b'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 students 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 ones own. More information on referrals is available at the end of this section. After providing a range of suggestions, ask for theGeneral Concerns143'