---
title: "Faculty Role in Support"
artifact: "highlights"
resource_person: "UCR Counseling & Psychological Services"
resource_person_role: "University mental-health clinicians and educators"
vertical: "psychological-literacy"
module: "Student Mental Health and Well-Being"
lesson: "Faculty Role in Support"
lesson_key: "faculty-role-in-support"
source: "curated"
source_channel: "UCR CAPS"
---
# Faculty Role in Support: Highlights

**Resource person:** UCR Counseling & Psychological Services - University mental-health clinicians and educators

**Curated from:** UCR CAPS

1. Changes in attendance, performance, communication or behaviour can be useful signals.
2. Open with a concrete observation and leave clinical diagnosis to trained services.
3. V.I.C.K.S. stands for Validate, Identify, Care, Knowledge, Support and Self-care.
4. Listening and a warm referral are appropriate faculty actions.
5. Urgent safety concerns need the institution's immediate-risk procedure.
6. Follow-up and staff self-care complete the response.