monitoring them and judging them in terms of their eating
behavior and appearance and so they will continue to focus on that around you as
well.
 ● Remember that it takes time for a person to overcome an eating disorder so be
patient. The person cannot "just stop" even if you insist or plead. Focus on their
accomplishments in regard to this only if they bring it up. Do not focus on their
setbacks. Setbacks are part of the process of getting over the eating disorder.
● Remember that a person with an eating disorder is often moody. This is due to both
the psychological and physiological consequences of eating this way. Address with
the person how their moods affect you. Let them know you understand they are
having a hard time but that it has an impact on others. Being aware of the effect their
behavior has on others may encourage them to seek help for themselves.
● Don't interfere with a person's therapy. You may offer to help someone find a
therapist or to get to one. However, therapy is a private affair. This is in order for the
person to trust the therapeutic relationship. Be aware that a therapist cannot give
you information regarding the client unless the client agrees. However, you are free
to inform the therapist of information you think may be helpful or important
regarding the person. The therapist will guide you on how best to do this.
● Remember that a person with an eating disorder often denies that there is a problem
or may be reluctant to discuss it. You may never know if the person is seeking help.
However, something you say may strike a person later on and they may follow up on
suggestions you make. The important thing is to be patient regarding their progress.
Better understanding of eating disorders can make it easier to be patient and
supportive towards those you wish to help.

Coping Strategies:

Strategies for Improving Body Image

● Focus on what you like, rather than what you don’t like, about your body or face.
● Express gratitude for the many things your body can do.
● Ask loved ones to refrain from commenting on your appearance.
● Pamper yourself. Treat your body with respect and kindness.
● Choose to spend time with positive and supportive people who do not engage in
critical, negative, or judgmental talk about themselves or others.
● Use the time that you spend worrying about food, calories, and appearance to do
something to help others.
● Apply a critical eye to media messages about beauty (and notice ways in which they
may be distorted).
 ● When greeting someone, try commenting on something else about them besides their
appearance (i.e. avoiding comments such as “have you lost weight?”).
● Develop a list of positive statements about you made by yourself or others. Post them
on your mirror.
● Subscribe to social media outlets that promote body positivity.
● Remember that bodies come in all shapes and sizes. No single shape is the right (or
perfect) shape.
● When interacting with others, see if you can avoid negative body talk.
● Remind yourself that you are so much more than just your appearance.

Helpful Resources:

● http://youtu.be/UnMHiv9lAVY
● http://www.nationaleatingdisorders.org/
● http://www.something-fishy.org/

For Family and Friends:

● Katherine Byrne, A Parent's Guide to Anorexia and Bulimia

● Laura Goodman, Is Your Child Dying to be Thin?
● Jane Hirschmann, Preventing Childhood Eating Problems
● Michelle Siegel, Surviving an Eating Disorder

Recommended Reading:

● French Toast for Breakfast

● Surviving an Eating Disorder
 GRIEF

What is Grief?

Grief is a normal and natural, though often deeply painful, response to loss. The death of
a loved one is the most common way we think of loss, but many other significant changes
in one’s life can involve loss and therefore grief. Everyone experiences loss and grief at
some time. The more significant the loss, the more intense the grief is likely to be.

Each individual experiences and expresses grief differently. For example, one person may
withdraw and feel helpless, while another might be angry and want to take some action.
No matter what the reaction, the grieving person needs the support of others. A helper
needs to anticipate the possibility of a wide range of emotions and behaviors, accept the
grieving person’s reactions, and respond accordingly. Therefore, it is often useful for the
person in grief and for the helper to have information about the grieving process.

The Process of Grief:

The process of grieving in response to a significant loss requires time, patience, courage,
and support. The grieving person will likely experience many changes throughout the
process. Many writers and helpers have described these changes beginning with an
experience of shock, followed by a long process of suffering, and finally a process of
recovery. These processes are described below.

Shock is often the initial reaction to loss. Shock is the person’s emotional protection from
being too suddenly overwhelmed by the loss. The grieving person may feel stunned, numb,
or in disbelief concerning the loss. While in shock the person may not be able to make
even simple decisions. Friends and family may need to simply sit, listen, and assist with the
person’s basic daily needs. Shock may last a matter of minutes, hours, or (in severely
traumatic losses) days.

Suffering is the long period of grief during which the person gradually comes to terms with
the reality of the loss. The suffering process typically involves a wide range of feelings,
thoughts, and behaviors, as well as an overall sense of life seeming chaotic and
disorganized. The duration of the suffering process differs with each person, partly
depending on the nature of the loss experienced. Some common features of suffering
include:

● Sadness is perhaps the most common feeling found in grief. It is often but not
necessarily manifested in crying. Sadness is often triggered by reminders of the loss
 and its permanence. Sadness may become quite intense and be experienced as
emptiness or despair.
● Anger can be one of the most confusing feelings for the grieving person. Anger is a
frequent response to feeling powerless, frustrated, or even abandoned. Anger is also
a common response to feeling threatened; a significant loss can threaten a person’s
basic beliefs about self and about life in general. Consequently, anger may be directed
at self, at God, at life in general for the injustice of the loss, for others involved, or, in
the case of death, at the deceased for dying.
● Guilt and less extreme self-reproach are common reactions to things the griever did
or failed to do before the loss. For example, a griever may reproach him/herself for
hurtful things said, loving things left unsaid, not having been kind enough when the
chance was available, actions not taken that might have prevented the loss, etc.
● Anxiety can range from mild insecurity to strong panic attacks; it can also be fleeting
or persistent. Often, grievers become anxious about their ability to take care of
themselves following a loss. Also they may become concerned about the well-being
of other loved ones.
● Physical, behavioral and cognitive symptoms. Often, grief is accompanied by periods
of fatigue, loss of motivation or desire for things that were once enjoyable, changes
in sleeping and eating patterns, confusion, preoccupation, and loss of concentration.

