Supporting Others - Central Michigan University Athletics

Helpful Actions

> Promote mental health and wellbeing within your team and department
> Normalize not feeling your best at all times
> Approach someone you are concerned about; start the conversation
> Provide resources to your team
> Model the importance of self-care
> Consult with a professional when unsure what to do (Counseling Center: 989-774-3381)

Approach with Care and Concern

Listen to your intuition
> If you think something is off, it probably is.
> Ask them how they are doing and let them know you care.

Candidly point out any changes that you've noticed or concerns you have. Commenting on behavior while conveying empathy and care is helpful.
> Approach them privately
> Be honest and transparent. It's okay to say something like, "I've noticed you seem withdrawn lately and I'm worried about you." "You appear tired and seem to be struggling. I want to help you." Commenting on behaviors you have witnessed is important. Students will often just respond saying they are "good" if you start with "how are you?" It's okay to gently press them to open up – "no, how are you really doing?"
> Do not promise confidentiality, if it cannot be kept.

Listen to what they have to say. Sometimes, the most helpful thing you can do is listen.
> Don't interrupt. Let them finish their thought completely before you speak.
> Make good eye contact.
> Try to normalize/validate their experience. "I am glad you told me; I imagine that was tough to do." "That's really challenging." "You're not alone," or "I have felt down before too, and it's really tough."

Refer to Resources
> Explain you want to help them get connected, offer support. Such as "It might be helpful for you to talk with someone" or can we make the call together?" If they accept, it can be helpful to connect the student to a resource in the moment.
> If you plan to file a Care Report, you can tell them, if you wish. You could say, "Sometimes it is hard to ask for help. We have a Care Team on campus that can reach out to you to offer different types of support. I will file a Care Report, and they will reach out to you. Keep an eye on your email."

Follow-Up
> Check-in with the student in the days following. Ask if they were able to get connected to support, or if they need assistance getting connected.

Unhelpful Actions

Becoming too involved
> Acting responsible to treat their mental health concerns. Don't put that kind of pressure on yourself.
> Forcing them to get help: getting help is ultimately their choice. Not every emotional response requires professional intervention. For those that do, it can take time before one is ready for this step; don't give up on them.

Invalidating their distress
> Avoid saying things such as, "Well, at least you don't…" or "Everyone gets sad sometimes, you are fine" or "Just think of all the people who are worse off than you," or "You need to be more mentally tough."

Promising confidentiality
> Don't promise confidentiality, because if they are a danger to themselves or to others, you will need to report it.

Making it about yourself
> If someone shares challenging mental health concerns with you, let them share. It is not helpful to say something like, "I have experienced the same thing, and I know exactly how you feel, let me tell you all about it..."