The Journal of College and University Student Housing - Volume 37, No. 2 - 18

Deborah J. Taub • Heather L. Servaty-Seib

sense of pity for or judgment of someone who would actually use such services. Reynolds (2009) cautioned that negative assumptions and biases can interfere with one’s ability to respond effectively to mental health concerns. Making a referral is also likely to be influenced by RAs’ expertise about counseling and their confidence that counseling will be effective (MacGeorge, Feng, & Thompson, 2008). As noted above, knowledge about counseling is important in terms of the content of RAs’ referrals, but it is also quite important in terms of how such knowledge influences their attitudes. Those who know more about counseling in general and about the specific counseling services on their campus are more likely to speak with expertise and confidence and are, therefore, more likely to make referrals that will be effective.

Addressing Attitudes in Training
Addressing attitudes toward referral and the counseling process can and should be done both directly and indirectly. It is recommended that candid and open conversation be held with RAs regarding the impact that their attitudes toward counseling will have on their ability to make effective referrals. They must be told in concrete terms that, although they may believe they can refer residents even if they would not seek counseling themselves, their attitudes will come through in nonverbal ways that they will not be able to consciously control (e.g., body language, tone of voice, word choice). Experiential activities in conjunction with discussion are likely to be effective in addressing RAs’ attitudes toward counseling. It is important to note that RAs, and new RAs in particular, value practical and procedural train-

ing over theoretical training (Murray, Kagan, & Snider, 2001). With regard to stigma, training activities such as talking about the process of seeking help, receiving information about the range of problems experienced by students who seek counseling, and writing a reflection paper/ journal entry about their own attitudes may be useful interventions. With regard to effectiveness, training activities such as sharing personal stories, viewing movies or movie clips that portray counseling, and presenting outcome research may prove useful. One low-threat topic for discussion or journaling is for RAs to recall a time when talking to someone was helpful to them; in discussion they can be helped to make the connection between their personal experience of the helpfulness of talking and what happens in the counseling process (Wallack, 2007). In every case, the recommended activities need to be combined with discussion that helps the RAs to make the connection between beliefs, attitudes, and actions.

SKILLS
Skills Related to Referral
The skills required for an RA to make an effective referral are general interpersonal skills as well as skills that are specific to the referral process. With regard to interpersonal skills, RAs must build relationships with residents and be attuned to the concerns they may have about their public image. In their review of the literature on effective advice, MacGeorge et al. (2008) indicated that individuals are more likely to listen to and heed advice offered by those to whom they feel close. Boswinkel (1986) emphasized that trust is essential in order for a referral to “take.” Trust and perceived closeness are also key in the process of self-disclosure,

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

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