Transcript Working with the Troubled or Disruptive Student

Working with the Troubled
or Disruptive Student
Getting Help: A Resource for
Faculty and Staff
SUU Counseling and Psychological Services
Faculty and Staff as Resources
Faculty and Staff are:
 Knowledgeable of students and their
particular developmental stage
 Aware of the stressors that students
encounter
 Represent the institutional ethic of care and
a personalized learning environment
 Knowledgeable of the campus organization
and resources
 Gatekeepers for intervention and referral to
helping resources
The Learning Environment:
Establishing Expectations
Explain the importance of a
classroom/learning culture
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Define expectations for the classroom in the course
syllabus; Discuss and clarify
Be consistent
Introduce expectations early and model the desired
behaviors
– Language
– Punctuality
– Respect
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Consult about the scope and enforcement of
expectations
Self-Care for Faculty/Staff
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Be aware of your limitations and when you
may benefit from assistance
Make use of campus and community
resources
Consult with others, e.g., faculty, staff,
administrators, counselors, public safety
Review the experience and make a follow
up plan with supervisor/consultant
Document interactions
Recognizing and Responding to
Troubled and Disruptive
Students
The Challenge of Change
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Over time persons experience periods of
increased stress when challenges related to
decisions, goals and relationships arise.
Often these experiences are accompanied
by thoughts and emotions which produce
sadness, anxiety, frustration, anger and
confusion
While stressful, with support and help these
periods of adjustment are often resolved
with renewed perspectives on life, study and
work
The Challenge of Change cont.
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A persistence of sadness, anger, confusion
and isolating behaviors may indicate a
deepening concern and need for
consultation
The goal of a supportive intervention is to
provide the assistance necessary to help the
student re-establish equilibrium
Tips for Recognizing the Troubled
Student
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Mildly troubled students
Behaviors do not necessarily disrupt others
but indicate that something is troubling
the student. There may be:
– A decrease in achievement and diminished
motivation
– Increased absences
– Difficulties with concentration and focus
– Marked changes in interaction patterns with
instructor and peers, e.g., avoidance,
dependency
Mildly Troubled Students cont:
– Altered mood states, sadness, anxiety,
irritability, lethargy
– Fatigue and sleeping in class
– Pre occupation
– Missed deadlines or incomplete work
– Diminished self-care including poor hygiene
– A reticence to accept and act on an offer of help
Tips cont.
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Moderately troubled students may:
– Exhibit more significant changes in mood and
behavior but are resistant to accept help
– Display rapid changes in mood with an
accompanying sense of helplessness
– Make repeated requests for special consideration
or adjustment to academic requirements
– Express emotions more intensely, particularly
when related to requests for relaxation of
academic responsibilities
– May behave in ways that are mildly disruptive to
the classroom culture, e.g., angry outbursts,
walking out, failing to collaborate, attacking the
opinions of others
Helping the Mildly or Moderately
Trouble Student
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Consult with others on how best to constructively
address your concerns and offer help
Work with the student on an individual level
Address any specific behaviors that represent
infractions of the classroom learning culture –
provide corrective and formative feedback
Be clear about expectations and consequences
Refer the student to campus resources (e.g.,
Counseling and Psychological Services, Dean of
Students, Student Health Services, Academic
Advisement)
Document your intervention and follow up to
encourage the student to utilize resources
Recognizing the Severely Troubled
and Disruptive Student
The Severely Troubled/Disruptive
Student may:
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Be less likely to accept help and may view efforts to
assist as intrusive and unwanted
Exhibit more intense expression of emotions with
little regard for classroom decorum or deference to
the role of instructor
Reflect poor self-care and demonstrate a lack of
empathy for others
Regularly fail to attend class, be tardy and
communicate a heightened sense of entitlement
Be verbally antagonistic to peers/instructor
The Severely Troubled and
Disruptive Student cont.
