Page 143 - Faculty Handbook2

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General Concerns
143
students, co-workers, family, or friends). The strategies can
be effective even when the cause of the problem is not
known:
Broach the topic with permission.
Share your concern and ask permission to talk more: “I
noticed that . . . I wonder if we could talk about . . .”
Ask permission to talk about the topic and explore the
student’s concern with open-ended questions: “Would it
be okay if we talked about . . . ? What concerns do you
have about . . . ?
Provide room for disagreement: “I may be wrong but . . .”
“You may think this is crazy but . . .”
Provide advice and suggestions.
Suggest to the student that there may be a number of
ways to pursue change with regard to the problem. Here
again, it is helpful to ask permission before giving advice:
“People have found a couple of different things to be
useful (helpful) in situations like this. Would you be willing
to talk about these strategies (resources)?”
When talking about other services, try to provide a menu
of options so that the student has choices. For alcohol and
other drug concerns, this menu may include talking with a
health care provider, attending self-help groups like AA,
getting individual or group counseling, or working to make
changes on one’s own. More information on referrals is
available at the end of this section.
After providing a range of suggestions, ask for the