{"id":143,"date":"2026-07-03T12:57:28","date_gmt":"2026-07-03T16:57:28","guid":{"rendered":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/?post_type=chapter&#038;p=143"},"modified":"2026-07-03T12:59:44","modified_gmt":"2026-07-03T16:59:44","slug":"responding-to-a-student-in-need-how-can-you-help","status":"publish","type":"chapter","link":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/chapter\/responding-to-a-student-in-need-how-can-you-help\/","title":{"raw":"Responding to a Student in Need: How Can You Help?","rendered":"Responding to a Student in Need: How Can You Help?"},"content":{"raw":"<p class=\"import-Normal\" style=\"margin-right: 30pt\">If you have noticed warning signs, you are faced with the decision of whether to intervene. Your interest in your student\u2019s well-being can make an important difference to a person in distress. You may decide to submit a referral to Accessibility Services or use the \u201cStudent of Concern\u201d form available on myUPEI.ca to share your observations with staff in Student Affairs. If you decide to intervene, here are some suggestions that will help you to be a good listener and to increase a student\u2019s willingness to accept a referral to Counselling Services or other resources:<\/p>\r\n\r\n<ul>\r\n \t<li>Talk to the student privately to help minimize embarrassment and defensiveness.<\/li>\r\n \t<li>Listen carefully to the student, and respond to both the content and the emotions of the situation. For example, \u201cSounds as if you are disappointed because the test did not go as you expected.\u201d OR \u201cYou feel sad because you didn\u2019t get accepted to the program in which you are really interested.\u201d<\/li>\r\n \t<li>Discuss your observations and perceptions of the situation directly and honestly with the student. For example, \u201cI notice you haven\u2019t attended class lately and that is uncharacteristic of you.\u201d<\/li>\r\n \t<li>Express your concern in a non-judgmental way.<\/li>\r\n \t<li>Then wait silently for a moment to see if the student offers a response.<\/li>\r\n \t<li>Don't assume that a mental health concern is the reason for the behaviour, just open a dialogue.<\/li>\r\n \t<li>If a student shares their concerns, it is important to listen patiently and receptively. You are providing support for a student when they feel heard and understood. It's ok to have to go over their story a couple of times to make sure you understand it if it feels convoluted - this is not the time to 'smile and nod'.<\/li>\r\n \t<li>It may be difficult for the student to find the right words to explain; be okay with the silence and give them space to think.<\/li>\r\n \t<li>Communicate your understanding by repeating back the essence of what the student has said.<\/li>\r\n \t<li>Offer privacy, but don't promise complete confidentiality. You will need to report if you believe the student or someone else is at risk of harm.<\/li>\r\n \t<li>If a student tells you of an incident of sexual harassment or violence then you need to refer them to the <a class=\"rId47\" href=\"https:\/\/www.upei.ca\/svpro\">Sexual Violence Prevention and Response Office<\/a>.<\/li>\r\n \t<li>Validate what the student says and show that you appreciate them reaching out. For example:\r\n<ul>\r\n \t<li>\"It sounds like you have a lot going on.\"<\/li>\r\n \t<li>\"That sounds hard.\"<\/li>\r\n \t<li>\"It's understandable that you would feel that way.\"<\/li>\r\n \t<li>\"Thanks for letting me know.\"<\/li>\r\n \t<li>\"I'm glad that you came to talk to me about this.\"<\/li>\r\n \t<li>\"I appreciate you sharing this with me.\"<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Respect the student\u2019s value system, even if you don\u2019t agree with it.<\/li>\r\n \t<li>Help the student identify the options for action and explore possible consequences.<\/li>\r\n \t<li>Be frank with the student about the limits of your ability to help them. Avoid promising things you can't promise or speak to decisions that you cannot make. Deflecting can be a useful skill here<\/li>\r\n \t<li>Discuss campus resources. If the student is interested, make a referral to Counselling Services.<\/li>\r\n<\/ul>\r\n<p class=\"import-Normal\" style=\"margin-left: 0pt;text-indent: 0pt\">If the student appears to be in imminent danger of hurting themselves or others, consult Student Services (during office hours) (902) 566-0488 or campus security (after hours) (902) 566-0384. If the student discusses thoughts of harm to self or others, call Counselling Services. Consider Calling 911 if you believe there is danger of self-harm\/harm to others. Do not promise to keep threats to self or others a secret.