A Referral Guide For Faculty And Staff
The Role of Faculty and Staff in Assisting with Student Problems
Students frequently experience a great deal of stress (i.e., academic, social, financial) during while in college. Many students successfully cope with these pressures, but some find themselves overwhelmed. Because emotional distress typically interferes with a student's academic performance and/or social interactions, faculty and staff are often in good positions to recognize students who are in trouble. You will not be able to spot every such student, nor will every student you approach be willing to accept your assistance. Nevertheless, by communicating interest and concern to a distressed student, you may play an important role in helping that student regain the emotional balance needed to cope with stress.
The average student age at IWCC is 22. Much of the stress that students experience is related to the developmental tasks common to this life phase, however, know that major mental illnesses often manifest initially when people are in their 20's. Some of the observable signs may indicate the beginning of serious psychological problems.
Recognizing Students in Distress
People dealing with personal concerns or problems tend to show signs that they are struggling in some way. The following indicators may be useful in assessing whether or not a referral should be made:
Changes in Academic Performance
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Behavioral or Interpersonal Problems
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Guidelines for Talking With a Student In Distress
There are no absolutely correct procedures for dealing with a distressed student. Each person has his or her own style of approaching and responding to others. Furthermore, people have differing capacities to deal with others' problems. It is important to know your personal limits as a helper. If you choose to try to help a distressed student, or if a student approaches you to talk about personal problems:
- Request to see the student in private.
- Speak directly and honestly to a student when you sense that he/she is in academic and/or personal distress.
- Ask if the student is talking to anyone, such as family or friends, about the problem. People tend isolate themselves when in distress but this is rarely a useful stance.
- If you have initiated the contact, express your concern in behavioral, nonjudgmental terms. For example, "I've noticed you've been absent from class lately and I'm concerned," rather than "Where have you been lately? You should be more concerned about your grades."
- Listen to thoughts and feelings in a sensitive, non-threatening way. Communicate understanding by repeating back the essence of what the student has told you. Try to include both content and feeling ("It sounds like you're not accustomed to this much work in so short a period of time and you're worried about failing.")
- Avoid judging, evaluating and criticizing even if the student asks your opinion. It is important to respect the student's value system, even if you don't agree with it.
- Behavior that is strange or inappropriate should not be ignored. Comment directly on what you have observed.
- Do not discuss your concerns with other students.
When to Make A Referral For Counseling
Even though you may be genuinely concerned about students, and interested in helping them, you may find yourself in situations where it would be better to refer them to other resources. Circumstances that might necessitate a referral include:
- the problem is more serious than you feel comfortable handling.
- you are either extremely busy, or are experiencing stress in your own life, and are unable or unwilling to handle other requests for help.
- you have talked to the student and helped as much as you can, but further assistance is needed.
- you think your personal feelings about the student will interfere with your objectivity.
- the student admits that there is a problem, but doesn't want to talk to you about it.
- the student asks for information or assistance that you are unable to provide.
Let the student know your reasons for making a referral (e.g., lack of time, conflict of interest, limited training) and emphasize your concern that they do get help from an appropriate source. It may help the student to know that you support his/her desire to seek help.
Tips on Making A Student Referral
- Recommend the Student Assistance Office to the student and remind the student that college services, such as counseling, are free and confidential.
- Determine the student's willingness to "follow through" and go to a helping resource.
- Reassure the student that it is an act of strength to ask for help.
- Contact the appropriate campus department to give a “heads up” or submit a Student Intervention Referral.
- Offer to help make the initial contact with the Student Assistance Office.
Please review our Confidentiality Policy regarding faculty or staff referrals. Our policies may determine what, if any, information we can share to the referring individual once he/she has submitted a formal referral.
Consultation Services
The Student Success staff are available to faculty or staff for "consultation services." We are glad to answer any questions that you may have about our services, your concerns about a student, or referral options. Feel free to call and talk about your concerns regarding a student and, if indicated, ways to make an effective Student Intervention Referral.
Hugh Irwin - Director of Student Assistance
Sarah Hollowell - Dean of Student Success Programs