The Journal of College and University Student Housing - Volume 37, No. 2 - 13

Training RAs to Make Referrals

RAs are widely seen by parents, faculty, student affairs professionals, students, and RAs themselves as an important part of the campus mental health safety net, keeping students in distress from slipping through the cracks. Although it is outside the RAs’ job description and competence to serve as counselors . . . they do serve as “skilled listeners” for their residents.

Caison, 2006; Schuh, Stage, & Westfall, 1991). RAs are seen not only as paraprofessionals but also as “natural helpers” (Lindsey, 1997, p. 231). Effective RAs have established relationships with their residents. These factors uniquely position RAs to have the best opportunity to observe students who are in crisis or who are struggling and to assist with a successful referral to counseling. However, RAs can fulfill this important role only if they know their residents well, have received training in how to identify students who are struggling, and know how to make effective referrals to supervisors or directly to counseling with supervisory assistance. Although counseling is frequently identified in the literature as part of the RA role (Blimling, 2003; Carns et al., 1993; Murray, Snider, & Midkiff, 1999; Schuh, Shipton, & Edman, 1986; Shipton & Schuh, 1982; Weslowski, Bowman, & Adams, 1996; Winston & Buckner, 1984), it is important to note that the counseling role played by RAs is limited to skilled listening and, as needed, referral to supervisors or to counseling after discussion with the supervisor. This article addresses key components in training RAs to fulfill these roles.

the cracks (Elleven, Allen, & Wircenski, 2001; Kadison & DiGeronimo, 2004; Kuh & Schuh, 1983; Winston & Fitch, 1993). Although it is outside the RAs’ job description and competence to serve as counselors—indeed, counseling professionals would consider them acting as counselors to be inappropriate (see, for example, Sharkin, 2006)—they do serve as “skilled listeners” (Blimling, 2003) for their residents. In fact, RA training at most institutions includes training in peer helping/counseling skills (Bowman & Bowman, 1995). Furthermore, RAs are in a position to serve as part of the campus mental health safety net through daily interaction with their residents. Students spend more time in their residence halls than anywhere else on campus (Levine, 1994). Typically, a resident assistant will interact with more students on a daily basis than will student affairs professionals (Jaeger &

TRENDS IN RA TRAINING
Because of the importance of the RA role, high quality and effective training is imperative (Upcraft & Pilato, 1982). Training benefits residents and RAs alike. Residents rate RAs who received training as being more effective and successful in their roles than RAs who were not trained (Peterman, Pilato, & Upcraft, 1979). RAs who received training before beginning their positions reported less stress than those who did not; they also were better able

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The Journal of College and University Student Housing - Volume 37, No. 2

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 37, No. 2