Session Key Points

  • Listening attentively has the potential to help students feel calmer and more in control
  • Understanding the student's current perception of crisis or risk, from his or her own perspective, is important in helping them to begin to see things differently. Attempting to convince someone out of their perception often invites resistance to change
  • It is essential to respond to risk in ways that reduce the potential for harm to occur, and which enable the student to manage and contain their risky impulses
  • Risky behaviour is best understood from the perspective that it is a coping strategy that often alleviates or distracts from intolerable stress or emotion
  • We cannot offer unlimited confidentiality to any student
  • Taking responsibility for the student is generally unhelpful – it often contributes to the students sense of powerlessness. Giving them responsibility encourages self-belief and resilience
  • We cannot give support unless we are supported outside of the helping relationship
  • It is essential to track our support of students by keeping factual notes (free of value judgements)