Suffering is often the most painful and protracted stage for the griever, but it is still
necessary. For most people, these many emotional and physical reactions are common
symptoms that will stabilize and diminish with time as the person moves through the
grieving process. If these symptoms persist, it may be important to seek professional help.

Recovery, the goal of grieving, is not the elimination of all the pain or the memories of the
loss. Instead, the goal is to reorganize one’s life so that the loss is one important part of
life rather than the center of one’s life. As recovery takes place, the individual is better
able to accept the loss, resume a “normal” life and reinvest time, attention, energy and
emotion into other parts of his/her life. The loss is still felt, but the loss has become part
of the griever’s more typical feelings and experiences.

Common Grief Reactions:

● Emotions: Anger, overwhelming sadness, irritability, depression, guilt, anxiety, shock,

helplessness, numbness, loneliness, feeling abandoned, panic, confusion,
embarrassment.
 ● Physical Reactions: Low energy, headaches, muscle weakness, emptiness in stomach,
nausea, shaking, trembling, shortness of breath.
● Thoughts: Disbelief or denial, obsessive thoughts, forgetfulness, preoccupation with
the deceased’s life.
● Behaviors: Problems with eating and sleeping, social withdrawal, absent-mindedness,
dreams and nightmares, difficulty concentrating, crying.

No one is expected to deal with a significant loss on their own and it is recommended that
you seek support when dealing with loss. It is recommended that you seek professional
help to cope with your loss if you find that your grief is persisting in a way that feels
intrusive to your life or functioning in school, work, or your relationships.

Obstacles to Healing:

Grief is a misunderstood and neglected process in life. Because responding to death is

often awkward, uncomfortable, even frightening for both grievers and helpers, those
concerned may avoid dealing with grief. This can make the experience more lonely and
unhappy than it might be otherwise.

In addition, society promotes many misconceptions about grief that may actually hinder
the recovery and growth that follow loss. For example, many believe it necessary to try to
change how a grieving friend is feeling and may do so by making statements such as, “You
must be strong,” “You have to get on with your life,” or “It’s good that he didn’t have to
suffer.” Such clichés may help the one saying them, but are rarely helpful to the griever.
Society also promotes the misconception that it is not appropriate to show emotions
except at the funeral, and that recovery should be complete within six months. A helper
needs to avoid these and other ways of minimizing a person’s grief. Those in grief need to
be encouraged to recover in their own ways.

Guidelines for Helping

● Helpers often ask questions such as: “What should I do? What should I say? Am I
doing the right thing? Did I do the wrong thing?” Here are some suggestions for
helping the person in grief.
● Make contact. Make a phone call, send a card, attend the funeral, bake and deliver
cookies. Don’t let discomfort, fear, or uncertainty stand in the way of making contact
and being a friend.
● Provide practical help. It’s usually not enough to say, “If there’s anything I can do, let
me know.” Decide on a task you can help with and make the offer.
 ● Be available and accepting. Accept the words and feelings expressed, avoid being
judgmental or taking their feelings personally, avoid telling them how they should feel
or what they should do.
● Be a good listener. Many in grief need to talk about their loss; the person, related
events, and their reactions. Allow grievers to tell their stories and express their
feelings. Be patient and accepting of their expressions.
● Exercise patience. Give bereaved people “permission” to grieve for as long or short a
time as needed. Make it clear that there is no sense of “urgency” when you visit or
talk. Remember, there are no shortcuts.
● Encourage self-care. Encourage bereaved people to attend to physical needs,
postpone major decisions, allow themselves to grieve and to recover. At the same
time, they may need your support in getting back into activities and making decisions.
● Model good self-care. It’s important for you to maintain a realistic and positive
perspective, to maintain your own life and responsibilities, and to seek help when you
feel overwhelmed or don’t know how to handle a situation.

Recommended Reading:

● Death, The Final Stage of Growth. Englewood Cliffs, NJ: Prentice Hall, 1975 Kubler-
Ross, Elisabeth
● On Death and Dying. New York: MacMillan, 1969 Kubler-Ross, Elisabeth
● When Bad Things Happen to Good People. New York: Schocken Books, 1981
Kushner, H.S.

PERFECTIONISM/LOW SELF-ESTEEM

Self-Esteem is initially acquired through two main sources: how others treated us and what
others told us about ourselves. When these messages were positive and realistic,
individuals develop a sense of self-worth. However, when messages are unrealistic or
highly critical, individuals may have difficulty developing an inherent sense of self-worth
and may rely on a variety of other factors to improve self-esteem.

Sometimes, when individuals experience insecurity, they seek validation and self-worth in
their achievements, possibly leading to perfectionism. Others may feel a sense of
insecurity not about who they are but about the world (due to difficult or uncontrollable
factors in their lives) and turn to perfectionism to provide a sense of control.

