Page 25 - Faculty Handbook2

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State and National Support
25
lately that you . . .”)
Ask, “How are things going for you?”
Listen attentively and encourage him or her to talk. (“Tell
me more about that.”)
Allow the student time to tell the story. Allow for silences
if the student is slow to talk.
Ask open-ended questions that deal directly with the
issues without judging. (“What problems has that situation
caused you?”)
If there are signs of safety risk, ask if the student is
considering suicide. A student who is considering suicide
will likely be relieved that you asked. If the student is not
contemplating suicide, asking the question will not “put
ideas in their head.”
Restate what you have heard as well as your concern and
caring. (“What do you need to do to get back on a healthy
path?”)
Ask the student what s/he thinks would help.
Suggest resources and referrals. Share information about
resources you suggest and the potential benefit to the
student. (“I know the folks in that office and they are really
good at helping students work through these kinds of
situations.”)
Avoid making sweeping promises of confidentiality,
particularly if the student presents a safety risk. Students
who are suicidal need swift professional intervention;
assurances of absolute confidentiality may get in the way.