Referring a Student to CAPS

Whenever you are worried about a student, and have encouraged her or him to make use of CAPS services, please fill out and fax over a Referral to CAPS form. It is extremely helpful to CAPS staff to know specifically what has caused you to be concerned about the student, and any background information you may have.

How to Refer a Student to a CAPS

The simplest way is to offer the student information (e.g., a flyer or brochure) about CAPS and recommend whatever services you or they think may be appropriate.

  1. Convey your concern for the student's well-being.
  2. Explain what you have heard or observed that makes you concerned about the student.
  3. Recommend one or more possible referrals, explaining why these resources may be helpful.
  4. Tell the student as much as you can about CAPS.
  5. Involve the student in the referral decision in a collaborative way, if possible.
  6. Help the student make the initial contact with CAPS, if needed.

Please use this Referral to CAPS form to send relevant referral information to CAPS

When to Make a Referral

  • When there are indications of a possible acute crisis or emergency (e.g., signs of depression or suicidal thoughts; threats of harming someone; seems out of touch with reality; victim of a traumatic event; possible alcohol or drug dependency; judgment and/or ability to care for self seems greatly impaired).
  • When the student's problem or concern requires greater skill or training than you have (e.g., when the student needs more than just someone to listen to them).
  • When there is a more appropriate office or person to handle the problem.
  • When the student's concerns are taking up too much of your time.
  • When it may be a conflict of interest for you to be involved.
  • When there is a values conflict that will make it difficult for you to discuss the situation objectively.
  • When you are very uncomfortable with the student and/or with the nature of her/his concern.
  • When you find yourself taking on the student's problems as if they were your own; or when the student's problems stir up or intensify your own issues.
  • When the student seems reluctant to talk with you.
  • When you have a "gut feeling" that something is just not right.