Perfectionism is a pattern of rigid and unrealistic thoughts, expectations, and behaviors

with the intention of achieving excessively high goals and/or avoiding any mistakes,
human flaws, or unplanned situations. Perfectionists often experience frustration, shame,
disappointment, and self-blame when those expectations are not met. Additionally,
perfectionism can cause frequent negative thoughts, worry, and self-doubt. Perfectionists
may also experience mental health concerns (e.g. anxiety, depression, eating disorders),
procrastination or avoidance of tasks, and difficulty in their relationships.

A common myth is that perfectionists are more successful and have more control over
their lives. However, the success of perfectionists is not due to their unrealistic
expectations and thoughts but in spite of them. The perfectionism pattern is often a
barrier to success because of the anxiety, self-doubt, and procrastination involved. Many
perfectionists worry that without their perfectionism they will not be successful, but most
find that without the compulsive need for perfection, they are better able to achieve their
goals.

Perfectionism vs. Healthy Striving:

Perfectionism:

● Being motivated by fear of failure or obligation.

● Setting standards beyond any reasonable reach.
● However great your accomplishments, they never seem to satisfy you.
● You are preoccupied with fear of failure and have difficulty moving on from failure.
● Self-esteem must be earned and you must achieve things in order to be loved and
accepted.
● Becoming overly defensive when criticized.
● The focus is always on outcomes.
● Goals are perfection all of the time.

Healthy Pursuit of Excellence:

● Being motivated by enthusiasm or passion.

● Setting high and realistic standards.
● Your efforts provide a feeling of satisfaction and sense of accomplishment, even if
you are not always perfect.
● You bounce back quickly from failure or disappointment and recognize it as an
opportunity for growth or learning.
● You enjoy an unconditional sense of self-worth that is not dependent on your
achievements.
● Seeing constructive criticism as an opportunity for growth.
● The focus can be on both outcomes and the process.
● Goals are one step beyond present or former achievements.
Coping Strategies:

These strategies can be a starting point to improve self-worth and reduce perfectionism:

● Set realistic standards and goals—they can be high but they also need to be
achievable.
● Enjoy the process, not just the outcome.
● Recognize flaws as part of human nature.
● View mistakes made and constructive feedback given as opportunities for growth and
learning.
● Challenge your unrealistic thoughts and expectations about yourself and those
around you. Try coming up with more positive and realistic thoughts and expectations
and say them to yourself (even if they are hard to believe at first).
● Engage in authentic communication and relationships. Self-worth increases when we
can be genuine with others.
● Remember that failure is always involved on the journey to success—practice
acceptance that failure is inevitable.
● Make a list each day of your accomplishments and strengths.
● Reward yourself for no particular reason at all.
● Let yourself feel disappointment and frustration without spiraling into negative
thinking and blame of self/others.
● Make a gratitude list, acknowledging what has gone well in your life rather than what
hasn’t.
● Give yourself credit for the effort you make rather than for the outcome of your
efforts.
● Accept compliments from others.
● Regularly give yourself a break (mentally and physically).
● Ask for what you need. We feel more empowered and confident when we act
assertively.
● Practice engaging in nonjudgmental thinking about yourself and others.

Books:

● I thought It Was Just Me (But It Isn’t): Telling the Truth about Perfectionism,
Inadequacy and Power by Brown
● Radical Acceptance by Brach
● Present Perfect: A Mindfulness Approach to Letting Go of Perfectionism and the
Need for Control by Somov
 ● When Perfect Isn’t Good Enough: Strategies for Coping with Perfectionism by
Antony and Swinson
● Be Happy without Being Perfect: How to Worry Less and Enjoy Life More by Domar
● Too Perfect by Mallinger and DeWyze

RELATIONSHIPS

Healthy relationships bring happiness and health to our lives. Studies show that people
with healthy relationships really do have more happiness and less stress. There are basic
ways to make relationships healthy, even though each one is different…parents, siblings,
friends, boyfriends, girlfriends, professors, roommates, and classmates. Here are Ten Tips
for Healthy Relationships!

