How You Can Help a Student

(From George Washington University's Counseling Center)

If you choose to approach a student you're concerned about or if a student reaches out to you for help with personal problems, here are some suggestions which might make the opportunity more comfortable for you and more helpful for the student.

TALK to the student in private when both of you have the time and are not rushed or preoccupied. Give the student your undivided attention. It is possible that just a few minutes of effective listening on your part may be enough to help the student feel cared about as an individual and more confident about what to do.

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 feelings ("It sounds like you're not accustomed to such a big campus and you're feeling left out of things.") Let the student talk.

GIVE hope. Assure the student that things can get better. It is important to help them realize there are options, and that things will not always seem hopeless. Suggest resources: friends, family, clergy or professionals on campus. Recognize, however that your purpose should be to provide enough hope to enable the student to consult a professional or other appropriate person and not to solve the student's problems.

AVOID judging, evaluating, and criticizing even if the student asks your opinion. Such behavior is apt to push the student away from you and from the help he or she needs. It is important to respect the students value system, even if you don't agree with it.

MAINTAIN clear and consistent boundaries and expectations. It is important to maintain the professional nature of the faculty/student or staff/student relationship and the consistency of academic expectations, exam schedules, etc.

REFER: In making a referral it is important to point out that: 1) help is available and 2) seeking such help is a sign of strength and courage rather than a sign of weakness or failure. It may be helpful to point out that seeking professional help for other problems (medical, legal, car problems, etc.) is considered good judgment and an appropriate use of resources. For example, "If you had a broken arm you would go to a doctor rather than try to set it yourself." If you can, prepare the student for what they might expect if they follow your suggestion. Tell them what you know about the referral person or service.

FOLLOW-UP: Arrange a time to meet with the student again to solidify their resolve to obtain appropriate help and to demonstrate your commitment to assist them in this process. Check later to see that the referral appointment was kept and to hear how it went. Provide support while the student takes further appropriate action or pursues another referral if needed.

CONSULT when in doubt about the appropriateness of an intervention, call the Counseling and Career Development Center (478-5541). A student whose behavior has become threatening, violent, or significantly disruptive may need a different kind of approach.