Making Referrals
Indicators for Referral
There are times when a student does not ask directly for your assistance, but you may notice indirect signals that prompt your concern. Indirect signals are more difficult to assess and may be part of a package of other complaints or problems. Sometimes students feel embarrassed about personal concerns and feel that academic or "practical" problems are more acceptable. (For example, a student asked a professor for many extra articles on eating disorders, the first indication that she was worried about her own eating behavior.) A faculty member's willingness to listen fully and to express interest in issues beyond the initial problem gives the student "permission" to seek the best kind of help.
The following list is meant as a set of guidelines, not an exhaustive list. Many of these behaviors may occur quite naturally during the college years. A single isolated behavior may be no cause for concern, but when behaviors occur in clusters, a marked change in the student's behavior occurs, or if a pattern seems to be forming, it likely indicates more than usual distress and the need for a referral for counseling.
Guidelines for Making Referrals
1. When you have decided that a student might benefit from counseling services, tell the student directly in a straightforward, matter-of-fact manner. Do not attempt to trick or "lead" the student into your way of thinking.
Example: "This seems to be a stressful situation (or personal problem) which is affecting your well-being (and/or academic progress). A lot of people find it helpful to talk with somone at the Counseling Center about isssues like this."
2. Make it clear that your recommendation represents your concern and best judgment based on your observation of his or her behavior. Be specific regarding the behavior patterns that raised your concerns but avoid judging the individual's personality and character.
Example: "You've been missing almost every class this month and seem to have problems concentrating when you are here." [Not: "You used to be such a good student but now you're very unreliable and don't seem invested in your academic work anymore."]
3. Do not rush. Except in emergencies, leave the option open for the student to accept or refuse your referral. If the student is skeptical or reluctant for any reason, simply express your acceptance of those reactions so that the student feels free to reject the referral at this time without rejecting you (agree to disagree). Give the student room to consider the options by suggesting that you can discuss the matter later after taking time to think it over. If the student adamantly refuses, respect the decision, but leave the issue open from your side for possible reconsideration. If you push too hard by insisting, prodding or being authoritarian you may close the door to further communication and the student may feel that he/she must reject the suggestion to maintain his/her autonomy.
Example: "A lot of people feel reluctant about counseling when they first think about it. Let's leave it open for now and we can always talk about it later."
Remember, the ultimate decision to seek help rests with the student and not with the person making the referral. As painful as it is for the helper, some people will be reluctant to do what is in their own best interest.
4. If the student accepts the referral, pay attention to any concerns or questions the student may have about counseling (e.g., confidentiality, being judged "crazy," not being able to solve all problems by oneself). The informational communicated by you and your comfort in making a referral will be important to the student. After addressing the student's concerns you might say:
"We might call the administrative assistant at the Counseling Center now to tell them you're coming over. Would you like me to call or would you prefer to?
5. Suggest to the student that you are willing to give referral information about the nature of the problem if he or she wishes. If the student is not ready to contact the Counseling Center at that time, encourage seeking help soon rather than putting off facing the problem. Finally, show your interest and give continued support by checking in with the student at a later date.
6. You may want to call the Counseling Center and tell us that you have made a referral. Because we are bound by rules of confidentiality, we will not be able to tell you if a student has followed up on your referral without his/her explicit permission. However, this should not discourage you from actively expressing your concern.