1. Keep expectations realistic. No one can be everything we might want him or her to be.
Sometimes people disappoint us. It’s not all-or-nothing, though. Healthy relationships
mean accepting people as they are and not trying to change them!
2. Talk with each other. It can’t be said enough: communication is essential in healthy
relationships! It means— Take the time. Really be there. Genuinely listen. Don’t plan
what to say next while you’re trying to listen. Don’t interrupt. Listen with your ears
and your heart. Sometimes people have emotional messages to share and weave it
into their words. Ask questions. Ask if you think you may have missed the point. Ask
friendly (and appropriate!) questions. Ask for opinions. Show your interest. Open the
communication door. Share information. Studies show that sharing information
especially helps relationships begin. Be generous in sharing yourself, but don’t
overwhelm others with too much too soon.
3. Be flexible. Most of us try to keep people and situations just the way we like them to
be. It’s natural to feel apprehensive, even sad or angry, when people or things change
and we’re not ready for it. Healthy relationships mean change and growth are
allowed!
4. Take care of you. You may try to please others in hopes that they will like you. Don’t
forget to please yourself. Healthy relationships are mutual!
5. Be dependable. If you make plans with someone, follow through. If you have an
assignment deadline, meet it. If you take on a responsibility, complete it. Healthy
relationships are trustworthy!
6. Fight fair. This means several things. No ambushing. Present your argument sensibly.
Always use "I" statements, NEVER use "you" statements. Listen carefully to your
partner. Stick to the issue. Agree on what kind of behavior is acceptable. Keep all
blows above the belt. Don’t over react. If you can’t settle the issues, table them for
 later and set an agreed upon specific time to meet. If you can agree, decide how to
carry out your decision. If you later are dissatisfied with the decision, you must make
an appointment for another discussion. See the “Tips for Fair Fighting” for additional
information.
7. Show your warmth. Studies tell us warmth is highly valued by most people in their
relationships. Healthy relationships show emotional warmth!
8. Keep your life balanced. Other people help make our lives satisfying but they can’t
create that satisfaction for us. Only you can fill your life. Don’t overload on activities,
but do use your time at college to try new things—clubs, volunteering, lectures,
projects. You’ll have more opportunities to meet people and more to share with them.
Healthy relationships aren’t dependent!
9. It’s a process. Sometimes it looks like everyone else on campus is confident and
connected. Actually, most people feel just like you feel, wondering how to fit in and
have good relationships. It takes time to meet people and get to know them…so, make
"small talk"…respond to others…smile…keep trying. Healthy relationships can be
learned and practiced and keep getting better!
10. Be yourself! It’s much easier and much more fun to be you than to pretend to be
something or someone else. Sooner or later, it catches up anyway. Healthy
relationships are made of real people, not images!

Signs of an Unhealthy Relationship:

Unhealthy relationships can occur in friendships, while dating, and in marriage. Any
association that is harmful to your emotional, mental, or physical well-being can leave
scars. If you see any of the warning signs of an unhealthy relationship, seek help.

● Insults: The Heart 2 Heart support network states that if the person you are with
repeatedly hurls insults, he/she is emotionally abusing you. This may include
comments that make you feel less than adequate, belittling you for any reason, or
getting angry over insignificant things. Other types of insults may include putting
down your friends, the way you dress, or acting as though you aren't worthy of
his/her love or friendship. Swearing or yelling at you is another sign of an unhealthy
relationship.
● Extreme Jealousy: Jealousy and love have nothing to do with each other. When
people are in love, they should trust each other. Jealous partners may question
everyone you talk to, accuse you of flirting with someone, or try to limit your time
with friends. Once a jealous person gains control, this can interfere with every aspect
of your life, including him/her telling you whom to talk to, where you can work, or
when you can go anywhere.
 ● Pressure: In an unhealthy relationship, your partner may put pressure on you for any
number of things. He/she may pressure you to use alcohol or drugs. If you don't want
to do something, he/she wants to do, he/she may try to pressure you into it by
belittling you, intimidating you, or giving you an ultimatum.
● Wrongful Blame: If your partner lays all responsibility on you for whatever goes
wrong, you are probably in an unhealthy relationship. Whether he/she physically
hurts you or threatens to and then turns around and says you asked for it, he/she is
putting the blame on you for his/her problems. Accusing you of being the cause of
being overlooked for a promotion, making mistakes, or doing anything that doesn't
get desired results is unhealthy.
● Sudden Mood Changes: Some abusive partners have sudden mood changes--going
from being nice and agreeable one minute to having an explosive outburst of anger
the next. This type of moodiness is a strong warning sign of an unhealthy relationship
with someone who may be emotionally unstable.
● Emotional Blackmail: Emotional blackmail is a sign that you are in an unhealthy
relationship. This may include threats of suicide or self-inflicted physical harm. Other
types of emotional blackmail are threats to take your children or harm them, threats
to harm you, or threats to take or destroy something that belongs to you.
● Physical Harm: No one has the right to strike, pinch, bite, or inflict any other type of
physical harm on another person. If your partner even threatens to hurt you, your
relationship is unsafe, and you need to seek help.

Helpful Ways to Cope with a Breakup:

● Allow yourself to feel the sadness, anger, fear, and pain associated with an ending. It
is okay to validate the importance of the relationship that you have lost.
● Connect with others. It is crucial at this time to remember the caring and supportive
relationships that remain in your life. Ask others for support in this time and tell them
how they can be helpful to you. Share with supportive others how you are reacting
to the ending of the relationship.
● Recognize that guilt, self-blame, and bargaining can be defenses against feeling out
of control and being unable to stop the other person from leaving us. There are some
endings we can't control, because we can't control another person's behavior.
● Give yourself time to heal. Be kind to yourself and patient with yourself following the
breakup. Follow your usual routine as much as possible. As a general guideline, don't
make any large life decisions immediately following the breakup.
● Take some time to pamper yourself. Attend to your overall health — eat well, exercise,
get enough sleep, and cut down on addictive behaviors (e.g., drinking excessively).
● Use this time of transition in your life to rediscover yourself, to reevaluate your life
priorities, and to expand new interests.
 ● Consider how you have grown personally and what you have learned as a result of
being in the relationship and coping with the ending of the relationship. Imagine how
this personal growth will be a benefit to you in future relationships.
● Spend some time focusing outside of yourself. For example, do something to help
others.
● Reaffirm your beliefs about life and relationships. Nourish your spiritual side in
whatever way fits your beliefs, such as spending time alone in nature, attending a
religious service, or meditating.
● Get the help you need. If you feel "stuck" in a pattern and unable to change it or if
your reaction to the ending of the relationship is interfering negatively with positive
areas of your life over a period of time, talking to a professional Counsellor may help.