<\/p>\r\n\r\n<h2>Referral<\/h2>\r\n<p class=\"import-Normal\">It is important to be realistic and open about your own limits of time, energy, and training. You do NOT need to take responsibility for the student's problem and try to solve it for them. You do NOT need to act as a therapist. Instead, your goal should be to help students find the professional help that they need.<\/p>\r\n<p class=\"import-Normal\" style=\"margin-left: 0pt;margin-right: 30pt;text-indent: 0pt\">Presenting yourself as knowledgeable about campus services can ease a student\u2019s discomfort about seeking help. For a list of internal and external referral offices please go to the Referrals Appendix. Here are some suggestions for emergency and non-emergency situations.<\/p>\r\n\r\n<h3>When to Make a Referral<\/h3>\r\n<p class=\"import-Normal\" style=\"margin-left: 0pt;margin-right: 30pt;text-indent: 0pt\">Many students encounter difficulties or trouble in their personal, social, academic, career, or emotional lives. Often these students come to Counselling Services on their own. Sometimes, however, they are referred by others at the University who become aware of their distress and hope that counselling might be helpful. In fact, faculty and staff who have frequent contact with students are in an excellent position to identify troubled students and assist them in getting the help they need.<\/p>\r\n<p class=\"import-Normal\">In addition to recognizing warning signs, consider referring a student when:<\/p>\r\n\r\n<ul>\r\n \t<li>the student\u2019s distress seems to be increasing, and\/or if it has been going on for more than a couple of weeks.<\/li>\r\n \t<li>you feel you have reached the limits of your ability to help the student.<\/li>\r\n \t<li>you identify too closely with the student and\/or the problem.<\/li>\r\n \t<li>a student expresses thoughts of suicide. Ethically, intervention on your part is necessary.<\/li>\r\n<\/ul>\r\n<p class=\"import-Normal\">Some language to help you present the idea of a referral to a student might be: \u201cI can help you work out a plan to catch up on the course work, but I\u2019m not the best person to help you manage the other things you are dealing with at the moment. Let\u2019s talk about who might be able to help you with that...\u201d<\/p>\r\n\r\n<h3>Tips for Making a Referral<\/h3>\r\n<ul>\r\n \t<li>Suggest options, gently encourage them to seek support.<\/li>\r\n \t<li>Assure them that seeking counselling is a sign of strength.<\/li>\r\n \t<li>Ask what help they would prefer and support the student\u2019s agency.<\/li>\r\n \t<li>Tell the student why your observations have led you to believe that talking with a counsellor may be helpful.<\/li>\r\n \t<li>Share your knowledge of campus counselling services, a simple description may alleviate the student's anxiety about the process.<\/li>\r\n \t<li>Talk about making one appointment rather than \"going to counselling.\"<\/li>\r\n \t<li>Respect the student's right to reject or to think about the referral suggestion first, unless there has been talkof suicide. The student needs to be motivated and ready to accept help \u2013 this cannot be rushed or forced. The student may have a variety of reasons that you are not aware of for deferring or declining formal support.<\/li>\r\n<\/ul>\r\n<p class=\"import-Normal\">Don\u2019t say<\/p>\r\n\r\n<ul>\r\n \t<li class=\"import-Normal\">\"You need to see a psychiatrist or counsellor.\"<\/li>\r\n \t<li class=\"import-Normal\">\"Some types of students just need help to get through the semester.\"<\/li>\r\n \t<li class=\"import-Normal\">\"I'll just call Student Affairs\/ the Counselling Office for you now.\"<\/li>\r\n<\/ul>\r\n<p class=\"import-Normal\">Do say<\/p>\r\n\r\n<ul>\r\n \t<li class=\"import-Normal\">\"It sounds like it might help to talk with someone about this; what do you think?\"<\/li>\r\n \t<li class=\"import-Normal\">\"I'm glad you're thinking about this, your health is important.\"<\/li>\r\n \t<li class=\"import-Normal\">\"Would you like me to call someone for you?\"<\/li>\r\n<\/ul>\r\n<p class=\"import-Normal\">Things to Avoid<\/p>\r\n\r\n<ul>\r\n \t<li>Minimizing the student\u2019s concerns (e.g., \"Your grades are so good.\" \"You're doing fine.\" \"I think you're overreacting.\").<\/li>\r\n \t<li>Providing so much information that it overwhelms the student.<\/li>\r\n \t<li>Sharing your own experiences in a way that might be triggering or might take focus away from the student.