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Be unwilling to collaborate with team members and
resist assuming responsibility
Have difficulty communicating, slurred speech or
confused content
Exhibit a confused sense of reality or be highly
suspicious of others
Engage in stalking behaviors or inappropriate forms
of contact such as veiled or threatening e-mails
Be hyper-vigilant and reactive to other’s opinions
Make veiled or overt references to suicidal or
homicidal thoughts (May be in oral and written
formats)
Tips for Responding to the Severely
Troubled and Disruptive Student
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Attend to your personal need for safety
– Have someone meet the student with you
– Meet in an area where resources are available to
you
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Use consultation resources
– Supervisor/Dept. Chairperson
– Counseling and Psychological Services
– Office of the Vice President
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If you think the student may become
physically agitated, contact campus police at
(586-1911) and have them present
Tips for Responding to the Severely
Troubled and Disruptive Student
If the student is agitated and/or a threat
to harm themselves or others
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Maintain a safe distance
Attempt to maintain a calm demeanor
Avoid escalating your voice level and using
provocative language
Remove yourself by indicating you will find
someone else they can talk to … Get help and
contact the campus police for assistance (5861911)
Tips for Responding to the Severely
Troubled and Disruptive Student
If the student is able to discuss the problem
and does not pose an imminent threat:
 Accept what the student says and convey an
attitude of sincerity
 Avoid assuring the student confidentiality
 Focus on an aspect of the problem that can be
managed
 Clarify what needs to be changed?
 Explore what has worked successfully in the past
 Make constructive suggestions but avoid making
promises
 Identify options and resources
Tips for Responding to the Severely
Troubled and Disruptive Student
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Encourage the student to use help and offer ways
to access the resources
Respect and try to understand the student’s
perspectives
Be persistent in efforts to encourage the student to
use resources
If concerned, ask the student if s/he is considering
not wanting to live – Often the person is looking for
someone to notice their suffering. If yes, get help
Discuss your experience with your supervisor; Plan
for next steps
Helping the Suicidal Person
If you think the student may be suicidal:
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Listen to the person; Allow time
Ask the question
– Are you thinking about killing yourself
– Are you thinking about not wanting to live
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Promote the idea of getting help
Refer to campus and community resources
– CAPS (865-8621)
– After Hours: Local Emergency Room 868-5000
– If an emergency, call Public Safety at 586-1911
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Consult with your supervisor, document your
interactions and efforts to help and plan for follow
up
Referring for Help
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The best referral involves taking the person
directly to someone who can help.
The next best referral is getting a commitment
from them to accept help, then making the
arrangements to get that help.
The third best referral is to give referral
information and try to get a good faith agreement
that student will seek assistance. Any willingness
to accept help at some time, even if in the future,
can be a positive outcome.
Follow Up
How to Get Help
A Decision Making Tree and Resource
Guide for Working with the Troubled
and Disruptive Student
How to Get Help
Consultation/Intervention Decision Tree
The Troubled Student
A student who is troubled, confused, very sad, highly
anxious, irritable, lacks in motivation and or concentration,
demonstrating bizarre behavior or thinking about suicide.
Consultation Resources
Questions about emotional/behavioral issues and getting help
Call: Counseling & Psychological Services (CAPS) 865-8621
After Office Hours:
Valley View Emergency Room 868-5000
And/Or
Administrative/Judicial procedural concerns
Call:
Dean of Students Office 586-7710
And/Or
Academic Status
Call:
Department Chair or Program Coordinator
The Disruptive Student
A student whose conduct is disruptive or dangerous,
verbally or physically threatening, active threats of suicide
and resisting help.
Consultation/Intervention Resources
Rule out the possibility of harm to self or others
If physical safety of student or others is concern
Student is on campus: Call Public Safety 586-1911
Student is off campus: Call 911
Then
Administrative/Judicial procedural concerns
Call:
Dean of Students Office
586-7710
And/Or
Campus emergency counseling
Counseling Center
865-8621
For a student off campus at the time:
Call: Valley View Emergency Room 868-5000
Campus and Community Resources
University Resources
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Dean of Students Office
(Student Assessment and Intervention Team)
Counseling and Psychological Services
Public Safety
Residence Life
Employee Assistance Program
586-7710
865-8621
586-1911
586-7966
1-800-280-3782
Sample Course Syllabus Statements
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Sample statement:
– Attendance and Classroom Culture:
Attendance during class periods is necessary for
an optimal learning experience. It is expected
each person will make an effort to come to class
prepared to participate.
– Interaction with others: Respect for diverse
opinions, responsible communication with others
and constructive behavior are expected.
Sample Course Syllabus Statements
– Punctuality and participation: Being on time
to class and actively participating in discussion
enhances the learning environment for
everyone. Classroom participation will be
considered a component of graded evaluations.
– Phones: Cell phones are to be quieted during
class time. Taking calls and text messaging are
to be done outside the classroom.