The Journal of College and University Student Housing - Volume 43, No. 2 - 48

Angela I. Canto * Martin Swanbrow Becker * Bradley E. Cox * Seth Hayden * Debra Osborn

percent of surveyed students in the study indicated engaging in self-harm, such as intentionally cutting, burning, or bruising the
body within the past 12 months. Additionally,
many students reported experiencing violence
and abuse: 17% said they had experienced a
verbal threat, eight percent were in emotionally abusive relationships, five percent were
stalked, three percent had been physically assaulted, and two percent experienced sexual
penetration without their consent. Only 26%

Only 26% of female students in
that study reported feeling very
safe on their campus at night and
only 14% felt very safe in their
surrounding community at night.

of female students in that study reported
feeling very safe on their campus at night and
only 14% felt very safe in their surrounding
community at night.
These findings paint a picture of emotional
distress as appearing common among college
students. College students report a range of
contributors to their stress, including academics, finances, relationships, life transition,
emotional and physical health, substance use
and interpersonal violence (Brownson, Drum,
Swanbrow Becker, Saathoff, & Hentschel,
2016), and, the statistics reported indicate that
a large proportion of college students experience distress at some point in their postsecond-

ary endeavors. Due to the reported outcomes
for some of these students, (e.g., depression
impairing function) distress may quickly lead
to crisis for many students.

IDENTIFICATION OF COLLEGE
STUDENTS IN CRISIS
Distinguishing Between Normal and
Pathological Stress Reactions
While many residents experience adjustment
difficulties following their transition to college
or during crisis events, not all reactions are
considered pathological. Typical (safe) crisis reactions differ from pathological (problematic)
crisis reactions in a number of ways; thus, distinguishing typical responding from maladaptive responding is important (Pierson & Canto,
2012). Pierson and Canto specifically define
a pathological response as "one that (a) while
intended to relieve symptoms, fails to alleviate
immediate symptoms of distress; (b) reduces
the ability of the individual or organization to
manage the crisis; or (c) places the individual
at increased risk for danger" (p. 632). Evaluating the student's reaction in light of what is
known about the student and the particular
crisis event is also important to appropriately
contextualize the response. While diagnosis of
post-traumatic stress disorder is the purview
of mental health professionals, RAs play a key
role in helping to characterize the student's
stress reaction in light of the absence, persistence, and/or intensity of the student's reaction and as a front line responder to student
distress (Pierson & Canto, 2012). Unique characteristics of the student that may put him
or her at increased risk for a maladaptive response are discussed next.

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING

The Journal of College and University Student Housing - Volume 43, No. 2

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 43, No. 2