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The staff at the Counseling Center is available to help University staff and faculty in the following ways:

• Consultation regarding how to best help students presenting with psychological concerns in the classroom and office setting (also please refer to "When and How to Refer a Student" section, below)
• Westchester Campus Liaison Program with academic and other offices, departments and campus partners. The goal of this program is to build and strengthen the relationship between campus offices and departments and the Counseling Center. Campus departments, offices and partners are assigned a specific liaison that will serve as their contact person at the Counseling Center. This liaison can be called if and when there is a question or concern related to the mental health needs of students and other associated issues.
• Participation in Counseling Center workshops offered to the University community
• Assistance with staff and faculty around personal issues and concerns through a brief evaluation followed by referral to community resources for ongoing support and help

The Campus Assessment, Response, and Education (CARE) Team at �鶹��ý is a University-wide team responsible for identifying, assessing, and responding to concerns and/or disruptive behaviors by students who struggle academically, emotionally or psychologically, or who present a risk to the health or safety of the campus community. The CARE Team provides recommendations to campus administrators regarding best practices in responding to CARE reports submitted by members of the campus community. In the case of an emergency that requires immediate response, please contact Pace's Office of Safety and Security.

• CARE Team Information
• CARE Report Submissions

Just In Case page: potentially life-saving mental health information and support options for �鶹��ý students, staff, and faculty, just in case you or someone else needs help

• Red Card: Recognizing and Reaching Out to Students of Concern
  • Red Card- NYC (PDF)
  • Red Card- Westchester (PDF)

Your academic success in this course and throughout your college career depends heavily on your personal health and well-being. Stress is a common part of the college experience, and it often can be compounded by unexpected life changes outside the classroom. The Pace Community strongly encourages you to take care of yourself throughout the term, before the demands of midterms and finals reach their peak.

Please feel free to talk with me about any difficulty you may be having that may impact your performance in this course as soon as it occurs and before it becomes unmanageable. Please know there are a number of other support services on campus that stand ready to assist you. I strongly encourage you to contact them when needed as well.

Academic Advising
Pleasantville: See School Listings
New York City: See School Listings

Counseling Center
Pleasantville: (914) 773-3710
New York City: (212) 346-1526

Dean for Students
Pleasantville: (914) 773-3351
New York City: (212) 346-1306

Health Care Unit
Pleasantville: (914) 773-3760
New York City: (212) 346-1600

Office of Multicultural Affairs
Pleasantville: (914) 773-3628
New York City: (212) 346-1546

Pace Women's Justice Center
Pleasantville: (914) 287-0739
New York City: (914) 287-0739

Residential Life
Pleasantville: (914) 597-8777
New York City: (212) 346-1295

Office of Sexual & Interpersonal Wellness
Pleasantville: (212) 346-1913
New York City: (212) 346-1931

Student Accessibility Services
Pleasantville: (914) 773-3201
New York City: (212) 346-1526

Student Engagement
Pleasantville: (914) 773-3767
New York City: (212) 346-1590

The Counseling Center Just In Case information supplies potentially life-saving mental health information to �鶹��ý students, staff, and faculty, putting vital information and support options at your fingertips, just in case you or a friend needs help�鶹��ý� You can also find this information in the Pace and PaceSafe apps.

During this academic year, the following information on Coping Emotionally with COVID-19 may also be useful for you.

Statement on Self-Care (PDF)

As a faculty, staff member, or advisor, you may be the first person to recognize students who would benefit from referral to the Counseling Center. As you know, students may turn to anyone they perceive as knowledgeable, caring and trustworthy during times of need. Although situational factors such as class size or demands within your office may affect the type of interactions you have with students, here are some suggestions on how you can establish rapport with students and understand their concerns:

• Talk with the student in private.
• Listen carefully. Repeat back to the student the essence of what he/she told you.
• Express concern. Be specific about your observations and reasons for concern.
• Respect the student's values and beliefs. Avoid criticizing or sounding judgmental.

