Student Support Services
Mission
To provide CGCC students with programs and services that support student retention, success, and create a supportive learning environment while assisting in keeping the entire college community safe.
Program Role & Function
A team of licensed professional Behavioral Health Consultants (BHC’s) meet the needs of CGCC's diverse student population by providing a wide range of support services:
- Academic and personal "coaching”
- Early detection, intervention, assessment, short-term support and crisis management
- Personal and skill development
- Advocacy and mediation between Faculty, staff, and student
- Campus and community referral and resources
Goal of Student Support Services
- To build caring and trusting relationships with students, staff and faculty
- Collaborate to build healthier, safer academic and learning communities
- Assist students in meeting their personal goals
- Assist students in strengthening their skills and knowledge
- Assist in providing opportunities to learn and grow
Confidential appointments can be made by students, staff or faculty:
- Calling (480) 857-5188
- Walk-in SC 164
- Early Alert Retention & Success Program referral
Reasons student's seek Support Services:
- Difficulty adjusting or transitioning to college
- Need to connect and build a campus support system
- Build knowledge and skills that enhance personal growth and decision making
- Feelings of being overwhelmed, stressed, or anxiety
- Difficulty focusing and achieving academic goals
- Develop a strong academic plan for success
When should Staff or Faculty refer to Support Services:
- Behavior or verbal statements interpreted as being harmful to self or others
- Upon receiving written comments (including e-mail) that indicate a student is under stress or exhibiting poor problem solving
- Verbalizing a desire to drop the class
- Showing signs of struggling academically or personally
- Displaying a sudden change in attitude or behavior
- Observing classroom behavior that is socially unacceptable or interferes with the learning environment