<\/li>\r\n \t<li>Making negative judgments or implications about character or personality:<\/li>\r\n<\/ul>\r\n<p class=\"import-Normal\">Don\u2019t say<\/p>\r\n\r\n<ul>\r\n \t<li class=\"import-Normal\">\"Why are you coming to me just as the assignment is due?\"<\/li>\r\n<\/ul>\r\n<p class=\"import-Normal\">Do say<\/p>\r\n\r\n<ul>\r\n \t<li class=\"import-Normal\">\"I'm glad that you came to talk with me about this.\"<\/li>\r\n<\/ul>\r\n<p class=\"import-Normal\">Don\u2019t say<\/p>\r\n\r\n<ul>\r\n \t<li class=\"import-Normal\">\"Why have you missed so much class lately?\"<\/li>\r\n<\/ul>\r\n<p class=\"import-Normal\">Do say<\/p>\r\n\r\n<ul>\r\n \t<li class=\"import-Normal\">\"I've noticed that you missed a few classes. How are you doing?\"<\/li>\r\n<\/ul>\r\n<h3>Emergency Referrals<\/h3>\r\nEmergencies are those situations that require immediate attention (e.g., situations in which a student is highly agitated, cases in which there is an immediate danger of harm to oneself or others, instances in which a student\u2019s ability to function is substantially impaired and normal coping skills are not working).\r\n<ul>\r\n \t<li>If the emergency occurs during office hours, call (902) 566-0488 and ask to speak to a counsellor.<\/li>\r\n \t<li>If the counsellor is unavailable, explain to the person answering whether the nature of the emergency is such that you need the counsellor to stop what they are doing (likely an appointment with another student) to speak with you immediately, or whether you can wait for the end of the current appointment for a return call.<\/li>\r\n \t<li>Provide the counsellor with a description of the situation which has led to your concern.<\/li>\r\n \t<li>The counsellor will gladly consult with you about how to make a referral and discuss whether immediate intervention is necessary.<\/li>\r\n \t<li>Whenever possible, inform the student in crisis that you are sharing information with the counsellor.<\/li>\r\n<\/ul>\r\nIf emergency situations should arise outside of Counselling Services office hours, students may be referred to the Queen Elizabeth Hospital Emergency Room \u2013 please note that the QEH will NOT provide over-the-phone advice.\r\n\r\nIf the student or another person is in immediate danger, call 911 or campus security at (902) 566-0384.\r\n<h3>Non-Emergency Referrals<\/h3>\r\n<ul>\r\n \t<li>Invite the students to call Counselling Services to schedule an initial appointment. Let the student know that, except in emergency situations, it may take a week to be seen.<\/li>\r\n \t<li>Offer to let the student call from your office if you believe he\/she needs the extra support and encouragement (as long as you are comfortable with this).<\/li>\r\n \t<li>Consult with the counsellor when you think the student\u2019s circumstances may require an immediate appointment. He or she will assist you in determining whether emergency intervention is warranted and talk with you about the specific arrangements that need to be made.<\/li>\r\n \t<li>Assure the student that our counsellors are competent, well-trained, and professionally certified individuals.<\/li>\r\n \t<li>Discuss Counselling Services\u2019 confidentiality of services that are outlined on their webpage.<\/li>\r\n<\/ul>\r\n<p class=\"import-Normal\" style=\"text-align: justify;margin-left: 27pt;margin-right: 37pt;text-indent: 0pt\"><\/p>\r\n\r\n<h2>What About Students Who Are Reluctant To Go To a Referral?<\/h2>\r\n<p class=\"import-Normal\">If it seems clear that a student needs or could benefit from a referral, but is reluctant to go, you might mention any of the following that seem appropriate for that student:<\/p>\r\n\r\n<ul>\r\n \t<li>The student can try one session to see if this is potentially helpful.<\/li>\r\n \t<li>The visit will be kept strictly confidential.<\/li>\r\n \t<li>All the student has to do to get an appointment is email, or telephone.<\/li>\r\n \t<li>It\u2019s free.<\/li>\r\n \t<li>Some students have difficulty believing a referral can help, if you are confident\/have experience with the service, sharing this confidence can help<\/li>\r\n \t<li>A person doesn\u2019t have to be having a crisis to get help<\/li>\r\n \t<li>The student can call and speak to the service or visit the webpage to learn more.