Approaches to Guidance

Recognizing concern in another person can be challenging. It’s important to listen to your own intuition when something feels off. Bringing up a concern is never pointless or wrong — its core purpose is to help, and at best, it can have a significant impact on someone, even if the concern turns out to be unfounded. Early intervention effectively prevents more serious problems.

Everyone is an individual, and no single sign necessarily indicates the need to speak up. However, here are some signs that may warrant concern, especially if the person’s behavior or demeanor changes noticeably:

1. Behavioral changes: withdrawal, becoming quieter, nervousness, inappropriate behavior, disruptive actions
2. Physical symptoms: insomnia, headaches, constant tiredness
3. Facial expressions and gestures: abnormalities in speech, gestures, or expressions
4. Increased difficulty concentrating: problems with focus and attention, initiative, motivation, thinking, memory, reasoning, slowed learning, indifference toward studies
5. Emotional issues: self-esteem challenges, emotional regulation, difficulty expressing emotions
6. Daily life management: tardiness and absences, inability to manage everyday tasks, appearance, substance use
7. Talking about concerns: Some people openly share their worries, which should be addressed.

Each student is responsible for their own well-being. However, there are situations where a student may not recognize changes in their condition or ability to cope. In such cases, members of the higher education community have a duty to raise the concern, applying the principle of early intervention. This means the person who notices the concern brings it up directly with the individual involved. No one can speak on behalf of someone else’s concerns — the observer must be present during the conversation.

Concerns can be expressed face-to-face, by phone, or via email. It’s important to clearly state the reasons for the concern. The conversation should be confidential, respectful, and protect the individual’s privacy. If the concern is acute, the observer feels overwhelmed, or multiple people share the concern, it should be addressed with several relevant parties present. If a fellow student notices the concern, it’s advisable to involve another student or staff member for support. Discussing the situation afterward with familiar teaching or guidance staff is highly recommended. The goal of joint action is to resolve the concern. If the student continues to show symptoms or cause concern, the issue persists.

When a concern arises, it’s important for the observer to assess its severity. A small concern can often be addressed independently, while a major concern may require immediate professional help. The following levels help determine whether the concern is minor, moderate, or serious:

Minor Concern

• A small worry or curiosity has arisen; strong confidence in one’s ability to help.
• Bringing it up feels natural.
• The observer has ideas for solutions and/or knows where to refer the student.
• Example: The student has absences and/or withdraws from the group. A peer or teacher brings it up and refers the student if needed.

Moderate Concern

• The concern is growing and/or has persisted.
• Confidence in one’s ability to help is weakening. Help from others is needed.
• Confidence in one’s ability to help is weakening. Help from others is needed.
• Example: The student drops out of studies, neglects their well-being, or there’s suspicion of substance abuse. The observer addresses the issue alone or with a substance abuse contact person, career tutor, or someone familiar to the student. The student is referred for help if necessary.

Serious Concern

• The concern is significant and/or ongoing.
• The student is at risk.
• The guidance staff/student lacks the means to help.
• The situation requires immediate change, and additional resources are needed.
• The observer seeks support and does not act alone.
• In emergencies, call 112.
• As the observer of a serious concern, you are responsible for documenting the situation according to Jamk’s crisis plan.
• Example: The student is suicidal, aggressive, intoxicated, or disconnected from reality. Refer the student for help by contacting janitor, healthcare, or emergency services (112). Inform the director of the school and Jamk’s security manager, and if needed, the substance abuse contact person.

• Jamk’s principles for a safer space
• Jamk’s substance abuse program
• Model for addressing harassment and inappropriate conduct

More information

Jamk’s guidance staff
Jamk’s substance abuse contact person
Jamk’s security manager
FSHS

Contact anyone you trust or the substance abuse contact person (study psychologist) and explain your problem. Assess the status of your studies and how to proceed with them.

Determine the best supportive treatment for you and commit to it. Treatment providers can include a substance abuse nurse, FSHS, or mental health and substance abuse services of the Wellbeing Services County of Central Finland.

As the person recognizing the concern, contact the substance abuse contact person (study psychologist). Arrange a joint meeting with the student and address the concern confidentially, respecting the student's privacy. Do not blame, but openly explain what observations reinforce your concern.

Consult, if necessary, with a career, study counsellor, study psychologist, or healthcare provider.

If the concern is significant, arrangements will be made with the substance abuse contact person to guide to the student to healthcare services.

