Making a Referral

As an important and trusted figure in student’s lives, faculty and staff can be in a unique position to help FAMU students thrive in every aspect of their lives. Counseling Services is here to help you help them.

 

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For students going through a hard time, counseling can help. Learn how you can encourage your students to take advantage of the Counseling Center. If you are a faculty or staff member and you feel a student is in distress, we can help you help them.

  • Why should I refer a student to counseling?

  • How your students function socially and emotionally can have a significant impact on how they perform academically. Let students know that counseling is not only acceptable, it is encouraged — and that it can help improve their overall well-being and quality of life.

  • Who can be referred to counseling?

  • Any enrolled FAMU student whose behavior or verbalizations may suggest that counseling may be beneficial. See the list of signs and symptoms below.

  • Where can I make a referral?

  • The office is located at 1735 Althea Gibson Way Suite 304 (CASS Building)

  • How do I refer someone to the Counseling Center? 

  • Encourage the student to come to the Counseling Center and provide them with information about our services; however, students must make the appointments themselves. They can call the Counseling Center at (850)-599-3145.  If they look reluctant to receive services, you may wish to offer to escort the student to the Center.

  • When can I make a referral?

  • Referrals should be made during normal business hours of 8 a.m. to 5 p.m. If an emergency arises after 5 p.m., call the FAMU police department at 599-3256.

 

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Signs and Symptoms: Many students initially seek assistance from faculty or staff members. Review these guidelines for identifying students in distress:

  • Excessive procrastination and very poorly prepared assignments, especially if this is out of character for the student
  • Little or no work completed, especially if accompanied by a lackadaisical attitude
  • Infrequent or marked decrease in class attendance
  • Dependency (e.g., the student who hangs around or makes excessive appointments during office hours)

  • Students who appear overly nervous, tense or tearful
  • Marked changes in personal hygiene
  • Auditory and visual hallucinations, (i.e., hearing and seeing things that are not there)
  • Disruptive class behavior
  • Expressed needs for entitlements, such as repeated requests for special consideration (e.g., deadline extensions)
  • Lack of energy or frequently falling asleep in class
  • Frequent or high levels of irritable, unruly, abrasive or aggressive behavior
  • Expressed passive or active suicidal thoughts (e.g., I can’t take it anymore, I wish I were dead, I just wish my life were over, I feel like killing myself)
  • Persistent indecisiveness

  • Excessive weight gain or loss, especially without intent
  • Impaired speech and disjointed thoughts
  • Threats to others
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Working With Distressed Students: When trying to help a student whom you expect may be distressed, it is important to be empathetic and respectful. Review these guidelines for discussions with distressed students.

  • Speaking with the student privately
  • Expressing concern by stating your observations as reasons for your concerns
  • Listening carefully
  • Being objective and nonjudgmental as much as possible
  • Summarizing what the student has said to you to ensure that you are communicating clearly with each other
  • Encouraging the student to consider speaking with someone confidentially at the Counseling Center and discuss referring the student to our office with the student
  • Telling the student about our website and the services & resources OCS provides