Page 144 - Faculty Handbook2

Basic HTML Version

General Concerns
144
student’s opinion of these options: “What do you think?
Which of these do you believe might be most helpful to
you?”
Emphasize personal control: “Whatever you decide, it is
ultimately up to you.”
Close positively and with the door open for further
conversation.
Affirm the student for speaking honestly with you: “I really
appreciate you talking with me.”
Summarize a plan for change: “It sounds like you recognize
that . . . specifically you plan to . . .”
Keep the door open: “I’d really like to hear how things are
going with you. Would you feel comfortable checking
back?”
Part of being supportive for a student is ensuring
accountability for behavior and class assignments. In some
ways, the effects of substance problems can be fleeting and
not often remembered. A poor grade is a tangible reminder
of the impact that substance use can have on a student’s
goals. In fact, it’s not uncommon for students to resist
accessing or engaging with campus health services until they
realize that their semester’s grades are unsalvageable.
Resources:
National Institute of Alcohol Abuse and Alcoholism self-
assessment:
rethinkingdrinking.niaaa.nih.gov
Talking with College Students about Alcohol: Motivational