Counseling Services Links

Mandatory Referral Process & Form

Referral Guide for Faculty & Staff

The information contained in this document explains when professional counseling may be beneficial to a student and how to make a referral. Information about other types of referrals, consultation services, and the issues of confidentiality are also discussed. Included is additional information on Mandated Psychological Assessments.

What is your role as a faculty or staff member in assisting students?
When should you consider making a referral to the counseling office?
How do you actually go about making a referral?
What happens after the referral is made?
What if I have a question about a particular situation?
What if I have an emergency?

1. What is your role as a faculty or staff member in assisting students?

Students often experience significant changes in their lives during the course of their education. Such changes, at times, become stressful enough to pose serious threats to the academic progress which students hope to achieve. The stress of academic, social, family, work, and/or financial concerns are often inter-related and may result in a student turning to you for help. In fact, anyone who is perceived as knowledgeable, caring and trustworthy may be a potential resource in times of trouble.

If such a problem arises in the life of a student, it is likely that given your frequent contact with students, you may be a valuable resource in identifying such difficulties early. Your timely expression of interest and concern may be a critical factor in helping students solve problems that are interfering with academic success. Thus, your position and interaction with the student body represents a critical point of contact between the student and potential resources to help that student achieve their full academic goals.

A referral for personal counseling should be considered when you believe a student's problems go beyond your own experience and expertise, or when you feel uncomfortable helping a student with some issue. A referral may be made either because of the way the student's problems are interfering with his or her academic work or with your teaching, or because your observation of the student's personal behavior raises concerns apart from her or his academic work.

Some more easily recognizable indicators that a student may be experiencing more stress than he or she can handle include:

Marked decline in quality of course work, class participation, quality of papers or test results; increased absence from class or failure to turn in work.
Prolonged depression, suggested by a sad expression, apathy, weight loss, fatigue, and/or tearfulness.
Nervousness, agitation, excessive worry; irritability, aggressiveness, non-stop talking.
Bizarre behavior or speech.
Extreme dependency on faculty or staff, including spending much of her or his time visiting during office hours or other times.
Marked change in personal hygiene.
Talk of suicide, either directly or indirectly such as, "I won't be around to take that exam anyway." or "I'm not worried about getting a job, I won't need one."
Comments in a student's paper that arouse concern.

Each student experiences stress differently, and many disturbances in the 17 to 22- year-old age group are relatively transient. However, you may become alarmed by even brief changes which are extreme, or by significant changes that continue for some time. If there is doubt about the seriousness of the problem, consult with Counseling Services about how to evaluate the situation and take the most appropriate steps.

In speaking to a student about counseling, it is important to keep in mind some of the negative reactions a student may have to the idea, and be ready to discuss them. You can explain to the student that counseling is not just for extreme situations (many students have normal "problems of living"), nor does it encourage dependency (counseling is time-limited on campus). Counseling does provide a chance to explore feelings and resolve problems with the help of an objective, sensitive and concerned listener.

Except in an emergency, the option must be left open 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 room to consider alternatives by suggesting that perhaps you can talk again after the student has had time to think it over. If the student declines your recommendation for counseling, respect their decision and leave the situation open for possible reconsideration later.

Once a student has agreed that counseling might be useful, there are several possible steps you may take, depending on the student's attitude and the urgency of the situation.

Give the student information about the Counseling Office and urge him or her to call for an appointment.
Offer to let the student call the Counseling Office directly from your office, so that a public commitment will have been made.
Accompany the student to the Counseling Office to provide support and insure that contact with the Counseling staff occurs.
Please call ahead if the student is being brought over or sent directly, so that plans can be made to have a counselor available.

Many students are ambivalent about counseling. It is advantageous when the student is motivated to seek help. Coercing a student to go to counseling is not likely to have positive results in the long run. Generally, unless there is some immediate concern about the welfare of the student or others, it is better to try to maintain your relationship with the student rather than force him or her to go to the Counseling Office. The prospect of counseling can always be brought up at a later time when the student may be more receptive to the idea.

When a student goes to the Counseling Office (or calls), an appointment will be made for an initial interview. In an emergency, arrangements will be made to see the student as soon as possible.

The initial interview is intended to learn what is troubling the student, and to assess what services would be most helpful; e.g., individual or group counseling, or a referral to a more appropriate service.

If on-going counseling is appropriate, regular appointments will be scheduled, usually 45 to 60 minutes once a week.

Students can take comfort in knowing that services provided at the Counseling Office are free and confidential. Information is released only with a student's written permission. This means that a counselor cannot discuss the student's situation with a faculty or staff member unless the student provides written permission . If you would like to know what occurred after you referred a student for counseling, we encourage you to ask the student directly. Exceptions to confidentiality may occur if the student is felt to represent a clear danger to themselves or others, if they make their counselor aware of an abusive situation, or in the case of court-ordered subpoenas.

If you have concerns or questions, staff members at the Counseling Office are available to help you:

Assess the situation and assist in potential referral.
Learn about resources, both on- and off-campus, so you can suggest the most appropriate help when talking with the student.
Learn the best way to make a referral if appropriate.
Clarify your own feelings about the student and consider the ways you can be most effective.

If a student presents to you with an emotional crisis during the day, contact the Counseling Office at 572-5650.
If it is after hours and the office is not open, contact Public Safety at 572-7777 so they may arrange for the appropriate response.
If a student is actively suicidal, do not leave her or him alone, and send someone for help if possible.
If a suicide attempt is actually in progress, notify Public Safety at 572-7777 to arrange medical care and transportation to the hospital.

If you have any questions regarding procedures, please contact us.
Barbara J. Sween, Psy.D.