Working With Students Experiencing Mental Health Concerns

            College is one of the toughest transitions in a young adult's life.  Not only are students leaving behind the comforts of family and home to come to an entirely new place, but they are also expected to hold to a higher set of standards.  Aside from the stress of a higher workload, students are also expected to be much more independent in general.  All of the sudden, students are on their own.  Add to that the burden of a mental health issue and things can become that much more difficult.  

            As these students attend class, study, and socialize, it's not unlikely that they might at some point reach out for help to a tutor.  What, then, are tutors to do in these situations?  How can they be best prepared to provide the best services for these students?

            Mark Daddona seeks to answer these very questions in "Peer Educators Responding To Students With Mental Health Issues.” Before making his recommendations, Daddona seeks to help the reader understand why it is so imperative that peer educators be equipped with the tools that they need to respond to these students.  He cites a number of different surveys given to counseling center directors across the country with the following results:

• 70.6% of centers noted an increase in crisis counseling
• 55.7% reported an increase in self-injury issues
• 26.5% reported an increase in eating disorder issues
• 24.7% reported an increase in sexual assault concerns

            In addition to these results, Daddona also notes that "Over a thirteen-year time span, the number of depression cases doubled, the number of suicidal students tripled, and sexual assault cases quadrupled." (30)  With these kinds of rates, it seems almost inevitable that a peer educator will interact with one of these students at some point in the year.  How, then can we prepare them?

            Daddona suggests that peer educators can best be prepared by being taught how to effectively use verbal and nonverbal communication skills as well as become educated about the role of their campus counselor and the specifics of how these services are provided.

            As far as teaching communication skills, Dadonna goes on to note a number of important practices that tutors should attempt to put into effect.  First, he talks about the importance of active listening.  Tutors should attempt to ensure that the student that they are working with knows that they are listening closely and with understanding.  He suggests that the tutor make efforts to paraphrase what the student has said as a way of ensuring that the student knows that he is being, "...focused on, accepted, and valued...".(32)  In addition, the tutor should also make efforts to empathize with how the student is feeling and understands what he is thinking and feeling.  Dadonna also suggests the use of open-ended questions as a way of allowing the student to elaborate on how they are feeling, thinking, or acting at their own pace.

            Another thing emphasized by Dadonna is the importance of nonverbal communication skills.  He notes that, "leaning in with open arms shows interest and concern," while "leaning back with crossed arms can suggest a lack of interest and the impression that the peer educator does not want to get too close to the student or possibly the topic under discussion." (32) Another important aspect of effective communication that Dadonna notes is that the peer educator should learn to become comfortable with silence, which he says allows, "...an opportunity for both parties to reflect briefly on a previously sent or received message and also allows 'think time' prior to responding." (32)

            Aside from effective communication skills, peer educators should also develop an understanding of what kinds of counseling services their university offers to students as well as how those services may be obtained.  For instance, at Texas Lutheran the counselor is Terry Weers and her office is located in the Meadows Center of the ASC.  This may range from being able to direct a student where to go from counseling to having the knowledge of what will happen when a student goes for counseling as a way of lessening the fear and stigma that are often attached to counseling.  In addition, the peer educator must also know how to effectively make a referral, including speaking with honesty and straightforwardness to the student while at the same time remaining respectful to the student and providing the most accurate information available.  

Works Cited

Daddona, Mark F. "Peer Educators Responding To Students With Mental Health Issues." New Directions For Student Services 133 (2011): 29-39. Academic Search Complete. Web.

Questions for Tutors

1. Why do peer educators need to understand how to work with students that are experiencing mental health concerns?
2. How can peer educators use effective communication skills when interacting with students experiencing mental health concerns?
3. What constitutes effective referral practices?