For Faculty &
Staff
If you
are concerned about a student:
Teachers and staff are often the first to recognize that a student is in
distress. You may notice a sudden or even gradual change in a student’s
behaviour, personal hygiene, or attendance. A student may behave in a
bizarre or inappropriate manner, or perhaps seem to be sad, lethargic, or
agitated. Often, when unable to complete their work, students will confide
to their teachers that they are having personal problems. In such situations,
you are in an excellent position to provide information and assistance to
students in difficulty and to refer them for professional counselling if
needed.
Counselling and Career Development Services offer consultation to faculty,
staff, parents and students who are concerned about a Dawson student. In person or over the phone,
one of our counsellors will listen to your concerns and help you to identify
ways in which you might be able to help the student. If necessary, we can help
you to refer the student for professional help, either in our service, or in
the community.
Tips for referring a student to
counselling:
• Speak directly to the student about your concerns,
preferably in private. People in distress are almost always receptive to
an expression of genuine interest, caring and concern.
• Describe specific behaviours you have observed (e.g.
absence from class, failing grades, nervousness, inappropriate behaviour, etc.)
that are causing concern. Clearly stating your observations makes it more
difficult for the person to deny that a problem exists, and also lets the
person know that you care enough to notice.
• Remember that except in cases of emergency,
the decision whether to accept a referral to counselling rests entirely with
the individual. If the student resists your suggestions for help,
it’s usually best not to push. Suggest that the two of you explore
this matter again some time in the future.
• Many people have negative preconceptions about counselling
based upon stereotypes. Educate the student about the process of counselling:
o Let the student know that counselling is free of charge and
voluntary, and that he or she can terminate counselling at any time.
o
Reassure the student that counselling is confidential.
o
Let the individual know that counsellors work hard to understand
students, to see things from their point of view, and to work with them to
figure out solutions.
o
Make sure that the student knows that if, for some reason he or she does
not feel comfortable with a particular counsellor, a referral to another professional
can be made.
• Assist the student in making an appointment. If he/she
is really upset, or you’re worried that he/she may not follow through,
suggest that making an appointment immediately. If the student is still
hesitant, offer to call on his or her behalf. Some faculty, staff and
friends bring students directly to our office when this level of support is
deemed necessary. If you feel that a student needs to be seen immediately,
we recommend that you call us at local 1206 so that we can arrange for a
counsellor to be available.
• Because people often mistakenly see coming to
counselling as a sign of weakness, frame the decision to seek counselling as a
mature choice that suggests that the person is not running away from their
problems.
• After the first meeting with a counsellor, you may
wish to follow up by asking how things went during the session. If the
student is ambivalent about continuing in counselling, some additional
encouragement might be helpful. The counselling process is often most
difficult at the very beginning and your encouragement may help to get the
student over this initial hurdle.
• Remember that without the student’s consent we
cannot tell you about anything that happens in counselling or even whether the
student followed through on the referral.
Counselling and Career Development Services
Room 2D.2
Local 1206
(Adapted from the website of The Counselling Center at University of Pittsburgh)