Students will appreciate your interest, concern, and willingness to listen. In addition, if the situation warrants, you have also begun to establish the trust and rapport necessary in making an effective referral to the Counseling Center.

Signs Suggesting the Need for a Referral

There are a number of ways to identify when a student may be in need for a referral. Depending on your role in the university and with students. Please see below for some common warning signs:

Academic Problems

• Consistent discrepancy between potential and actual achievement
• Poor time management and insufficient study habits
• Repeated absences from class with little or no work completed
• Excessive procrastination and uncharacteristically poor work
• Repeated requests for special consideration
• Morbid and depressing themes on written assignments

Advisement Problems

• Inability to choose courses or a major
• �鶹��ý indecision or unrealistic career expectations
• Dissatisfaction with academic major
• Shifts in discussion from advisement on coursework to personal issues

Behavioral Markers

• Marked change in personal hygiene
• Impaired speech or garbled and disjointed thoughts
• High levels of irritability, including unruly, aggressive, violent and/or abrasive behavior
• Dramatic weight gain or loss
• Normal emotions that are displayed to an extreme degree or for a prolonged period of time, e.g., tearfulness or nervousness
• Frequent falling asleep in class
• Stress-related somatic complaints
• Excessive drinking, drug abuse or drug dependence
• Physical complaints
• Behavior that regularly interferes with decorum of classroom

Interpersonal Problems

• Sudden distancing from faculty or other students
• Dependency on advisor/ "Hanging around"
• Traumatic changes in personal relationships due to loss or death
• Relationship (family, friendship, roommate) problems
• Identity and acculturation issues

Emergency Situations When You Should Get Help Immediately

• Expression of suicidal thoughts
• Expression of homicidal thoughts
• Severe loss of emotional control
• Gross impairment of thinking ability
• Loss of connection with reality
• Bizarre behavior

Guidelines for Making a Referral

• Get to know the procedures and resources available at the Counseling Center. This will increase your comfort in making referrals and increase the likelihood of success in getting students the help they need.
• In Westchester, contact or inquire about the Counseling Center Liaison Program. The goal of this Liaison Program is to build and strengthen the relationship between campus offices and departments and the Counseling Center. Campus departments, offices and partners are assigned a specific liaison that will serve as their contact person at the Counseling Center. This liaison can be called if and when there is a question or concern related to the mental health needs of students and other associated issues.
• Use a direct approach with the student and express your concern for his or her welfare. Ask the student if they are talking to anyone about the concern discussed. If the student is not currently getting counseling, it is best that you express your concern and recommendation directly to the student as a suggestion and allow the student to make their own decision. You may also express that the Counseling Center staff has seen many students over the years with feelings and problems similar to theirs, and that we can help them work things out.
• Do not attempt to deceive or trick the student into seeking counseling. Create a positive expectation.
• Make it clear that your recommendation that the student seek counseling represents your best judgment based on your assessment of his/her particular problem(s). Be specific regarding the behaviors that have raised your concerns, and avoid making generalizations about the individual.
• Anticipate student concerns and fears about seeking counseling. Be prepared to address them. Some typical issues are presented in the "Signs Suggesting the Need for a Referral" section.
• If a student needs help immediately, offer to call the Counseling Center with the student present.
  • Westchester Campuses
    • (914) 773-3710
  • New York City Campus
    • (212) 346-1526

For office location, hours, and walk-in/call-in clinic times, please visit our Contact Us page.

