The Journal of College and University Student Housing - Volume 37, No. 2 - 16

Deborah J. Taub • Heather L. Servaty-Seib

who are in need of counseling. For example, if there are counselor training programs on campus, these programs may operate training clinics where graduate students offer free or sliding scale mental health-related services to students. RAs also would benefit from learning about offices providing services that could specifically address issues related to the students (e.g., career testing, testing for learning disabilities and ADHD, financial guidance, grade appeals). RAs would benefit from having knowledge about the procedures used by each referral resource, specific services available to students, and more personal knowledge about some of the individuals who work in each office. With regard to procedures, RAs need to know about session limits, the intake process, hours, charges, and locations. They need to know about the programs and services available at the centers, such as specific support groups that are available (e.g., eating disorders, children of divorce, LGBTQ). It is also important for RAs to have knowledge about the referral resources available on their campus. RAs will be able to offer greater assurance to their residents and speak with more confidence if they can explain details such as where the check-in desk is located relative to the waiting room and the race/ethnicity or working styles of certain counselors. Ways to provide this hands-on knowledge will be discussed in the training section below. Finally, it is essential that RAs understand fully the housing system’s operating procedures for dealing with students in crisis. RAs need to know when and how to involve their supervisors and how emergency situations are to be handled. RAs should be reminded that they do not have the skills or the experience to
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RAs must be well versed in crisis protocol: whom to call, differences in procedure that may exist depending on the time (day or night, weekend or weekday, academic year or break), how to make the call, and not to leave the person in crisis alone while making the call.

address mental health crises alone. RAs must be well versed in crisis protocol: whom to call, differences in procedure that may exist depending on the time (day or night, weekend or weekday, academic year or break), how to make the call, and not to leave the person in crisis alone while making the call. RAs need to be reassured that the responsibility is not solely on them and that their graduate and professional supervisors will direct them in how to proceed and most likely will be the ones to take action to get the student in crisis to the help that he or she needs (Blimling, 2003).

Addressing Knowledge in Training
The knowledge elements noted above can be addressed through didactic and experiential approaches. Information regarding the process of counseling can be offered in the form of a short lecture. Including counseling center staff in offering such training allows RAs to have personal interactions with these individuals. Just as counseling is based on the relationship between the counselor and the client, RAs will feel much more comfortable talking to residents about counseling if they

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING

The Journal of College and University Student Housing - Volume 37, No. 2

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