Talking Stick - September/October 2017 - 53

to live in a bubble, especially when
you're constantly surrounded by crisis
situations. Students often forget that
we have our own lives and issues we're
working through, too. Some of our
students expect that we're available
24/7 and that we always fix their
problems, immediately. However,
department and university policies and
procedures may not allow that, and it
may not be the healthy option.

Wayne Glass: The mental wellbeing of the students we are serving,
particularly within residential settings,
is unquestionably essential. Thus, we
are doing our students a disservice
when we focus solely on their academic
performance, as opposed to engaging
with them from a holistic/wholeperson frame of mind. Additionally,
we must help our students develop
agency in their own health and wellbeing, especially as they move in, move
through, and move on from systems
that may or may not support them as
whole people.
Boettcher: Let's talk through a few
case studies that you all developed.
We decided not to focus on solutions,
but rather to look at what other
information you might need, since
often the answer to case studies is "It
depends." With that in mind, let's take
a look at these scenarios.
One of your student staff has
started individual therapy at the
university's counseling services.
During your one-on-one, they say
they're upset because while they
were in the counseling services
waiting room, they ran into one of
their residents. Your staff member
now worries that this resident
probably thinks that they are crazy
and that residents won't ask the staff
member for help because "they aren't
strong enough to handle their own
problems." Given that scenario, what
other information would you need to
navigate the situation?

Glass: I would want to know more
about the following: how the student
staff member defines "crazy" and
what that means for them. I would
also want to understand how
important it is that the resident may
(or may not) perceive their student
staff member differently as a result
of the student staff member utilizing
counseling services.

Chelsea Tirrell: In this situation, it
would be helpful to know the history of
the resident who was at the counseling
center. Having that information
would help the RA connect with the
resident on a deeper level if they are
experiencing similar struggles. I
would also want to know if the RA has
actually heard some of these concerns
from the resident or if they are just
assuming the worst. In most cases,
a resident may feel comforted to see
their RA at the counseling center,
which would help normalize the
experience. If the RA is doing their job
well, they would be encouraging visits
to the counseling center for those
who need it, and in this situation they
would be role modeling.

Fitzjarrald: I would ask my student

The resident, Sam, is 17 years old
and high-achieving academically (he
achieved perfect scores on both the
ACT and SAT and never received
lower than an "A" on any assignments
in his international boarding school).
Sam says that his roommate has
been publicly shaming him because
Sam received a "B" on a written
assignment. Sam explains that the
roommate said, in front of a group of
friends in the dining hall, "I would
NEVER be proud of receiving a 'B' on
an assignment." Additionally, Sam
mentioned that he has had thoughts
of self-harm and suicidal ideation as
a result of the academic shaming and
bullying that has ensued.

Danielle Barefoot: I would start
off by finding out from Sam if he
is currently safe. It is important to
verify that he does not have a need for
immediate medical attention. I would
also need to know what the state and
institutional policies for reporting
self-harm and suicide ideation are for
a minor. It would also be important
for me to find out if Sam has struggled
with suicide ideation in the past and
what resources he is already utilizing.

staff member how they are dealing
with the situation - the worry about
the "what-ifs." I would also suggest
that the student staff member discuss
this scenario with the counselor, if
this hasn't been done already. In
the moment, I wouldn't need any
additional information; however, I
would monitor the situation to see
if anything develops that follows the
student staff member's concerns.

Tirrell: I would want to know what the

Boettcher: Here is another scenario:
You are the hall director at an
academically rigorous and competitive
institution and are responsible for
two first-year residence halls. A
student drops in during office hours
to express some roommate concerns.

I would also want to know if Sam
truly is proud of the "B." What classes
is he taking? Does his course load look
different than that of others? Grades are
so contextual, and I would want to work
through that with Sam to help him
understand the quality of his work.

dynamic of the roommate relationship
has looked like prior to this situation.
This information is helpful because
I would want to encourage Sam to
discuss this with his roommate. If
they traditionally have a positive
rapport, I would feel more comfortable
giving that advice versus if they do
not. I would not want to make Sam's
thoughts of self-harm worse if the
conversation were to backfire.

SEPTEMBER + OCTOBER 2017

53
Talking Stick - September/October 2017

Table of Contents for the Digital Edition of Talking Stick - September/October 2017
