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How To Refer a Student To the Bureau

At some point you may find yourself concerned about a particular student. You may wonder how to respond helpfully and where to suggest the student go for further assistance. The information on this page will help you and your student think through your options.

• Why Refer
• When to Refer
• Whom to Refer
• How to Talk With a Distressed Student
• How to Follow Up on the Referral

Why Refer

The Bureau of Study Counsel is a resource center for students’ academic and personal development. Bureau services are designed to help students develop their intellectual, emotional, and social potential, and to make the most of their time at the University. Students come to the Bureau to improve their academic skills and strategies (such as reading, note-making, exam-taking, time management, procrastination, memory, public speaking, writing, etc.) and to talk about broader academic and personal concerns (such as relationships, adjusting to school, important life events, future direction, etc.)  The Bureau staff welcomes the wide range of interests, challenges, and dilemmas that students encounter in their work and lives.

A student may come to the Bureau with quandaries that range from “I'm having trouble with this problem set” or “I can't seem to concentrate on my work” to “Everyone here is so different from me” or “I used to know what I really cared about in my life, but now I’m not so sure.” The student may not even know what he or she is looking for or what the trouble is - it is often in the course of a conversation with a Bureau counselor, or a discussion in a group of students with similar experiences, that students can define and begin to address their particular concerns.

The Bureau provides a broad variety of services to meet the range of concerns that Harvard students typically experience. For example:

• counseling for academic and personal concerns
• self-help resources on topics related to academics and student life
• groups and workshops on topics related to academics and student life
• peer tutoring in Harvard courses
• Harvard Course in Reading and Study Strategies

In addition to providing services for students, Bureau counselors consult to faculty, teaching fellows, administrators, residential staff and others about their work with students in general and about their concerns regarding particular students. Bureau services are confidential, in keeping with applicable legal and professional standards.

When to Refer

Consider referring a student to the Bureau when, in thinking about or talking with the student, you realize that you are feeling a bit uneasy about being able to address the student’s concerns by yourself. You may feel that you are running out of ideas or patience, or that the student needs more or different help than you can offer. If you do refer a student to the Bureau, remember that you can still keep in touch with the student, creating a network of collaborative resources upon which the student can call.

Whom to Refer

Bureau services are available to Harvard College undergraduates, and graduate students in the Graduate School of Arts and Sciences (GSAS), the Graduate School of Education (HGSE), and the Harvard Kennedy School (HKS).  Students from other schools are only eligible to enroll in the Harvard Course in Reading and Study Strategies.

How to Talk With a Distressed Student

Assisting a student in getting help calls for care, sensitivity, and grace. It is often difficult for a student to request or accept help, particularly when they are feeling vulnerable, upset, or ashamed. Students may feel they don't want to "waste a counselor's time" or will be labeled crazy or weak for seeking or needing assistance. Some students are concerned that that they shouldn’t talk to “strangers” about personal matters or family business, or that seeing a counselor means giving up control, e.g., "I don't need anyone telling me what to do.”

Your might find yourself tempted to reassure the student that their worries are unwarranted, or that things aren't as bad as they may seem.  However, this is a contradiction of the student’s own perceptions that can lead to unintended results: the student may get the impression that they shouldn't be feeling what they are feeling or that their problem is not worthy of serious concern, which may make it even more difficult for the student to seek further help. Instead, you can offer the student a receptive ear without either agreeing with or contradicting the student's feelings.

Even if what a student communicates to you is their reluctance to seek help, you can respond by letting the student know that these feelings are understandable, that you know the student wants to feel better or improve their situation, that you are confident there are ways of addressing his concerns, and that you believe the student might find it helpful to consult with someone at the Bureau of Study Counsel. You can assure your student that speaking with a counselor is typically a very collaborative conversation, in which it the student uses the counselor as a resource and a support to gather the courage and take the steps that will help the student resolve their current difficulties.

You can make a referral by offering the student the name of a counselor or by inviting the student to choose a counselor from our staff list. If the student seems reluctant to call for an appointment, you might offer to call the Bureau yourself, in the student's presence, to make an appointment for them. We have found that it is more personal to refer to a specific counselor than to an office, and that to do so in the student's presence helps the student take that first difficult step towards getting help.

How to Follow Up on the Referral

After the appointment takes place, most students appreciate it if you follow up with them regarding how things went, and whether the student felt their concerns were heard and addressed. Following up expresses your continued involvement and regard for the student's welfare. You can explain to the student that you are not asking for private details of the counseling session, but just want to be sure the student made a good connection with someone who can help her addressing her concerns.

If the student comes away from the Bureau feeling disappointed or unheard, please encourage the student to talk with their counselor about the problem. If the student is unwilling to return to that counselor, they are welcome to see a different counselor at the Bureau. You might suggest that the student look over the list of staff biographies to identify another counselor who seems like a better match. And at any time during the process, you are invited to call the Bureau yourself to discuss the situation or to consult about a referral for your particular student.