The Journal of College and University Student Housing - Volume 37, No. 2 - 15

Training RAs to Make Referrals

ferrals remains, and these suggestions may be helpful in the training of these staff members. It is important to emphasize that a referral is not a recommendation (Cheston, 1991). A recommendation involves one person making a suggestion to another person that counseling might be helpful, whereas a referral involves the active participation of both parties in recognizing the student’s need for counseling. In fact, it can be argued that RAs must receive training with regard to the knowledge, attitude, and skill elements (Reynolds, 2009) that will assist them in making effective referrals. No one or two of these areas is sufficient. Furthermore, knowledge, attitude, and skills are synergistically related; for example, skills can be influenced by knowledge and attitudes. After discussing the content required in each of these areas, we immediately offer ideas and suggestions for how to most effectively train RAs in each area. Although different college and university housing systems use different RA training models of varying duration, these suggestions for RA training can be used in a variety of different training formats.

Carruth, 2007). RAs need to know that, rather than focusing on giving advice that offers a quick fix, counseling provides an opportunity for individuals to discuss their difficulties with a trained professional who can support them and guide them through their own reflection and problem-solving processes. Another important training element is the central nature of confidentiality to the counseling process. Sharkin, Scappaticci, and Birky (1995) found that 68% of RAs expected to have access to confidential information after making a referral and 88% reported the belief that they should have access to such information. If RAs learn more about the counseling relationship, they will more clearly understand why and how confidentiality is a crucial element in the process. More specifically, RAs may choose to share information with the counselor regarding the student’s behavior in the hall, but counselors will not share information with the RA about the student. RAs need to become familiar with the counseling and counseling-related offices on campus. Although most campuses provide some sort of mental health services (Sharkin, 2006), it is not uncommon for large institutions to have more than one option for students

KNOwLEDGE
Knowledge Required for Referral
In order to make an effective referral, RAs must acquire knowledge about the counseling process in general (including confidentiality), referral resources on their campus, and details regarding those resources. Such knowledge will add significant credibility to their work as referral agents. RAs need to be trained about how counseling works. For example, it is commonly believed that counseling is primarily about giving advice (Woodside, Oberman, Cole, &

If RAs learn more about the counseling relationship, they will more clearly understand why and how confidentiality is a crucial element in the process .

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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