<\/li>\r\n<\/ul>","rendered":"<p class=\"import-Normal\" style=\"margin-right: 30pt\">If you have noticed warning signs, you are faced with the decision of whether to intervene. Your interest in your student\u2019s well-being can make an important difference to a person in distress. You may decide to submit a referral to Accessibility Services or use the \u201cStudent of Concern\u201d form available on myUPEI.ca to share your observations with staff in Student Affairs. If you decide to intervene, here are some suggestions that will help you to be a good listener and to increase a student\u2019s willingness to accept a referral to Counselling Services or other resources:<\/p>\n<ul>\n<li>Talk to the student privately to help minimize embarrassment and defensiveness.<\/li>\n<li>Listen carefully to the student, and respond to both the content and the emotions of the situation. For example, \u201cSounds as if you are disappointed because the test did not go as you expected.\u201d OR \u201cYou feel sad because you didn\u2019t get accepted to the program in which you are really interested.\u201d<\/li>\n<li>Discuss your observations and perceptions of the situation directly and honestly with the student. For example, \u201cI notice you haven\u2019t attended class lately and that is uncharacteristic of you.\u201d<\/li>\n<li>Express your concern in a non-judgmental way.<\/li>\n<li>Then wait silently for a moment to see if the student offers a response.<\/li>\n<li>Don&#8217;t assume that a mental health concern is the reason for the behaviour, just open a dialogue.<\/li>\n<li>If a student shares their concerns, it is important to listen patiently and receptively. You are providing support for a student when they feel heard and understood. It&#8217;s ok to have to go over their story a couple of times to make sure you understand it if it feels convoluted &#8211; this is not the time to &#8216;smile and nod&#8217;.<\/li>\n<li>It may be difficult for the student to find the right words to explain; be okay with the silence and give them space to think.<\/li>\n<li>Communicate your understanding by repeating back the essence of what the student has said.<\/li>\n<li>Offer privacy, but don&#8217;t promise complete confidentiality. You will need to report if you believe the student or someone else is at risk of harm.<\/li>\n<li>If a student tells you of an incident of sexual harassment or violence then you need to refer them to the <a class=\"rId47\" href=\"https:\/\/www.upei.ca\/svpro\">Sexual Violence Prevention and Response Office<\/a>.<\/li>\n<li>Validate what the student says and show that you appreciate them reaching out. For example:\n<ul>\n<li>&#8220;It sounds like you have a lot going on.&#8221;<\/li>\n<li>&#8220;That sounds hard.&#8221;<\/li>\n<li>&#8220;It&#8217;s understandable that you would feel that way.&#8221;<\/li>\n<li>&#8220;Thanks for letting me know.&#8221;<\/li>\n<li>&#8220;I&#8217;m glad that you came to talk to me about this.&#8221;<\/li>\n<li>&#8220;I appreciate you sharing this with me.&#8221;<\/li>\n<\/ul>\n<\/li>\n<li>Respect the student\u2019s value system, even if you don\u2019t agree with it.<\/li>\n<li>Help the student identify the options for action and explore possible consequences.<\/li>\n<li>Be frank with the student about the limits of your ability to help them. Avoid promising things you can&#8217;t promise or speak to decisions that you cannot make. Deflecting can be a useful skill here<\/li>\n<li>Discuss campus resources. If the student is interested, make a referral to Counselling Services.<\/li>\n<\/ul>\n<p class=\"import-Normal\" style=\"margin-left: 0pt;text-indent: 0pt\">If the student appears to be in imminent danger of hurting themselves or others, consult Student Services (during office hours) (902) 566-0488 or campus security (after hours) (902) 566-0384. If the student discusses thoughts of harm to self or others, call Counselling Services. Consider Calling 911 if you believe there is danger of self-harm\/harm to others. Do not promise to keep threats to self or others a secret.<\/p>\n<h2>Referral<\/h2>\n<p class=\"import-Normal\">It is important to be realistic and open about your own limits of time, energy, and training. You do NOT need to take responsibility for the student&#8217;s problem and try to solve it for them. You do NOT need to act as a therapist. Instead, your goal should be to help students find the professional help that they need.<\/p>\n<p class=\"import-Normal\" style=\"margin-left: 0pt;margin-right: 30pt;text-indent: 0pt\">Presenting yourself as knowledgeable about campus services can ease a student\u2019s discomfort about seeking help. For a list of internal and external referral offices please go to the Referrals Appendix. Here are some suggestions for emergency and non-emergency situations.