Transcript H.A.M. Handling Akward Moments

Know how to help:
Recognizing students in need
Anna Edwards
Director of Student Services, Student Life, USC-Columbia
Alisa Cooney Liggett
Director, Office of Student Conduct, USC-Columbia
Maureen Grewe
Coordinator for Student Conduct and Behavioral Intervention, Office of Student Conduct, USCColumbia
What we hope you learn today
• To provide faculty/staff with ways to talk to
students about difficult topics beyond course
curriculum
• To arm faculty/staff with the tools to support
students’ wellness and safety through
responsibility and accountability
• Practice makes perfect - case studies
Develop a Relationship
Know WHO to help:
Build a Relationship
•
•
•
•
•
•
When to start?
Keep up the momentum
Check-ins
Gain buy-in from student
Clear Expectations/Outcomes
Outline Consequences
Know WHEN to help:
Recognize the Warning Signs
•
•
•
•
•
•
Changes in behaviors/appearances
Academic changes
Tones of Journals
Consistently: Late? Absent? Disheveled?
Are they pledging an organization?
Do they have any connections w/students in
class?
• Comments in class
Know WHERE to go:
FACTS and Resources
• AlcoholEdu Information
• Dealing w/Distressing Student Behavior (Red
file folders)
• Talking Points – Parents’ Guide
• Utilizing Peer Leader, Teaching Assistant, other
students that might kno
Know WHAT to ask:
Ask Questions
•
•
•
•
Use Talking Points
Plan out what to say
Keep notes on each students
Practice saying –
▫ “Have you thought about suicide?”
▫ “I’ve noticed some changes and want to talk to you
about it, is everything ok?”
▫ “Have you considered going to the counseling center?”
▫ “_______ behavior is not acceptable in our
classroom. If this happens again, _____ will
happen.”
Know WHEN you have done enough:
Refer and Follow-Up
• Offer to walk the student to the Counseling
Center, Student Disability Services, or whatever
office the student needs
• Report hazing concerns to:
▫ 777-5800 hazing hotline or
[email protected]
Know WHEN you have done enough:
Refer and Follow-Up
• Schedule a 20 minute check up meeting
• Refer to the Student Success Center, SAPE, BIT
Role Play/Discussion
Make sure to follow “HAM”
▫ Have intentional conversation
▫ Action Steps
▫ Make appropriate referrals
Scenarios
1.
2.
3.
You saw on Facebook this morning “Mary feels dead today”.
You haven’t seen Mary in a week and she shows up late today
looking disheveled.
Article in the DG today – student death drunk driving (21st
Birthday, died at 4am). Rumors are already circulating and
you are going to lead a discussion in class. Immediately
someone says “Its their fault, they shouldn’t have driven
drunk.”
You’ve noticed Kevin frequently chatting with those around
him and texting during guest presenters all semester. Last
week he interrupted other students during a class debate about
the presidential election. Today when you announced that you
were moving a deadline back two days, he exasperatedly raised
his voice saying, “You can’t do that! I have two other tests that
day – it’s not fair!”
Facebook Status/Visual Appearance
“Mary feels dead today.”
• H: Approach after class, check-in, explain visual
concerns, most importantly show empathy
• A: Depends on initial response (1) worked a double
– discuss actions/words perception (2) sleep
deprived – similar discussion and also talk about
balance (3) depressed – ask questions of concern
and immediately move to referral
• M: Depending on initial response (1) discuss
balancing sleep/school work (2) ACE – time
management (3) Counseling Center - intervention
Daily Gamecock Article – Student Death
Drunk Driving Incident, 21st Birthday
• H:Willing to be flexible with lesson plans – in light of
recent events, meet students where they are at
• A: (1) walk through decisions these students made 24
hours before the crash, try to focus on it could happen to
anyone (2) talk through victim/consequences and what
the students in your class have in common with the
victims without placing blame
• M: Counseling Center is available – this can bring up
other incidents, SAPE can help develop other ways to
incorporate alcohol/drugs into your class (more than
just peer leader – 1 day), help prepare students for
events where alcohol is present (i.e. Tailgating)
Kevin and his classroom disruption
• H: – Ask Kevin to meet with you immediately
after class or during office hours prior to the
next class, OR dismiss if the disruption escalates
• A :– meet with Kevin to:
▫ Outline specifically which behaviors were out of
line and why
▫ Ask him why he behaved that way
▫ Discuss solutions to his answer above
▫ Describe what will happen if there is another
incident
▫ Document (3 bullet points) conversation outcomes
in an email to him
Kevin and his classroom disruption
• M: Depending on response, ACE, student
conduct, counseling center, campus wellness
Think about it:
What could the instructor have done differently?
Questions?
Comments?
Concerns?
Office of Student Conduct
803-777-4333 www.sc.edu/osc
Substance Abuse Prevention and Education
803-777-5781 www.sa.sc.edu/sape
Student Life
803-777-7716 www.sa.sc.edu/stlife