<strong>Advising</strong> <strong>Referral</strong> <strong>Triggers</strong>Table 2 Typical issues students bring to academic advisorsSuggested Primary Responsibility asIssue Advisor Either/Or CounselorCourse selectionRegister <strong>for</strong> classesAdvanced placementDrop a classExit institutionDegree requirementsAcademic probationUnfair grade from professorDeath in familyTime managementUnderachievementMid-life career changeDecision makingAcademic goalsPersonal goalsCareer goalsInterpersonal relationshipFamily relationshipsAD/HDSubstance abuseEating disorderPhysical/emotional abuseSexual orientationSexual harassmentRacial discriminationSuicide<strong>The</strong> Line between <strong>Advising</strong> and <strong>Counseling</strong>When examining the list of student concerns inTable 2, some advisors may feel com<strong>for</strong>table discussingany of the problems, while others may feelthey cannot adequately deal with some of theseconcerns. For instance a simple question <strong>for</strong> in<strong>for</strong>mationabout any topic can be handled by the advisor(e.g., “Is there a chess club at this campus?”);however, a statement like “I’m very depressed andthinking of committing suicide” would call <strong>for</strong> animmediate referral to a counselor.Any of the issues in Table 2 could create a need<strong>for</strong> in<strong>for</strong>mation, explanation, clarification, mentoring,or counseling. For instance, course selection<strong>for</strong> a new freshman could be straight<strong>for</strong>ward andmerely require that the advisor provide some in<strong>for</strong>mationfrom the catalog or some explanation of theimplications of this in<strong>for</strong>mation with regard to studentexpectations. On one hand, if the student is ina major such as nursing, where the requirements arefairly inflexible over a 4-year projection, then thestudent’s only choices may be limited to the generaleducation requirement <strong>for</strong> that semester. On theother hand, course selection <strong>for</strong> a junior exploratorymajor who has already completed 60 semesterhours of general education requirements mayinvolve hard choices about establishing academicand career goals, deciding upon a major, and dealingwith conflicting parental expectations. If thatexploratory major has a grade-point average of2.00, then an exploration of the implications ofpoor time management, underachievement, and<strong>NACADA</strong> Journal Volume 26 (1) Spring 2006 27
Kuhn et al.academic probation may be needed. If a student evidencessigns of substance abuse or reeks of alcohol,then the advisor should be alert and broach thetopic. As these examples illustrate, no rule-boundapproach can be utilized rigidly or automatically.Advisors must be alert to all input, <strong>for</strong>mal andin<strong>for</strong>mal, verbal and nonverbal, to provide the bestpossible advice.Communication BarriersTwo potential communication barriers <strong>for</strong> bothadvisors and counselors are first, the FamilyEducational Rights and Privacy Act (FERPA) of1974, which restricts the in<strong>for</strong>mation that can bereleased from a student’s educational record, andsecond, the confidentiality policy of advising andcounseling centers. FERPA requires schools to havewritten permission from eligible adult students or parentsof minor students to release any nondirectoryin<strong>for</strong>mation from a student’s education record, but itallows student in<strong>for</strong>mation to be shared with “schoolofficials with legitimate educational interest” (U. S.Department of Education, n.d.). While FERPA makesprovision <strong>for</strong> advisors and counselors to share in<strong>for</strong>mationabout a student, the policies of counseling andadvising offices are often more restrictive than thefederal mandate; some adhere to strict confidentiality.While remaining the designated advisor, academicadvisors routinely refer students with personalproblems to a counselor. <strong>The</strong>se policies can createcommunication barriers between advisors and counselorswho are both working with the same student.Advisors, counselors, and professors employed atinstitutions with strict confidentiality rules mustobtain the student’s explicit permission <strong>for</strong> consultationto take place. If such permission is notrequested, or is not granted by the student, thenin<strong>for</strong>mation about the student cannot be exchanged.For these reasons, advisors must indicate to newadvisees that unlimited confidentiality cannot bepromised because all future circumstances cannotbe predicted.Should the student share in<strong>for</strong>mation that suggeststhe student may injure self or others,then the principles of beneficence (to do good),nonmalfeasance (do no harm) and the legaldirectives of a duty to protect and a duty towarn would take precedence over maintainingconfidentiality and require that the advisor orcounselor consult with another appropriate,responsible person. (Butler, 1995, p. 114)<strong>The</strong>re<strong>for</strong>e, advisors and counselors must establishthe boundaries <strong>for</strong> confidentiality with each adviseein the beginning so that uncom<strong>for</strong>table situations donot evolve later.<strong>Triggers</strong> <strong>for</strong> <strong>Referral</strong>When considering whether to refer a student toa counselor, advisors should be alert to changes intheir advisees’ behaviors, emotions, or thinking.At the extreme, threats to get even, commit suicide,harm others, or to cease taking prescribed medicationswould call <strong>for</strong> referral. Likewise, students’speculation that they have attention deficit/hyperactivitydisorder (AD/HD) because their mathematicsclass is difficult <strong>for</strong> them would call <strong>for</strong> areferral to the Students with Disabilities Office <strong>for</strong>subsequent evaluation and diagnosis by a licensedprofessional. Stressful times, around the beginningand end of the semester, can be full of triggering situations<strong>for</strong> freshmen.Ability to cope can be significantly influencedby the interaction of personal problems such as a)depression or other emotional or physical disorders;b) interpersonal and family issues such as divorce,relationship breakups, pregnancy, or death; and c)community, national, and global tragedies such as9-11 and devastating, large-scale natural disasters.Advisors need to be alert to all three sources ofstress, especially around traditionally stressfultimes. <strong>The</strong> inability to cope with the day-to-day routineand functions of attending class, reading, studying,sleeping, eating, and working can also beserious behavioral triggers.When an advisee’s affect is anxious, flat, grieving,angry, withdrawn, paranoid, or frightened, theadvisor should be alert to the need <strong>for</strong> referral.Other interview behaviors such as wringing ofhands, rapid tapping of hands or feet, uncontrollablecrying, disheveled appearance, sweating, or rapidor slurred speech should invite careful scrutiny.<strong>The</strong> effects of physically destructive behaviors(self-medicating, overmedicating or undermedicating,and alcohol or drug use) are frequently triggers<strong>for</strong> referral to counselors or other professionals,especially <strong>for</strong> students with disabilities who may relyon medication to help their level of functioning.During stressful periods, affective or behavioralsymptoms that are usually controlled may suddenlymanifest themselves in tics, agitated behavior,stuttering, hyperactivity, or hypoactivity.Advisors need to know their advisees and developa sense of their typical behavior, because studentsin distress may not readily have the words todescribe adequately their problems.Harper and Peterson (2005) listed some othersignals of distress that advisors should recognize.28 <strong>NACADA</strong> Journal Volume 26 (1) Spring 2006
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