INFORMATION FOR FACULTY AND STAFF

On this page you will find a summary of services and recommendations for referring students for counseling.

Faculty and Staff have frequent and meaningful contact with our students. You are likely to be in contact with students who would benefit from counseling either for 1) normal, healthy, developmental growth or 2) more serious psychological problems.

Do not hesitate to phone us with any specific questions. We are grateful for your role in helping students make use of our services.

SERVICES OFFERED

• Personal, social, emotional concerns discussed with a caring professional in a private setting
• Confidential, private, cost-free; no information given to parents, faculty, deans, or administrators without student’s permission
• Male and female psychologists available
• Referral to off-campus psychologist arranged if needed for long-term
• On-campus medication consultation available for clients while they are in counseling at the center.
• Informational Sheets on Mental Health Topics
• Informational Sheets on Dealing with the Aftermath of Tragedy
• Educational presentations on topics related to mental health

Schedule appointments in person or by phone - You might call the Counseling Center while the student is with you, and put the student on the phone to schedule an appointment..

TYPICAL CONCERNS DISCUSSED IN INDIVIDUAL COUNSELING INCLUDE:

CONSULTATIONS

A consultation may help you sort out your concerns about a student's personal difficulties; discuss whether and/or how to refer the student to the Counseling Center; explore alternative approaches; and manage emergencies.

If you wish to get information about a specific student who is a Counseling Center client, we must first obtain a signed release of confidentiality form from the client. If this is the case:

• Tell the student you wish to consult us
• Ask him/her to sign a release form at the Counseling Center

MEET OUR STAFF

View our staff listing.

REFERRAL GUIDELINES FOR FACULTY

• Explain that the Counseling Center is for all students
• You are always free to consult us, to strategize about the specific referral
• Assure student of confidentiality (not shared with parents, faculty, or RA’s)
• Refer to the Counseling Center – not to a specific counselor
  • Specific counselor may not have the expertise needed
  • Student may assume other counselors are “second best”
  • It may be a longer wait matching schedule with a specific counselor
  • Student may request a male or female when they schedule appointment
• Once the student contacts the Center, all information is confidential (including whether they have come in)
  • If you urgently need to know whether a student has come in, alert us (94050) before the student sees us, and we will request they sign a waiver
  • If you think there is high enough risk (not just discomfort) that a same day appointment is necessary, alert the counseling center in advance (94050)
• Explain what is likely to happen in counseling
  • Counselor will help you think about your emotions and will strategize with you about how to feel in control
  • Understanding emotions is the first step toward feeling less overwhelmed
  • It’s up to the student whether to continue counseling – so they need not avoid it for fear they will be “forced” to continue
  • Express your interest in student letting you know “how it goes,” adding that the Counseling Center will not be sharing with the professor
• Describe specific aspects of the Counseling Center
  • Male and female counselors
  • Location – Health Services Building - also houses Student Health (thus entering the building does not imply that they are seeking counseling)
  • Confidential
  • Hours by appointment 9-5 Monday-Friday
  • After hours call Student Health (94070), Public Safety (94444) or contact Resident Assistant
  • Voluntary – they will never be “called in” for counseling
  • Free
• Consider having the student schedule the appointment from your office
• Communicate your continued concern – but avoid asking specifics after the referral
  • You may become more involved than is best for the student or you
  • The boundaries get confused: you are grading the student