The Journal of College and University Student Housing - Volume 37, No. 2 - 21

Training RAs to Make Referrals

alternative to a live demonstration, a videotape of a referral demonstration could be created. In either case, the demonstration should then be followed by discussion and a question-andanswer period during which some of the essential skills (i.e., listening, paraphrasing, asking questions, keeping the focus on the student) are identified explicitly. Following the observation, RAs need the opportunity to practice the referral process. This can be accomplished through role plays that are observed by professional staff members who provide feedback. Opportunities to practice will increase RAs’ confidence in their abilities to make an effective referral.

types. Do today’s Millennial RAs prefer different training modalities than did their predecessors? Researchers also could explore how various types of training affected RAs’ sense of efficacy to respond to the mental health problems of their residents. Furthermore, it would be helpful to know what topics overall typically are included in RA training and the relative emphasis given to each area. As the job of the RA becomes increasingly complex (Jaeger & Caison, 2006), are certain topics being dropped from training or given less time and emphasis? Or is the time allotted to RA training being increased to allow for the inclusion of more topics? How much training is being done as in-service training during the pre-employment phase or just before opening? In general, the research on RA training is dated and thin. Given the ubiquity of the RA position (Schaller & Wagner, 2007), it is surprising that so little current research exists on how these key paraprofessionals are trained most effectively. Replications of studies such as the one done by Bowman and Bowman (1995) to document current practices would be extremely helpful to the field. Because of their daily proximity to their residents, RAs are in a unique position to recognize the signs of students in distress. Thorough training can assist them in identifying warning signs and helping to get struggling students connected with the sources of assistance available to them. Such training will equip them with the knowledge and skills needed to best serve today’s students.

CONCLuSION
RAs can serve an important role in responding to the campus mental health crisis by identifying students who are overwhelmed or are struggling and by helping to refer them to the sources of help available on campus. Effective training is critical if RAs are to serve in this role. To be most effective, training should cover knowledge, attitudes, and skills (Reynolds, 2009). Despite the current concerns about the mental health problems of college and university students (ACHA, 2007; Benton, 2006; Kadison & DiGeronimo, 2004; Reynolds, 2009), there is surprisingly little current literature on the prevalence or the effectiveness of RA training concerned with teaching necessary helping skills or knowledge of mental health issues. Researchers should explore the content and the methods currently in use in RA training related to these issues. In addition, researchers should explore what training methods seem to be most effective with various audiences or at different institutional

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

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