Referral Guide

The reasons that individuals seek help from counseling psychologists are as varied as people themselves. A student's motives for seeking counseling might range from wishing to solve a particular problem to desiring to enhance his or her personal development. In any case, the following indicators might be useful in making a decision about referring a student to the Personal Counseling. To prevent possible over-interpretation of a single or an isolated behavior, it is advisable to look for clusters of signs that appear at approximately the same time.

1. Stated Need for Help

   The desire for assistance with a problem may be stated directly or indirectly. For this reason, it is important not only to attend to the content of what a student may say but also to understand the intentions and feelings underlying the message. Listening involves hearing what your student says, noticing the tone they use, and observing their expressions and gestures. In fact, having someone listen attentively to an expression of a problematic feeling or thought is often a cathartic experience for the speaker which can even result in the individual feeling somewhat better.

2. References to Suicide

   It is often necessary to distinguish between a theoretical or hypothetical discussion of suicide and a statement that reflects true personal anguish. However, if individuals talk about or alludes to details of how, when, or where they may be contemplating suicide, then an immediate referral is necessary. Regardless of the circumstances or context, any reference to committing suicide should be considered serious. It is extremely risky to conclude or assume that a student's suicidal talk is simply a bid for attention. A judgment about the seriousness and possible lethality of the suicidal thought or gesture should not be made without consultation with a mental health professional.

3. Changes in Mood or Behavior

   Inconsistent actions compared to normal behavior may indicate that someone is experiencing psychological distress. Students who withdraw from usual social interaction, demonstrate an unwillingness to communicate, commit asocial acts, have unexplained crying spells or outbursts of anger, or demonstrate unusual irritability may be suffering from symptoms associated with a psychological problem.

4. Anxiety and Depression

   Anxiety and depression are two of the more common psychological disturbances that can present significant problems for students. When these emotion states become severe, they can impair an individual’s normal functioning. When a student's ability to function in a normal manner is becoming heavily affected by anxiety or depression, some kind of professional assistance is recommended.

5. Psychophysiological Symptoms

   Students who experience tension-induced headaches, nausea, or other physical pains which have no apparent physical cause may be experiencing psychophysiological symptoms. Such symptoms are real for that individual, and so is the pain. Other physical symptoms of possible problems may include a loss of appetite, excessive sleeping, or gastrointestinal distress.

6. Traumatic Changes in Personal Relationships

   Personal problems often result when an individual experiences traumatic changes in personal relationships. The death of a family member or a close friend, the breakup of relationships, parental divorce, changes in family responsibilities, or difficulties with finances can all result in increased stress and psychological problems.

7. Drug and Alcohol Abuse

   Indications of excessive drinking or other substance abuses are almost always indicative of psychological problems. Frequent absences, tardiness, missed assignments, sleepiness, poor concentration, and inconsistent performance may point to substance abuse.

8. Career Choice Problems

   It is rather common for college students to go through periods of career indecision and uncertainty. Such experiences are often characterized by dissatisfaction with an academic major, unrealistic career aspirations, or confusion with regard to interests, abilities, or values. However, chronic indecisiveness can be debilitating experience, and many students need assistance in developing alternative goals when previous decisions prove to be in need of revision.

9. Learning Problems

   Many students find the demands of college-level academic work to be greater than they anticipated. While it is expected that all students will go through some adjustment period in this regard, those who demonstrate a consistent discrepancy between their performance and their potential may be in need of assistance. Poor study habits, incapacitating test anxiety, or repeated absences from class are all situations might benefit from Personal Counseling.

10. Retention Issues

    Personal counseling services can be effective in combating student attrition. Students who are considering dropping out of school or worrying about possible academic failure may find counseling to be a useful resource to assist in making a decision.

When to Refer

Aside from the signs or symptoms that may suggest the need for counseling, there are other guidelines which may help the faculty or staff member define the limits of his or her involvement with a particular student's problem. A referral is usually indicated in the following situations:

1. a student presents a problem or requests information outside your range of knowledge;
2. you feel that personality differences that cannot be resolved between you and the student will interfere with your helping the student;
3. the problem is personal, and you know the student on other than a professional basis (friend, neighbor, relative, etc.);
4. a student is reluctant to discuss a problem with you for some reason; or
5. you believe your advisement with the student has not been effective

How to Refer

When you have determined that a student might benefit from professional counseling, it is usually best to arrange a private conference and speak directly to the student in a straight-forward fashion that will show your concern for his or her welfare. It is not advisable to attempt to deceive or trick the student into consulting a psychologist. Make it clear that this recommendation represents your best professional judgment based on your observations of the student's behavior. Be specific regarding the behaviors that have raised your concerns and avoid making generalizations about the student. You may wish to discuss your concerns with the divisional dean and document, in your own notes, your conference with the student.

Except in emergencies, the option must be left open for the student to accept or refuse counseling. If the student is skeptical or reluctant for whatever reason, simply express your acceptance of those feelings so that your own relationship with the student is not jeopardized. Give the student an opportunity to consider other alternatives by suggesting more time to think. You may wish to give the PCC Personal Counseling bookmark as a reference. If the student emphatically says "no," then respect that decision and again leave the situation open for possible reconsideration at a later time. If you push the issue too far, insisting, prodding or appearing as an authoritarian parent, you may close the door to future communication. Above all, do not rush. Unless it is a matter of clear urgency, go slowly.

If the student agrees to the referral, move directly and decisively toward arranging an appointment with Personal Counseling; this will help the student feel confident in your ability to help. With the student present, call the Personal Counseling office (x7273) and have him or her come directly to our office in Room D203. If appropriate, suggest, with their permission, that you will give information to the psychologist about the nature of the problem. The first appointment will usually be scheduled within a few days of the student's request. Finally, you might want to follow up with the student at a later date to show your continued interest even if the student did not continue to seek help.

Students requiring urgent help because of psychological difficulties may be seen during walk-in hours or on an emergency basis. The current walk-in hours and expanded walk-in schedule during final examinations are available from Personal Counseling. In an emergency, please call Personal Counseling at (626) 585-7273 during our office hours. For assistance at other times, please call Campus Police and Safety Services at (626) 585-7484.

What About Confidentiality?

It is important for members of the college community to understand that the interviews conducted by the counseling psychology staff are confidential. Information about those interviews or the content of such interviews cannot be released except upon a student's written request, in circumstances which would result in clear danger to the individual or others, or as may be required by law. Personal Counseling strictly adheres to this policy.

If a faculty or staff member is interested in a student's contact with Personal Counseling, information can best be obtained directly from the student. It should be noted that students are not bound by the same promises of confidentiality that psychologists are obliged to keep.

What if Other Issues Arise?

The Personal Counseling staff provides consultation services to faculty, staff, and administrators. These consultations often focus on concerns for students, behavioral problems which occur in classrooms or on campus, or other issues that may have important psychological dimensions. Please call us at (626) 585-7273 or stop by D203 during our office hours.

Reporting a student of concern to the Crisis Prevention and Response Team (C-PART) is encouraged, if the faculty, staff or administrator deems it appropriate. Submitting an Incident Report may serve as the basis for a C-PART risk assessment investigation, wellness or academic intervention and/or the initiation of the student conduct process.

Please note that C-PART referrals are reviewed during business hours and may not be addressed immediately. To submit an incident report, please click here.