• To make an appointment, the student can either call or stop by our office. Faculty and staff can also initiate the call while the student is in their office and then allow the student to schedule the appointment.
• If you call the Counseling Center on behalf of a student, identify yourself and explain to the receptionist that you are assisting a student in making an appointment; provide the receptionist with information as to the level of urgency (immediate need, tomorrow, next week) and a brief description of the behavior that concerns you; then allow the student to speak directly to the receptionist to arrange an appointment. Students will be assigned to a staff psychologist based on staff availability.
• Leave the option open, except in emergencies, for the student to accept or refuse counseling. If the student is skeptical or reluctant for whatever reason, simply express your acceptance of those feelings so that your own relationship with the student is not jeopardized. Give the student an opportunity to consider other alternatives by suggesting that he/she might need some time to think it over. If the student emphatically says "no," then respect that decision, and again leave the situation open for possible reconsideration at a later time.
• If the student is reluctant to accept a referral, or you are not comfortable suggesting it, feel free to call the Counseling Center and share your observations and concerns. Consultations to faculty, staff, students, and concerned parents are a regular part of the services provided by the Counseling Center. A staff psychologist can assist you in determining the most appropriate course of action.
• Consider reaching out to the CARE Team, University-wide team responsible for identifying, assessing, and responding to concerns and/or disruptive behaviors by students who struggle academically, emotionally or psychologically, or who present a risk to the health or safety of the campus community.
• Client confidentiality prohibits Counseling Center staff from providing you with information about a student whom you have referred. However, it is appropriate for you to check back with the student to determine whether he/she has followed up on your recommendation. Even if the student did not accept your attempted referral, it will show your continued interest and concern.

Westchester Campuses Emergency Contact

• Contact the Counseling Center at (914) 773-3710 on weekdays between 9:00 a.m. and 5:00 p.m.
• After hours and on weekends, call the Counseling Center at (914) 773-3710 and follow the prompts to be connected to a counselor.
• In addition, students may call the 24 hour National Suicide Prevention Lifeline at 1-800-273-TALK (8255) and a Rape Crisis/Victims Assistance Line at (914) 345-9111.
• In cases of acute risk of violent behavior, always contact and inform security of this threat.

New York Campus Emergency Contact

• Contact the Counseling Center at (212) 346-1526 on weekdays between 9:00 a.m. and 5:00 p.m.
• After hours and on weekends, call the Counseling Center at (212) 346-1526 and follow the prompts to be connected to a counselor.
• In the event of an emergency, students may contact Bellevue Hospital at (212) 562-1000.
• In cases of acute risk of violent behavior, always contact and inform security of this threat.

Confidentiality

Professional ethics dictate that the sessions conducted by Counseling Center staff are confidential in nature. Information about these sessions or their content will be released only

• upon a student's written request
• in circumstances which would result in clear danger to the individual or others, or
• as may be required by law. The Counseling Center adheres strictly to this policy.

Faculty and staff members often have an understandable desire to know if a student who has been referred to the Center has actually attended a session and/or if any progress is being made. However, we cannot acknowledge any contact, or lack of it, with a student unless we have their written permission.

This policy can at times be a source of frustration for faculty and staff who want some basic information. This desired information can best be obtained directly from the student. We also encourage students to let the referring faculty and staff member know that he/she kept an appointment. Students are not bound by the promise of confidentiality and are therefore free to disclose any information they wish to share.

Common Student Concerns about Counseling

Students often have a number of concerns about counseling and seeking assistance that, if not directly discussed, can deter them from acting upon a referral. It is useful to anticipate these issues and respond to them in a factual, encouraging, and appropriate way.

Concern 1: Only crazy people go to counseling (and I'm not crazy).
Response: I don't think you are crazy. People go to counseling for all kinds of problems. The Pace Counseling Center sees hundreds of students a year for individual and group counseling.

Concern 2: Going for counseling is a sign of weakness. It shows I can't handle my own problems.
Response: You are capable of handling most of your problems. There are some, however, that are difficult to handle alone. Recognizing when you need assistance, and then getting it, is a sign of good problem-solving ability.

Concern 3: Counseling won't work for me. It's not effective. I�鶹��ý�ve done it before.
Response: It�鶹��ý�s true that there are no guaranteed results. However, there is a high probability that counseling can be helpful. It has worked for a large number of students and it could work for you. Give it a try. Even if it hasn�鶹��ý�t helped before, sometimes the right timing and/or counselor can be really helpful.

Concern 4: The counselor will tell other people about my problem.
Response: What you share with a staff psychologist is considered confidential. Information is not released to anyone (parents, friends, instructors) without your permission.

