It is helpful to:

• Give clear, consistent messages about what you are willing to do and what you expect.
   
•  Express concern and compassion without being overly friendly or familiar.
   
•   Be aware of your own anxiety about how the student is acting or communicating.
   
• Be aware of personal boundaries and space when interacting with them (i.e., keep a comfortable distance, both physically and emotionally.)

It is not helpful to:
 

•  Be overly warm or sympathetically close to the student.
   
•   Flatter the student or try to be humorous.
   
•  Assure the student that you are their friend or advocate.

It is helpful to:

• Give clear, consistent messages about what you are willing to do and what you expect.
   
•  Express concern and compassion without being overly friendly or familiar.
   
•   Be aware of your own anxiety about how the student is acting or communicating.
   
• Be aware of personal boundaries and space when interacting with them (i.e., keep a comfortable distance, both physically and emotionally.)

It is not helpful to:
 

•  Be overly warm or sympathetically close to the student.
   
•   Flatter the student or try to be humorous.
   
•  Assure the student that you are their friend or advocate.