Suggested Readings:

● Axelrod-Contrada, J. (2003). Finding your niche. Career World, 31(6), 25.

● Students Helping Students. (2003). Navigating your Freshman year; how to make the
leap to college life—and land on your feet. New York: Natavi Guides.
● Bolton, R. (1986). People Skills. New York: Simon & Schuster.
● Cava, R. (1990). Difficult People. Buffalo, NY: Firefly Books.
● Garner, A. (1991). Conversationally Speaking. Chicago: Contemporary Books.
● Katherine, A. (1995). Boundaries: Where You End and I Begin. New York: Simon &
Schuster.

STRESS

Stress is one of the most common concerns of college students. Stress is the body’s
response to the demands of life, both negative AND positive. These demands can take up
time, physical and mental/emotional energy, and/or finances. Some sources of stress in
college include adjusting to a new routine, increased responsibility, living with roommates,
facing new social and relationship experiences, financial constraints, and striving to meet
expectations related to academics.

Stress is a normal part of life and important for success. A moderate amount of stress can
be a positive influence when it motivates you to be active and productive, such as when
you are working to meet academic deadlines. Too much stress can interfere with the ability
to accomplish day-to-day responsibilities. Excessive stress that is not addressed can
contribute to mental and physical health problems, such as high blood pressure, heart
disease, obesity, diabetes, depression, and anxiety. Some symptoms common in individuals
who experience excessive stress levels are shown below.

Physical Symptoms Emotional/Mood Symptoms Behavioral Symptoms

Nausea Anxiety Social withdrawal

Headache Irritability Avoidance

Dizziness Restlessness Overeating/under eating

Eye strain Difficulty concentrating Angry outbursts

Sleep problems Uncontrollable worry Drug or alcohol abuse

Muscle tension or pain Apathy Blaming

Chest pain Difficulty regulating emotions Procrastination

Fatigue Emotional shifting

Gastrointestinal
problems

The Difference between Anxiety and Stress:

Anxiety is often confused with stress. Stress refers to the effect of the demands on our
life (both good and bad) that can deplete our emotional, financial, time, and energy
resources. Anxiety is an internal response to situations in which a person is overwhelmed
with uncertainty, fear, and/or danger. In periods of significant stress, it is common to
experience heightened anxiety and/or other symptoms listed above.

Managing stress involves a three-pronged approach:

1. Altering the amount of stress, you face (which is not always feasible).
2. Proactively engaging in activities known to combat stress.
3. Reacting to stress differently with new internal responses and behaviors.

These three approaches all involve engaging in self-care. Taking time to care for ourselves
by attending to our physical, emotional, psychological, and spiritual health is an important
aspect of stress management. The self-care activities listed below help us to find
relaxation, connection, fulfillment, and peace by finding new ways to alter the amount of
stress we face or engaging in activities to combat the effect stress has on us.

Physical Self-Care:

● Eat regular (breakfast, lunch and dinner) nutritious meals that you enjoy.
● Exercise: walk, ride, hike, swim, dance, play.
● Get adequate sleep by prioritizing the need for sleep and engaging in good sleep
hygiene.
● Get routine medical care.
● Take time off from physical activity when needed.
● Play a sport.
● Engage in deep breathing exercises.
● Decrease use of caffeine.
● Get a massage.
● Break large tasks up into smaller chunks and take action on one small piece of the
task.
● Use relaxation techniques such as Progressive Muscle Relaxation.

Psychological Self-Care:

● Write your feelings in a journal.

● Take time away from your cell phone/social media.
● Try something new.
● Identify realistic goals and work toward them in small steps.
● Put time into relationships with people who are supportive and contribute to your
wellbeing and minimize time spent with people who devalue or disrespect you.
● Praise yourself or make a list of your strengths.
● Express gratitude.
● Use a calendar to organize your schedule and manage your time.
● Evaluate your expectations for yourself and utilize realistic thinking and expectations.
● Take breaks when you are experiencing a heavy workload.
● Set boundaries and say “no” when you are not available for something- know your
limits.

Emotional Self-Care:

● Connect with someone every day (even if briefly).

● Allow yourself to cry.
 ● Reach out to loved ones to talk, talk about how you are doing and ask how they are
doing.
● Reread favorite books, watch favorite movies and TV shows.
● Seek out comforting activities, places, relationships.
● Find things that make you laugh.
● Spend time with animals.
● Deepen your relationship with yourself by enjoying time spent alone.
● Spend time engaging in a hobby or developing a potential interest.
● Engage your creative side—draw, paint, sculpt, make or listen to music, color.
● Expect frustrations, setbacks, disappointments, and failures- these are an inevitable
part of life.

Spiritual Self-Care:

● Make time for reflection.

● Spend time with nature.
● Do volunteer work or a random act of kindness.
● Be open to inspiration.
● Sit quietly for a few minutes each day or engage in meditation.
● Accept not knowing all of the answers, tolerate uncertainty.
● Spend time outside when the weather permits.
● Pray/Attend religious or spiritual services.

Resources:

● Well cast Video on Stress Management.