The Counseling Process

Please note: All services are currently being provided remotely.

Students who have not been to counseling may want to know what happens on a first visit to the Counseling Center. We follow a uniform set of procedures which make up our screening process:

• The student completes a personal information form or contact card and statement of informed consent that describes the intake/screening process, confidentiality, and other procedures.
• The student is introduced to a staff clinician who will conduct the initial interview/screening, which takes anywhere from 30 minutes to one hour. All counseling is conducted in private offices and interview rooms.
• The staff clinician will help the student explore what brought them to the Counseling Center and what they would like to achieve in counseling. With the information gathered, the Counseling Center staff can decide how to best assist the student.
• If the student is not in crisis, a phone or in-person follow-up is scheduled with the student to gather more information and discuss our recommendations and options about how to best address the student's needs. For example, we may suggest a student meet regularly (usually on a weekly basis for 45 minutes) with the staff member with whom the student had their intake appointment. Other options include referral to another staff member and/or group counseling at our Counseling Center or referral to a mental health professional or agency in the community.
• An appointment with our consulting psychiatrist may also be part of the intake and counseling process.
• Counseling Center services are available free of charge to members of the Pace Community.

Classroom and Community Support

In the case of an unexpected crisis (such as the death of a student, faculty, or staff member), you may wish to invite us to your class or organization to provide community support and information. We can assist you in discussing the tragedy and its impact on your class or organization.

In conclusion, remember that reaching out to a student directly and/or to the Counseling Center regarding a student of concern will most likely benefit the student in some important way.

Awareness �鶹��ý� Exploration of one�鶹��ý�s cultural values, biases, and assumptions. Acknowledge your role.

• Take the Race to learn more about your internalized anti-Black biases.
• Reflect on your biases and learn more about how to overcome anti-Black bias in this .
• Read this article by Peggy McIntosh, , to more readily see how you experience White privilege in your daily life.
• Read by Robin DiAngelo that provides a brief overview of white fragility as well as 5 tasks white people can do to contribute to change.

Knowledge/Education

• You�鶹��ý�ve probably heard the call to �鶹��ý�defund the police�鶹��ý�. to learn what this means.
• Read �鶹��ý�The Case for Reparations�鶹��ý� by Ta-Nehisi Coates.
• Read this of some of the racist events that have occurred throughout history to contextualize the anger and desperation that have fueled recent protests.
• Visit this as well as the for more anti-racism education.
• Learn about racial trauma by listening to this podcast: and reading .

Skills �鶹��ý� Develop skills in communicating what you have learned, which can be developed in training sessions, role playing, a support network, or a safe environment to practice advocacy.

Take Action �鶹��ý� The most vulnerable, but critical step. Action is the only way to change systems.

• Don�鶹��ý�t be a bystander to racist acts. for how to respond to one.
• about racism constructively. Avoiding these conversations only perpetuates racism. Lean into difficult conversations and challenge racist comments.
• Use to easily contact your government representatives. The bot will turn your text into a letter and deliver it to the elected officials that you choose.

Community Resources

• Liberate Meditation App for Black Indigenous and People of Color

Directories for Clinicians of Color

Fund to help cover the cost of therapy:

• Therapy For Black Men

Online Support Groups

• Real to the People: Free virtual group sessions to support grieving, connecting, and learning, open to anyone nationwide with sign-up
• : Online space dedicated to encouraging the mental wellness of Black women, including a free podcast aimed at making mental health topics accessible
• : Group for learning from other women & learning life skills to improve well-being ($10/session; contact booking@sistaafya.com if fee is prohibitive)
• Ethel's Club: Paid membership-based virtual community with classes, live events and wellness resources for promoting wellbeing in people of color

�鶹��ý Resources

Direct students to our Resources page for a list of helpful �鶹��ý resources, as well as an ever growing list of mental health resources.

