Schlossberg’s 4 "S’s" to Mentor & Guide: Support (4/5)

Support

Schlossberg divides support into 3 area to include types, functions and measurement, and serves as another model to potentially create additional awareness for the student during the transition. 

Consider the following while using Socratic questioning when addressing the student concerning SUPPORT:

            Focus on:

                        Intimate relationships

                        Family units

                        Friend network

                        Institutions/communities

            While addressing:

                        Affect

                        Affirmation     

                        Aid

                        Feedback

Example questions to consider are listed below to potentially use when addressing the student.  The questions can serve as catalysts for further critical thinking on the part of the student as well as a platform to affirm, provide assistance and offer feedback.

“How does your significant other provide support during this challenging time?”            

“How do your friends provide support during this challenging time?” 

“How does your family provide support during this challenging time?” 

“How do the institutions, communities, groups, clubs (e.g., school, church, affinity, etc.)” you are involved in offer support?                         

A potential student that may be sitting across from you as you attempt to mentor through the transition may have no significant other or family nearby.  Their friend network may be church-based and they feel comfortable with the support offered by the church.  This discussion could affirm the individual is not alone during this transition and enlighten them to the services available to assist.  

Finally, with the student’s permission, the opportunity may arise to be able to provide feedback on what you observe according to the limited information you receive.  It is important to ask them if they would allow you the privilege to offer feedback from your perspective.  Again, it is important to make observations based on presented information and not judgments based on bias.