● A 2-minute video on how to recognize and manage stress.
● Brain smart Video on Managing Stress.
● Another 2-minute video that discusses the experience of stress and how to manage
it.
● TED-Ex Video on Chronic Stress and Physical Health.
● Watch a 4-minute video on how chronic stress can cause physical problems in the
body.
● Ted Talk on the How to Make Stress Your Friend.
● Psychologist Kelly McGonigal provides a new perspective on stress and its impact on
us.
 SUICIDAL THOUGHTS

If you or someone you know is having suicidal thoughts, seek immediate help!

According to the American Foundation for Suicide Prevention:

"There’s no single cause for suicide. Suicide most often occurs when stressors exceed
current coping abilities of someone suffering from a mental health condition. Depression
is the most common condition associated with suicide, and it is often undiagnosed or
untreated. Conditions like depression, anxiety and substance problems, especially when
unaddressed, increase risk for suicide."

Studies show that approximately 10% of college students report having seriously
considered attempting suicide and 1.5% of college students report having attempted
suicide. Studies also show that the percentage of college students who experience
depression and feelings of hopelessness is much larger. This shows that suicidal thoughts
fall on a continuum.

Suicidal thoughts can be passive, meaning that a person has occasional thoughts of not
wanting to be alive or wishing they could escape life. Suicidal thoughts can also be
intentional, meaning the individual has a plan to end one’s life and some intention of
following through on this plan. All suicidal thoughts, whether passive or intentional, should
be taken seriously. If your suicidal thoughts include a plan or intention to carry out the
plan, seek immediate help.

Warning Signs:

Suicidal thoughts can be difficult to predict and, therefore, prevent. However, there are
some common warning signs that may indicate a person is experiencing suicidal thoughts.
In fact, 75% of people who complete suicide tells someone about it in advance. The
following warning signs do not necessarily indicate that a person will attempt suicide, but
the presence of several signs indicates that further attention is warranted:

● Preoccupation with death or preparation for death.

● Expressing suicidal thoughts directly or indirectly—this can be in conversation, in
writing, or even posting on social media.
● Inability or unwillingness to communicate with others and social withdrawal.
● Psychological changes such as irritability, anxiety, shame, restlessness, or agitation.
● Neglect of academics, work, personal hygiene, or other routine tasks.
● Traumatic life events, major losses or rejections, or personal crises.
 ● Planning for suicide (i.e. putting one’s affairs in order, giving away belongings, saying
goodbye).
● Talking about feeling like a burden to others.
● Significant changes in physical health (e.g. sleep habits, appetite, energy level).
● Significant depression or mood swings.
● Expressing hopelessness or a lack of purpose in life.
● Talking about feeling trapped or being in unbearable pain.

Risk Factors:

● Risk factors do not cause suicide and do not indicate that a person will attempt
suicide. Risk factors are characteristics that make a person more vulnerable to having
suicidal thoughts.
● Mental health conditions, such as depression, bipolar disorder, or schizophrenia.
● Sleep deprivation.
● Misusing alcohol or other substances.
● Previous suicide attempt (20-40% of people who complete suicide have previously
attempted suicide).
● Traumatic life events or significant losses.
● Lack of health care (in terms of access or motivation to seek it).
● Prolonged exposure to significant stressors, such as bullying.
● Social isolation or lack of social support.
● Significant life changes (e.g. Poor Academic Result, breakup).
● A history of suicidal thoughts or a family history of suicidal behavior.
● Tendencies toward impulsive behavior.
● Chronic pain or significant physical illness.
● Experiencing stigma related to seeking help.
● Exposure to others who have died by suicide.
● Easy access to weapons.

Protective Factors:

Protective factors are variables that make a person less vulnerable to suicidal thoughts.
This is because these characteristics tend to promote resilience and social connection,
which can decrease the likelihood of suicide. People can have both risk factors and
protective factors in their lives; they are not mutually exclusive.

● Access to mental health treatment and motivation to seek help.

 ● Strong family connections.
● Close ties to community.
● Support from medical and mental health providers.
● Problem-solving and conflict-resolution skills.
● Cultural and religious beliefs that support self-preservation.
● Having a sense of purpose in life.
● Ability to adapt to change.
● Good sleep habits.
● Avoiding use of substances.
● Having hobbies or engaging in enjoyable activities.

Coping Strategies:

Coping Skills for Suicidal Thoughts:

● Give yourself some distance between your thoughts and actions. Make a promise to
yourself to wait 24 hours or 48 hours or a week and not do anything drastic during
that time.
● Seek help from a professional to help manage and decrease your suicidal thoughts.
● Talk to someone supportive about your thoughts, such a friend, relative, clergy
member, therapist, doctor, or teacher. Try talking with someone every day.
● Make your home a safe and comfortable place. Get rid of any items that could be
used to hurt yourself (pills, knives, razors, firearms, etc.).
● Avoid using drugs and alcohol, which can exacerbate suicidal thoughts.
● Remember that feelings, even incredibly painful ones, do not last forever.
● Avoid isolating—hang out with support people or spend time in public places.
● Make a safety plan, including a list of specific coping skills you can use when you have
suicidal thoughts and a list of people or phone lines you can contact during a crisis.
● Try getting outside to be in the sun or in nature.
● Make time for things that currently or previously have brought you joy.
● Get a little bit of exercise even if your energy is low. 10-minute bursts of energy can
uplift your mood.
● Write down your reasons for living, even the ones that are small or minor. This will
help bring perspective during a suicidal crisis.
● Avoid ruminating on suicidal thoughts. When the thoughts occur, find a distraction.
● Engage in physical and emotional self-care to help regulate mood.
Helping a Friend with Suicidal Thoughts:

● Take your concerns about your friend seriously—don’t ignore your gut.
● Describe what you have observed that has led you to feel concerned (e.g. “You have
been missing class…haven’t been eating…have been arguing a lot”).
● Ask about suicidal thoughts clearly and directly and without judgment. Ask
specifically about a plan for suicide and if they will act on this plan.
● Listen and express empathy and support. Let your friend know that you care.
● Avoid subtle or confusing language, even if it is uncomfortable to use direct language.
● Offer to assist them in seeking help. Encourage them to go to the Counselling Center
and offer to walk them there. Offer any information you have about the Counselling
Center or seeking help to reduce their anxiety.
● Don’t leave the person alone if they express suicidal thoughts with a plan or intention
to act on them.
● Reach out for extra help—Do not agree to keep secrets that may put your friend in
danger.
● Do not argue with the person or shame the person for their suicidal thoughts.
● Ask about alternatives to suicide and explore some concrete immediate solutions.
● Remember that talking with someone about suicide will not make a person suicidal.
● Engage in self-care to ensure that your own mental health needs are being met.

SLEEP DIFFICULTIES

Sleep is an essential part of everyday functioning. We not only need sleep for our survival,
but adequate sleep helps to regulate mood, cognitive functioning, and physiological
functioning. As such, getting sufficient sleep is crucial for mental and physical health.
Research shows that most adults need 7-9 hours of sleep consistently each night.
Anything less than 7 hours per night can impact your functioning. This means that pulling
all-nighters to complete assignments can actually negatively impact academic success.
Sleep deprivation can cause:

● Decreased Concentration
● Poor Memory
● Low Energy
● Decreased Motivation
● Irritability
 ● Increased Likelihood of Headaches or Illness
● Difficulty Regulating Eating Habits
● Increased Likelihood of Injuries

Some people experience chronic difficulties with sleep. Chronic sleep difficulties can occur
for a number of different reasons, including poor sleep habits, insomnia, or an underlying
mental or physical condition that causes insomnia (e.g. anxiety, respiratory problems).
Insomnia is a physiological problem with the body’s system for regulating sleep. For most
people, insomnia has a physical, mental, or environmental cause, but there are some
people who experience a physiological problem with the body’s sleep-regulating system.

If you experience chronic sleep difficulties, it may be helpful to talk to a medical or mental
health professional to determine the cause and possible treatments for your sleep
difficulties. This is especially true if:

● You rely on substances to help you sleep.

● You require a lot of caffeine just to stay awake.
● Your chronic sleep problems interfere with school, work, or relationships.
● You go several days without sleeping.
● You snore heavily or stop breathing while asleep.
● You have frequent significant difficulty falling or staying asleep.
● You frequently have nightmares or stressful dreams that interrupt your sleep.

Coping Strategies:

Techniques for Developing Good Sleep Hygiene:

● Try to go to sleep at the same time each night and wake up at the same time each
morning.
● Avoid caffeine, nicotine, and alcohol late in the day, as they can interfere with sleep.
● Get regular exercise and finish any rigorous exercise more than 3 hours before
bedtime.
● Avoid all screens an hour before bed. The light from the screens stimulates the brain
and body and can make it difficult to fall asleep.
● Try not to eat any heavy meals within a few hours of bedtime.
● Use your bed only for sleep. If after 15 minutes, you can’t fall asleep, get out of bed
and do something non-stimulating, such as reading, to help you feel tired.
 ● Avoid napping during the day. This can make it difficult to fall asleep at night,
perpetuating the poor sleep hygiene cycle.
● Avoid staying up all night- this disrupts your sleep schedule and can be difficult for
your body to recover.
● Make your bedroom comfortable for sleeping by making it dark and quiet (or using a
sleep mask and earplugs), adjusting the temperature, and getting comfortable
bedding.
● Avoid falling asleep with the TV or radio on.
● If racing thoughts impact your ability to fall asleep, try writing down your thoughts.
● Developing a soothing bedtime routine, such as reading a book, listening to music,
practicing relaxation exercises, or taking a bath.
● If you frequently look at the clock at night, face it in the other direction. Clock-
watching can make it more difficult to fall asleep.

TIME MANAGEMENT/PROCRASTINATION

Although attending college and emerging into adulthood can be an exciting time of life,
the college years also require students to balance multiple demands, including school, jobs
and internships, friendships, romantic relationships, family obligations, campus
organizations and clubs, etc. Achieving a successful college experience requires the use of
strategies aimed at balancing the demands of life and managing your time well.

Time management is a skill that needs to be learned and practiced. If you are not sure
what skills are involved in time management or you have tried these skills and still
experience significant stress and imbalance, it may be helpful to seek professional
assistance.

If you know how to manage your time but still find yourself avoiding important tasks, you
may be struggling with procrastination. Oftentimes, people assume that procrastination
is a sign of laziness, but procrastination can occur for many reasons, including:

● Anxiety—feeling overwhelmed by the amount that needs to be accomplished or

because you will be evaluated on your work may be preventing you from starting
tasks.
● Perfectionism/Self-Doubt—believing that you cannot complete the task or that it
won’t be “good enough” when you do finish it may be preventing you from starting
the task.
 ● Ambiguity—uncertainty about what the task involves, what is expected of you, or
what skills you need to accomplish the task may cause you to avoid starting it.
● Apathy—if you are not invested in the task or the outcome of the task, you may find
it hard to begin working on it because it does not feel meaningful or important to you.
● Stress—your avoidance of a task may be a sign that you are burnt out and have not
dedicated enough time to activities outside of school/work (e.g. relaxing, socializing,
physical activity).