<\/p>\n<h3>When to Make a Referral<\/h3>\n<p class=\"import-Normal\" style=\"margin-left: 0pt;margin-right: 30pt;text-indent: 0pt\">Many students encounter difficulties or trouble in their personal, social, academic, career, or emotional lives. Often these students come to Counselling Services on their own. Sometimes, however, they are referred by others at the University who become aware of their distress and hope that counselling might be helpful. In fact, faculty and staff who have frequent contact with students are in an excellent position to identify troubled students and assist them in getting the help they need.<\/p>\n<p class=\"import-Normal\">In addition to recognizing warning signs, consider referring a student when:<\/p>\n<ul>\n<li>the student\u2019s distress seems to be increasing, and\/or if it has been going on for more than a couple of weeks.<\/li>\n<li>you feel you have reached the limits of your ability to help the student.<\/li>\n<li>you identify too closely with the student and\/or the problem.<\/li>\n<li>a student expresses thoughts of suicide. Ethically, intervention on your part is necessary.<\/li>\n<\/ul>\n<p class=\"import-Normal\">Some language to help you present the idea of a referral to a student might be: \u201cI can help you work out a plan to catch up on the course work, but I\u2019m not the best person to help you manage the other things you are dealing with at the moment. Let\u2019s talk about who might be able to help you with that&#8230;\u201d<\/p>\n<h3>Tips for Making a Referral<\/h3>\n<ul>\n<li>Suggest options, gently encourage them to seek support.<\/li>\n<li>Assure them that seeking counselling is a sign of strength.<\/li>\n<li>Ask what help they would prefer and support the student\u2019s agency.<\/li>\n<li>Tell the student why your observations have led you to believe that talking with a counsellor may be helpful.<\/li>\n<li>Share your knowledge of campus counselling services, a simple description may alleviate the student&#8217;s anxiety about the process.<\/li>\n<li>Talk about making one appointment rather than &#8220;going to counselling.&#8221;<\/li>\n<li>Respect the student&#8217;s right to reject or to think about the referral suggestion first, unless there has been talkof suicide. The student needs to be motivated and ready to accept help \u2013 this cannot be rushed or forced. The student may have a variety of reasons that you are not aware of for deferring or declining formal support.<\/li>\n<\/ul>\n<p class=\"import-Normal\">Don\u2019t say<\/p>\n<ul>\n<li class=\"import-Normal\">&#8220;You need to see a psychiatrist or counsellor.&#8221;<\/li>\n<li class=\"import-Normal\">&#8220;Some types of students just need help to get through the semester.&#8221;<\/li>\n<li class=\"import-Normal\">&#8220;I&#8217;ll just call Student Affairs\/ the Counselling Office for you now.&#8221;<\/li>\n<\/ul>\n<p class=\"import-Normal\">Do say<\/p>\n<ul>\n<li class=\"import-Normal\">&#8220;It sounds like it might help to talk with someone about this; what do you think?&#8221;<\/li>\n<li class=\"import-Normal\">&#8220;I&#8217;m glad you&#8217;re thinking about this, your health is important.&#8221;<\/li>\n<li class=\"import-Normal\">&#8220;Would you like me to call someone for you?&#8221;<\/li>\n<\/ul>\n<p class=\"import-Normal\">Things to Avoid<\/p>\n<ul>\n<li>Minimizing the student\u2019s concerns (e.g., &#8220;Your grades are so good.&#8221; &#8220;You&#8217;re doing fine.&#8221; &#8220;I think you&#8217;re overreacting.&#8221;).<\/li>\n<li>Providing so much information that it overwhelms the student.<\/li>\n<li>Sharing your own experiences in a way that might be triggering or might take focus away from the student.<\/li>\n<li>Making negative judgments or implications about character or personality:<\/li>\n<\/ul>\n<p class=\"import-Normal\">Don\u2019t say<\/p>\n<ul>\n<li class=\"import-Normal\">&#8220;Why are you coming to me just as the assignment is due?&#8221;<\/li>\n<\/ul>\n<p class=\"import-Normal\">Do say<\/p>\n<ul>\n<li class=\"import-Normal\">&#8220;I&#8217;m glad that you came to talk with me about this.&#8221;<\/li>\n<\/ul>\n<p class=\"import-Normal\">Don\u2019t say<\/p>\n<ul>\n<li class=\"import-Normal\">&#8220;Why have you missed so much class lately?&#8221;<\/li>\n<\/ul>\n<p class=\"import-Normal\">Do say<\/p>\n<ul>\n<li class=\"import-Normal\">&#8220;I&#8217;ve noticed that you missed a few classes. How are you doing?&#8221;<\/li>\n<\/ul>\n<h3>Emergency Referrals<\/h3>\n<p>Emergencies are those situations that require immediate attention (e.g., situations in which a student is highly agitated, cases in which there is an immediate danger of harm to oneself or others, instances in which a student\u2019s ability to function is substantially impaired and normal coping skills are not working).