Arrangements will be made under the guidance of the substance abuse contact person to monitor the situation and to hold possible network meetings, which may include representatives from healthcare and Jamk's guidance staff in addition to the student.
 

Ensure that the student is not a danger to themselves or others.

a) Minor concern: address the issue with the intoxicated student, preferably with another person.

b) Significant / major concern: directly contact the janitors or 112.

Require the student to leave the premises. Ensure, if necessary, that the student gets home safely. Fill out the document for removing the student from the teaching situation.

Always contact the campus substance abuse contact person immediately after the situation. Their role is to manage the discussion and referral process, as well as to maintain the resulting documentation. 

Disciplinary procedures will be initiated if necessary (Degree Regulations § 40).
 

The university of applied sciences has the right to require a student, regardless of their field of study and the courses they are taking, to present a certificate of drug test if there is reasonable suspicion that the student is under the influence of drugs in tasks related to their studies or internships, or if the student is addicted to drugs. 

An additional requirement is that testing is necessary to determine the student's functional capacity and that the student is engaged in tasks that require special precision, reliability, independent judgment, or good reaction capability.

Drug testing is also necessary if drug use

1)    Seriously endangers the student's or another person's life or health;

2)    Seriously endangers traffic safety;

3)    Seriously endangers the protection or integrity of information protected by confidentiality rules;

4)    Significantly increases the risk of illegal trade and distribution of substances referred to in Section 3, Subsection 1, Paragraph 5 of the Narcotics Act (373/2008) held by the university of applied science or its maintainer or internship place.

The decision to require testing is made by the Head of the Unit
 

If you experience inappropriate behavior or harassment, address the harassment as soon as possible with the person behaving poorly and tell them that you do not accept their actions. Clearly and concretely explain what you find inappropriate about their behavior. Ask them to stop the harassment. You can handle the matter verbally or in writing. You can seek support from a trusted person. Take care of your own well-being and ensure that you can process the event and the emotions it evokes with a trusted party (e.g., friends, family members, Jamk staff). 

Jamko and the study field student associations also have harassment contact persons who offer support. If you wish, you can contact one of these parties at this stage and ask for help in considering options.

If inappropriate behavior continues and it has occurred in Jamk's studies or learning environments (campuses and online environments), contact Jamk's harassment contact person at this stage. Jamk’s harassment contact persons are study counsellors, study psychologists, and the school pastor (link to contact information below this section). You can ask a trusted person to accompany you when making the report.

You can report harassment by filling out the Report Harassment form (link to the form below this section) or by contacting the harassment contact person, in which case the form is filled out together. The form records the details of the harassment (form stage 1). If you report the matter using the form, the harassment contact person will be informed and will process the form. The harassment contact person will hear the student who experienced inappropriate behavior and will guide them further if necessary.

The harassment contact person asks if the person who has experienced harassment wants a separate hearing to be arranged.

• The student wants a separate hearing to be arranged: Proceed to step 3.
• The student does not want a separate hearing to be arranged: The matter will not be taken further. The harassment contact person will help find support for the student.

The harassment contact person will arrange a hearing for the other parties involved. During the hearing, the harassment contact person will fill out the form (form stage 2) for the other parties. The harassment contact person will document the matters on the form, and the records will be archived according to Jamk's maintenance of the records management plan (Tweb).

If the other party is a staff member, the harassment contact person will inform the staff member's supervisor of the suspected harassment after the separate hearing.

• Not all parties agree to a joint discussion: The harassment contact person will help find support for individuals.
• All parties agree to a joint discussion: Proceed to step 4.

Present at the joint discussion session are the parties involved and two harassment contact persons. The parties involved have the opportunity to bring a support person of their choice.

The harassment contact persons facilitate appropriate interaction and help the parties involved resolve the situation themselves. The goal of the harassment contact persons is to broaden different perspectives and interpretations and to enable reconciliation. The solution is sought on the terms of the parties involved. The harassment contact persons are bound by confidentiality and are impartial.

In the joint discussion session, common goals and actions for advancing the matter, as well as monitoring the situation, are agreed upon. The harassment contact person documents the matters on the form, and the records are archived according to Jamk's maintenance of the records management plan (Tweb).

The student reports the matter to the harassment contact person, and the matter is transferred to disciplinary proceedings according to the degree regulations. The director of the school hears the parties involved and makes a proposal to the rector regarding sanctions and consequences.