When to Refer?
As a Jesuit Institution we believe in Holistic Care and Education, while our faculty and staff must also exhibit such beliefs they must know when it is time to seek professional help for their students. These are some of the questions a faculty member or administrator must ask before they refer a student.
- Do you feel out of your depth with the issues the student is bringing to you?
- Do you feel like you have gone as far as you should go with the student?
- Have your attempts to reach out to the student so far failed?
- Is there any conflict in your supporting the student at your job here at SJC?
- Is the student’s problem, something that personally challenges your values?
- Are you concerned that the student is seriously disturbed?
- Do you find that the students shift in behaviour and academic performances are not normal?
- Is the student consistently sad (stops coming to class)
- Do you find that the student writing/ essays that are very volatile?
- Do you feel that the student is very easily angered?
- Do you feel that they student may be bullied or is bullying another student?
- Does a student seem helpless and hopeless?
- Do you notice a lot of scratches on student or does he frequently come to class with bandages and Band-Aids?
Throughout the year, the Centre receives many telephone calls from administrators, faculty, staff, friends and family. They all have contact with students on a frequent basis and have an opportunity to observe some of the signs and symptoms which could be indicative of the need to refer for professional assistance. Below are some of the general symptoms of distress:
- References to suicide
- Noted isolation
- Significant decrease in energy and motivational level
- Marked change in behaviour, e.g:
- appearance change
- erratic class attendance or class performance
- sudden unwillingness to communicate
- drop in grades
- Alcohol and/or other substance abuse
- Eating disorder
- Self-deprecation and excessive self-criticism and guilt
- Statements reflecting a sense of worthlessness, hopelessness or helplessness
- Psychosomatic symptoms such as tension-induced headaches, nausea, change in appetite or in sleeping habits
- Anxiety, depression, stress and "burnout"
- Traumatic changes in personal relationships, such as divorce, death, or ending a relationship with a significant other.
- Academic problems such as career indecision, dissatisfaction with academic major, inability to concentrate and difficulty with workload
- Threatening bodily injury or harm to others
- Violent behaviour
- Paranoid state
- Marked disorientation and/or bizarre behaviour
How to Refer?
- If you are unsure if the scenario warrants a referral to the Counselling Centre, just stop by or drop us an email at counselling@sjc.edu.bz to inform us of the cases no names need to be given at this time.
- The Counseling Centre has a formal Referral Form in which faculty, staff or administrators should use.
- Referral MUST be submitted in writing, or student will not be seen.
- Secure Boxes and a stack of referral forms are located at the secretary office for each division. Referral Forms will be collected weekly.
- Referral forms are available online
- Walk-ins - Students can walk in at any time.
- Counsellors will be available to see them.
- Once a counsellors opens a case with a student that counsellor MUST carry the case through to termination.
When you think that a student might benefit from professional counselling, you may wish to refer that student directly to the SJC Counselling Centre. In raising the issue with the student,it is best to be direct and straightforward about your concern for his or her welfare.
You may want to speak specifically about thebehaviours that have raised your concern so that both you and thestudent share the same frame of reference about the situation. Most importantly, always convey your respect and caring for the individual.
Except in emergencies, the most important thing is to present your concern in such a way as to enable the student to freely accept or refuse your recommendation.