<\/p>\n<ul>\n<li>If the emergency occurs during office hours, call (902) 566-0488 and ask to speak to a counsellor.<\/li>\n<li>If the counsellor is unavailable, explain to the person answering whether the nature of the emergency is such that you need the counsellor to stop what they are doing (likely an appointment with another student) to speak with you immediately, or whether you can wait for the end of the current appointment for a return call.<\/li>\n<li>Provide the counsellor with a description of the situation which has led to your concern.<\/li>\n<li>The counsellor will gladly consult with you about how to make a referral and discuss whether immediate intervention is necessary.<\/li>\n<li>Whenever possible, inform the student in crisis that you are sharing information with the counsellor.<\/li>\n<\/ul>\n<p>If emergency situations should arise outside of Counselling Services office hours, students may be referred to the Queen Elizabeth Hospital Emergency Room \u2013 please note that the QEH will NOT provide over-the-phone advice.<\/p>\n<p>If the student or another person is in immediate danger, call 911 or campus security at (902) 566-0384.<\/p>\n<h3>Non-Emergency Referrals<\/h3>\n<ul>\n<li>Invite the students to call Counselling Services to schedule an initial appointment. Let the student know that, except in emergency situations, it may take a week to be seen.<\/li>\n<li>Offer to let the student call from your office if you believe he\/she needs the extra support and encouragement (as long as you are comfortable with this).<\/li>\n<li>Consult with the counsellor when you think the student\u2019s circumstances may require an immediate appointment. He or she will assist you in determining whether emergency intervention is warranted and talk with you about the specific arrangements that need to be made.<\/li>\n<li>Assure the student that our counsellors are competent, well-trained, and professionally certified individuals.<\/li>\n<li>Discuss Counselling Services\u2019 confidentiality of services that are outlined on their webpage.<\/li>\n<\/ul>\n<p class=\"import-Normal\" style=\"text-align: justify;margin-left: 27pt;margin-right: 37pt;text-indent: 0pt\">\n<h2>What About Students Who Are Reluctant To Go To a Referral?<\/h2>\n<p class=\"import-Normal\">If it seems clear that a student needs or could benefit from a referral, but is reluctant to go, you might mention any of the following that seem appropriate for that student:<\/p>\n<ul>\n<li>The student can try one session to see if this is potentially helpful.<\/li>\n<li>The visit will be kept strictly confidential.<\/li>\n<li>All the student has to do to get an appointment is email, or telephone.<\/li>\n<li>It\u2019s free.<\/li>\n<li>Some students have difficulty believing a referral can help, if you are confident\/have experience with the service, sharing this confidence can help<\/li>\n<li>A person doesn\u2019t have to be having a crisis to get help<\/li>\n<li>The student can call and speak to the service or visit the webpage to learn more.<\/li>\n<\/ul>\n","protected":false},"author":91,"menu_order":11,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-143","chapter","type-chapter","status-publish","hentry"],"part":3,"_links":{"self":[{"href":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/wp-json\/pressbooks\/v2\/chapters\/143","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/wp-json\/wp\/v2\/users\/91"}],"version-history":[{"count":1,"href":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/wp-json\/pressbooks\/v2\/chapters\/143\/revisions"}],"predecessor-version":[{"id":144,"href":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/wp-json\/pressbooks\/v2\/chapters\/143\/revisions\/144"}],"part":[{"href":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/wp-json\/pressbooks\/v2\/parts\/3"}],"metadata":[{"href":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/wp-json\/pressbooks\/v2\/chapters\/143\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/wp-json\/wp\/v2\/media?parent=143"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/wp-json\/pressbooks\/v2\/chapter-type?post=143"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/wp-json\/wp\/v2\/contributor?post=143"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.library.upei.ca\/wellbeingguide\/wp-json\/wp\/v2\/license?post=143"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}