1. Working with Students on Non-Academic Problems
Karen Foster, M.Ed., L.P.C.
Director of the ULM Counseling Center

3. THE CHALLENGE:
Balance between respecting the limits of your position and wanting to offer as much support to a student as possible.
Students disclose private information, share secrets, request assistance, present crises, unload emotional problems and cry (a lot). Not gossip, not friendship, not advising. But, these conversations are usually about concerns affect student’s lives (whether they even continue with their education) and shape their careers. The difference is also marked by the fact that these conversations occur in your office, at work, with or without an appointment. They are work. They are invisible care-work.

4. Considerations Time and energy Comfort level
“This is confidential, right?
Time and energy
Comfort level

5. Does your behavior support
STRATEGIES
Know your limits
Authority figure/power differential
Healthy professional boundaries
“What are (and are not) your responsibilities as a professor?”
“What are your students’ responsibilities?”
Does your behavior support
these boundaries?

6. You can be an “authority figure,” but still treat members of your “flock” in a respectful manner.

7. Authority figure or friend?
2. Clarify your role
Authority figure or friend?
You evaluate their performance in your class
If you feel role confusion, address it clearly by informing student how you see your role
What structures do you have in place to communicate your boundaries?

8. Concentrate instead on the student’s feelings and thoughts
3. Listen
Withhold advice
Concentrate instead on the student’s feelings and thoughts
Show you’re listening (nod, eye contact, facial expression)
Verbal feedback (“I hear you.”)
Listen for the “big picture”
Keep the conversation focused on them
It is often a misconception that more talking means better communicating…

9. 4. Help clarify concerns
Help them define the area of concern as precisely as possible
Once the nature of the problem is understood by both you and the student, then provide honest and considerate feedback, if it is desired.

10. Directly express concern (empathy, acceptance and positive regard)
5. Offer support
Directly express concern (empathy, acceptance and positive regard)
Concern for their well-being
6. Alternatives for action
Student AND you consider actions
Encourage use of resources and natural support – provide referral and follow-up
Students often generate the best plan of action themselves

11. Mental Health Crisis Protocol
Is there imminent risk of harm?
(danger to self, danger to others, psychosis/out of touch with reality)
For on-campus emergencies, call University Police (911 or ).
If needed contact the Counseling Center for consultation
For off-campus emergencies, call 911

12. Emotional/behavioral distress but not life-threatening
Consult with Counseling Center (call or )
After business hours – call University Police to contact a counselor)
Walk student to the Counseling Center for an urgent appointment
Submit a Maxient report

13. Additional Resources
ulm.edu/counselingcenter
Faculty/Staff referral guide
Non-Emergency referral form
Medical Assistance Committee