USC Gold Folder

Supporting Well-being

SUPPORTING WELL-BEING studenthealth.usc.edu

FOR FACULTY & STUDENT-SUPPORT STAFF As faculty, mentors, and leaders, you play a significant role in the academic and professional experiences of USC students. While there is no expectation that you master the role of a mental health professional, we know that there is an interest in acting as a supportive resource to our student community.

This folder is intended to provide guidance and resources for how to approach the subject of well-being and mental health if you encounter a person in need.

Well-being is one of the six unifying values of USC culture that guide our behaviors. (https://uscsthealth.info/org-values)

MENTAL HEALTH FIRST AID

workwell.usc.edu/events/mhfa-training A training program available through the WorkWell Center, for recognizing when someone needs help, and how to provide support.

Thank you for being a part of USC’s campus-wide commitment to support our community and our students as they embark on their degree-completion journey.

TAKING CARE OF YOUR OWN WELL-BEING Your emotional well-being and mental health are invaluable to the university, and we encourage you to get to know resources that are available to you as a USC employee, from employee resource groups, to telehealth mental health services, and other support programs. If you find yourself in need of support, know that resources are available to you.

WORKWELL CENTER

Health and well-being programs, counseling, coaching, and consulting for faculty/staff. (https://workwell.usc.edu/)

TROJANS CARE 4 TROJANS

Provides an avenue to ensure a person you are concerned about receives contact from the university.

Submissions can be anonymous. (bit.ly/tc4t)

RULA

Mental health providers at the Tier 1 rate are available to EPO and PPO health plan members. (https://www.rula.com/usc-employees)

USC PREMIER CARE

A Keck Medicine of USC health care navigation service available to USC Trojan Care EPO and USC PPO patients — USC employees and their families. (https://keckmedicine.org/usc-premier-care)

CARE FOR THE CAREGIVER

For employees of Keck Medicine of USC. Employee wellness services designed to ease potentialwork environment stress for health care employees. (https://keckmedicine.org/emotional-well-beingsupport)

TROJAN LEARN ONLINE COURSES trojanlearn.usc.edu

Skills for Enhancing Student Succcess and Well-Being uscsthealth.info/StudentSuccess-Wellbeing

Self Harm Awareness and Prevention

(Teachers, Faculty and Staff) uscsthealth.info/SelfHarm-Awareness-Prevention

Together, we can build connections with each other that support our well-being, and create a health-promoting environment for our students and our colleagues.

ISSUED: JUNE 2026

SUPPORTING WELL-BEING | studenthealth.usc.edu

KNOW THE SIGNS SUICIDALITY

TRAUMATIC EVENTS

The most noticeable signs a student may be struggling with suicidality are observable changes in regular behavior, appearance, or demeanor. As someone who interacts with students frequently, you may be uniquely positioned to notice some of these signs.

Traumatic events (especially in childhood) are very common and can have impacts on people throughout their adult lives. Unfortunately, trauma can also occur in adolescence and adulthood, such as after a sexual assault.

Examples of observable warning signs include:

Signs of trauma may include: exhaustion, confusion, sadness, anxiety, agitation, numbness, dissociation, avoidance, confusion, blunted affect, hypervigilance, and/or a sudden “fight or flight” or startle response.

• Withdrawing from friends, isolating, giving away important items • Talking about feeling empty, alone, or “over it” • Talking about wanting to die, “killing themselves,” or discussing suicide • Saying people in their life would be better off without them • Saying goodbye to friends or professors at an unseasonable time something like, “I may not be here next week anyway” • Mentioning even though they have no vacation or leave scheduled extreme mood swings (ex: suddenly much happier after a long • Displaying period of depression can actually be a warning sign) • Dramatic change in academic performance or class participation • Taking dangerous risks; using drugs or alcohol more often

Options for Responding If you are concerned about one of your students you can approach them in several ways: by pulling them aside to speak with them, contacting your embedded counselor onsite to express your concern about the student, or submitting to Trojans Care 4 Trojans.

If you decide to talk to the student, it is ok to ask, “Are you thinking about suicide?” in a non-judgmental and supportive way. This will not put the idea into their head and can, in fact, open up a conversation about what’s going on. Do not promise to keep their thoughts of suicide a secret.

If a student articulates that they are considering suicide, offer to call and/or walk over with them to Counseling and Mental Health.

Do not leave them until they are connected to care.

Some trauma survivors have difficulty regulating emotions such as anger, anxiety, sadness, and shame. Although unintended, a student’s past or present trauma may affect their academic performance and class participation.

Options for Responding Rather than focusing on an outcome - such as low grades or a poor class attitude trauma informed practices recommend that we ask,“What might be a factor in this student’s behavior? How can I better understand their situation?”

By seeking to understand our students’ experiences we can often get to the bottom of an issue and connect them to the right support.

A NOTE ON REPORTING If a student indicates that they may be about to disclose details about surviving a sexual assault, you should inform them that you are not a confidential resource.

Faculty and staff (with the exception of those with confidential resource designation) are responsible for reporting sexual assault, domestic violence, or gender-based harm to the OCRC office.