Coping Strategies:

● Set realistic expectations about the time it takes to accomplish various tasks. College
students frequently underestimate the time homework assignments will take.
● Say NO when you are not available for something. It’s okay to set boundaries and
decline requests and invitations that do not match your priorities.
● Evaluate your priorities and consider how they match with what you are actually
spending your time on each day.
● Set realistic goals for yourself. Giving your all to EVERY obligation is not feasible and
will lead you to be less successful in your endeavors.
● Create a detailed schedule for the day/week and stick to it as best as possible. Include
study time, relaxation breaks, sleep, social activities, etc. in your schedule to help keep
you on task.
● Let go of the guilt. Don't spend valuable time and energy feeling guilty about missing
out on a social event or taking a break from schoolwork. Balance is an important part
of time management.
● Limit use of social media, as social media can consume time scheduled for other things
that are more important.
● Be present and mindful with the current task. If you are supposed to be studying,
focus on studying. Let go of worrying about the other items on your to-do list or your
social calendar.
● Engage in self-care to manage stress, as stress can contribute to procrastination.
● Be flexible and accepting during times of imbalance; we cannot always have perfect
time management or balance multiple demands evenly.
● Identify the times of day that are more suited to your various activities, such as the
times that you are more alert for studying, the times you need more energy for
breaks, etc.
● Address factors that lead to procrastination or imbalance through journaling or in
Counselling.
 ● Decision-Making Difficulty—you may be procrastinating on tasks that involve or
depend on making a decision because of fear of uncertainty and/or making the
“wrong” choice

AMBASSADOR PROGRAMME

TICC believes that Mental Health services are not an accessory to a healthy lifestyle, but
they form the foundation for leading a wholesome way of life.
Founded in 2016, Thapar Institute Counselling Cell continues to deliver quality mental
health services to its students. However, being a student has its own set of challenges that
can be understood by no one better than a student himself. Keeping in mind the inherent
bonhomie that students share among them, TICC launched its Ambassador Program in
May 2020.

WHO ARE THEY?

 They are the students who are passionate about Mental Health and its propagation
with guidance from the Institute's Counsellors.
 These ambassadors are given training on how to conduct themselves as mental
health representatives under the leadership of Mental Health Professionals.
 They are someone who you can go to for any matter, even for just venting out.

WHY DO THEY EXIST?

 They have the aim of making the campus free from stigmas around mental health.
 Endeavored at making Reaching Out easier, the Ambassador Program is an
initiative for all. The Ambassadors are the ones who get your problems, your
sufferings because they have been at your place and they know how it feels.
 They are your confidantes with whom you can share and discuss anything at any
time.

HOW TO APPROACH ONE OF THEM?

 Contacting them is super easy. Just ping them on their Instagram account, or at
@ticc.official and they will be there.
 No worries if you don't have an Instagram account. You can mail them anytime and
they will reach out to you as early as possible.
(Contact Details available on TICC's website and IG account)
WHY SHOULD YOU TRUST THEM?

 They promote TICC services and serve as a link between the students and
professional counsellors.
 They have received proper training and guidance from the counsellors.
 They are someone who along with companionship, maintain a sense of
professionalism, so fingers locked, your secrets are safe with them.

They are the chosen ones:

The Ambassadors are recruited based on an evaluation by the professional counsellor
herself. Zealous and enthusiastic students who have a desire to learn, help and promote a
positive environment, get selected. The Student Ambassador program aims at making TIET
a safe space for its pupils, where they can be their authentic selves without any
predisposed prejudice. The Ambassador program aims at erasing the stigma surrounding
Mental Health one step at a time.

Our Website: ticc.thapar.edu

Our Instagram Page: www.instagram.com/ticc.official

 CONTACT US
If you see any student struggling to cope with problems of personal nature, we would like
to encourage you to book an appointment before the situation escalates. His/her first
appointment is a brief consultation where they can discuss options available. If you are
interested in Counselling and would like to learn more, please see our ‘Counselling Manual’.
To make an appointment to see a Counsellor simply walk in or contact:

Thapar Institute Counselling Cell (TICC)

(Monday – Friday, 9am–5:30pm)
G-Block, Room No: 104,105
Thapar Institute of Engineering and Technology, Patiala -147004
E-Mail ID: [email protected]

Dr. Sonam Dullat Ms. Garima Garg

Professional Student Counsellor Assistant Student Counsellor
E-Mail ID: [email protected] E-Mail ID: [email protected]
Contact No. +91-8872739998 Contact No. +91-9781700762

Akarsh Munshi (3rd year BE MEE)

Lead Ambassador
(Mental Health Student Ambassadors)
E-Mail ID: [email protected]
Contact No. +91-8800668215

Dr. Inderveer Chana

Dean of Student Affairs
Professor and Associate Head, Computer Science & Engineering Department
E-Mail ID: [email protected]
Contact No. 0175-2393013 (O)

To provide a compassionate, inclusive and student-centered service, embedding high quality social
integration, academic development and mental health services in the line of vision of TIET.