Intense emotional reactions:

• Anger
• Anxiety
• Fear
• Frustration
• Depression
• Helplessness-Hopelessness
• Isolation
• Paranoia
• Resentment
• Sadness
• Self-blame
• Self-doubt

Ineffective coping:

• Avoidance
• Disengaging
• Substance Use

Health Concerns:

• Heart Disease
• Hypertension
• Muscle Tension
• Changes in sleep hours, sleep quality, and sleep patterns

Prejudice: Any negative beliefs, feelings, judgments, or opinions we hold about people based on their group membership

Discrimination: Action based on prejudice. Reminder of �鶹��ý�鶹��ý�s Policy and Procedure on Discrimination, Non Sex-Based Harassment and Retaliation (PDF)

Racism: Racial prejudice that has been incorporated into the functions of institutions, corporations, and social systems such as universities, healthcare organizations, and governmental policies. When the majority group in power makes decisions based upon racial prejudice, this can lead to unjust sociopolitical barriers and policies against the minority group

Oppression: Denied access to power. Divides people, becomes the consciousness of the people, institutionally reinforced, economic and social imbalances

Privilege: Unearned benefits that accrue to dominant groups based upon skin color, gender, sex, class, ability, religion, etc.; awards or advantages given to dominant groups without earning and/or asking for them. Privilege is usually invisible to the receiver

Microaggression: an everyday exchange that leads to a sense of subordination based on one or more social identities, including: race, gender, sexual orientation, socioeconomic background, nationality, religion, and disability

Acknowledge and speak out: Sometimes the discomfort of not knowing what to say, not wanting to offend, or the perception that race is irrelevant to the course can lead faculty to stay silent on the issue of race. When you do this, you are perpetuating the status quo and may even be contributing to students�鶹��ý� and colleagues�鶹��ý� pain experiences.

• �鶹��ý�With everything that is currently happening in the country, I realize that it is hard to focus on coursework. Thank you for coming to class. I want to create a space for dialogue before we delve into our studies�鶹��ý�
• �鶹��ý�Let's have a moment of silence to remember and honor the lives we have lost. [After a minute...] We live in an incredibly difficult and painful time. I acknowledge the fear and uncertainty that you are feeling. I am here for anyone who needs to be heard or needs time to process. To our Black community: We see you. We appreciate you. We stand with you.�鶹��ý�

Be genuine and show humility: Acknowledge your fears or discomfort around the issue, and refrain from getting defensive. Understand that Students�鶹��ý� emotions and views are raw.

• �鶹��ý�I know that many of you are hurting right now because of everything that is happening in the country, and I am here for all of you.�鶹��ý�

Start implementing �鶹��ý�micro-affirmations�鶹��ý� in the classroom: Micro-affirmations are �鶹��ý�small acts�鶹��ý� which occur wherever people wish to help others to succeed.�鶹��ý� (Rowe, 2008). They involve creating opportunity, an inclusive environment, actively listening, and validating experiences of students of marginalized identities. In doing so, you can give credit to students who may not be celebrated for their work in other spaces, and provide support when they experience failure.

• �鶹��ý�You have been doing amazing work on your project, and you should be very proud; I can�鶹��ý�t wait to see the end product.�鶹��ý�

Show empathy: Acknowledge the effects of race and other intersecting identities on your students and show flexibility in your teaching. Invite them to engage with you outside of lectures. If they do, focus on listening to them and validating them, without judgment. Be open-minded and consistent about deadlines and accommodations.

• �鶹��ý�I know that current events hit close to home for some of us. I want to be flexible where I can on assignments. If you need this, please reach out to me after class or by email.�鶹��ý�

Discuss race and oppression in the classroom: It is necessary to engage directly in conversation of race and race-based violence in class �鶹��ý� in any subject. Do not burden faculty or students of color who regularly experience racism with having to take responsibility for starting these conversations. Do research so that you can safely bring this into the classroom.

Topics covered:

• Course goals
• Class content
• Classroom discussions and problem solving
• Assessment
• Knowing (and Re-Knowing Yourself)