Confidential Resources

Students may be directed to CARE-Support Center office of USC Student Health (formerly known as Relationship and Sexual Violence Prevention and Services) to connect with a Confidential Advocate who can provide immediate assistance and navigate through campus services without automatically involving a reporting and investigation office. They can also get connected to a counselor in the CMH office.

Mental health practitioners acting in that capacity are confidential resources.

(See resources page.)

SUPPORTING WELL-BEING | studenthealth.usc.edu

SHAPING OUR RESPONSES IN CONVERSATION

BY OBSERVATION

A student may open up to you because you are a trusted person in their lives, or you may not know them that well personally, and they hint at something deeper that is going on in the course of a meeting over an assignment, advising, or other discussion about their academic plans. Being attuned to these changes in behavior or small openings for inquiry can allow you to start a supportive conversation that could help improve well-being.

You might become aware that a student is dealing with difficulties by noticing repeated absence from class, uncharacteristic changes in mood, appearance, habits, hygiene, or emotional state. Although a student may not come speak to you directly, observing these warning signs is the first step to getting a student connected to the right resource. You could pull them aside to talk, reach out to your embedded counselor, or submit through Trojans Care 4 Trojans.

RECOMMENDATIONS FOR RESPONDING TO AN EMOTIONALLY DISTRESSED PERSON with empathy, and use active listening techniques to help • Respond the student know that they are in a safe space.

• Offer comfort items like a glass of water, tissues, etc. if in-person to respond with phrases that DO NOT indicate a judgment of their • Try actions or behaviors, even if you disagree with their actions.

the student to seek support in the space that feels safe to them.

• Encourage (See resources page) to walk the student over to the counseling and mental health • Offer department, or offer to call the WELL line with them.

A NOTE ON THREAT ASSESSMENTS

AVENUES FOR FOLLOWING-UP

If a student makes implied or direct threats to others (including stalking, doxxing, or other digital harassment); submits alarming or violent coursework; sends disturbing messages to you or others; displays paranoia; or otherwise may pose a threat to you or others, contact the Threat Assessment office for consultation and assistance.

If you feel comfortable, and feel it is appropriate, there are avenues for following up with a student after an emotional incident, discussion, or observed warning signs.

You may also want to consult the Dept. of Public Safety and/or the OCRC office if there is a risk to public safety or a violation of protected classes from harassment, respectively. (See resources page.)

(See resources page)

Check-in to ask the student if they need academic or other resource support, • and give them the contact information for relevant needs. out to Campus Support and Intervention to request assistance • Reach and consultation on a particular concern. your school has a liaison or embedded therapist from Counseling and • IfMental Health Services, reach out to that individual for consultative advice or to refer a student for continued care.

CAMPUS SUPPORT STUDENT HEALTH

CAMPUS SUPPORT & INTERVENTION

DEPT. OF PUBLIC SAFETY

• CARE-Support Center office of USC Student Health

Assists faculty, students, and staff in navigating complex issues, understanding options, and connecting to resources.

Call for immediate safety concerns or to report a crime.

This office also provides navigation support for students who require a medical or mental health leave of absence.

OFFICE OF THE OMBUDS

Assistance can also be requested anonymously through the Trojans Care 4 Trojans form: bit.ly/tc4t

Assists individuals and groups to manage conflicts and concerns related to the university. A confidential, informal, impartial and independent resource.

THREAT ASSESSMENT

OCRC OFFICE OF CIVIL RIGHTS COMPLIANCE

213-740-9355 (WELL) - Available 24/7 studenthealth@usc.edu • Counseling and Mental Health Services (CMH)

(formerly known as Relationship and Sexual Violence Prevention and Services)

• Medical Services

To get immediate mental health support for a student: Call the CMH triage team at the number above.

Offer to walk over the student if they are experiencing a mental health crisis. Do not leave the student alone if they are suicidal until they are connected to care.

•

is typically open until 7 PM (M-Th), • Engemann until 5 PM (Fridays), and from 9 AM-1 PM (Saturdays) during the academic year.

Cohen is typically open until 5 PM (M-F), • Eric and until 7 PM (Th).

• Confidential Advocates in CARE-SC are available 24/7.

213-740-0411 uscsupport@usc.edu

213-310-2772 threatassess@usc.edu

Call the Threat Assessment office to discuss any individuals making threats or exhibiting threatening behavior.

213-740-4321 (UPC) 323-442-1000 (HSC)

ombuds.usc.edu

213-740-5086 ocrc@usc.edu

To report a concern, visit report.usc.edu.

ADDITIONAL CAMPUS RESOURCES To encourage community connection for a student: • Asian Pacific American Student Services (APASS) • Center for Black Cultural and Student Affairs (CBCSA) • Latinx/Chicanx Center for Advocacy and Student Affairs (La CASA) • LGBTQ+SC • Veterans Resource Center • First Gen Plus Success Center • Office for Religious and Spiritual Life Workshops and resources are available to students who may be experiencing loneliness or social anxiety.

More information can be found on the USC Student Health Counseling and Mental Health website.

Additional Support Services: Student Basic Needs

studentbasicneeds.usc.edu Resources for students experiencing food, housing or financial insecurity.

Office of Student Accessibility Services

ability@usc.edu

USC Kortschak Center for Learning and Creativity

(213) 740-7884 • kortschakcenter@usc.edu

Provides academic support for students with diverse learning needs.

Supporting Well-being