The Journal of College and University Student Housing - Volume 37, No. 2 - 20

Deborah J. Taub • Heather L. Servaty-Seib

options on campus can be offered. The objective is to encourage the resident to seek counseling themselves, but there will also be more critical situations where the staff member will have to take a more active role in the referral. The initial contact with the referral resource will again depend on the urgency of the specific situation. If the resident is struggling and would benefit from counseling but the concern is not immediate, the RA could offer

The process of skill training will work best if RAs are offered the opportunity to observe the model of an expert making a referral. A skills demonstration could be provided by counseling center staff, graduate students in counseling (if there is a training program on campus), or a professional housing staff member.

walk with him/her to the center if the resident would prefer. If possible, it would be helpful to work with the resident to identify his/her goals for the counseling process prior to the initial session. If the resident presents in an urgent state (such as a suicide threat or attempt), the RA should use the institution’s and housing system’s procedures for working with students in crisis, which will likely include a walk-in appointment at the counseling center during business hours or a call to campus police or security if after hours. In such a crisis situation, RAs should understand that it is essential to follow the emergency protocol. In all referral situations, it is important for RAs to follow up with their residents. Such follow-up indicates a continuing concern about the resident’s welfare. However, Blimling (2003) cautions that the RA should not “interject [him/herself ] unnecessarily” (p. 182).

Addressing Skills in Training
Referral skills are best learned through experience and practice. However, it is again important to note that training RAs in the skills of referral is simply not enough. They must also receive the knowledge and attitude training indicated above in order to make effective referrals. Experiential activities provide RAs with opportunities to put together and put to use all of the material they have learned with regard to making a referral (e.g., Wallack, 2007). The process of skill training will work best if RAs are offered the opportunity to observe the model of an expert making a referral. A skills demonstration could be provided by counseling center staff, graduate students in counseling (if there is a training program on campus), or a professional housing staff member. As an

specific information about the services available and could later follow up with the resident about his/her decision to seek help. If an RA has more immediate concerns about the resident, he/she most likely will consult with the supervisor. A call can be made to determine the availability of sessions and more specifically which clinicians are available. The RA and/ or the supervisor can then offer this specific information to the resident and even offer to

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING

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