Transcript distressed, disruptive, and potentially dangerous students

DISTRESSED, DISRUPTIVE, & POTENTIALLY
DANGEROUS STUDENTS
Helping Faculty & Staff Develop Effective Responses
to Students of Concern
JOHN ACHTER, PH.D.
LICENSED PSYCHOLOGIST, DIRECTOR
UW-STOUT COUNSELING CENTER
Fall 2008
Goals
Articulate faculty & staff roles in
identifying and responding to student
behavior of concern
 Identify key areas and behavioral
indicators of concern
 Develop strategies for and comfort with
responding
 Know resources and mechanisms for
consultation, reporting, and referral

Establishing a community of caring: why?






Student distress is real and on the rise—and it impacts
academic performance and persistence in school
While more students are seeking help, many still do not due
to stigma or other reasons
Often those with the most serious needs don’t seek help
without encouragement
Those who seek help are more likely to persist in school—
but they must stay with it
Faculty & staff are the front lines with esteemed status
among students – in prevention parlance, you are
“gatekeepers”
Because it’s the right thing to do?!
Establishing a community of caring: how?

Resiliency factors we can control
◦ High expectations & clear boundaries
◦ Caring/supportive environment and role models
◦ Opportunities for meaningful engagement





Expect the best from students & focus on strengths
Tell students you care. . . And show them
Promote appropriate faculty-student and studentstudent relationships
Approach students when you notice changes or
concerning patterns in behavior
Individual approaches that work for you?
Distinguishing between distressed, disruptive, and
dangerous behavior
Distressed: Behavior that causes us to feel
alarmed, upset or worried (most common)
 Disruptive: Behavior that interferes with or
interrupts the educational process of other
students or the normal business functions of the
university
 Dangerous: Behavior that leaves us feeling
frightened and in fear for our personal safety or
the safety of others

General rule: If it doesn’t feel right, it’s usually not right!
(trust your gut)
Common categories/causes of
student distress
Depression
 Academic pressure or
failure
 Anxiety/stress
 Career indecision
 Disordered eating
 Identify confusion
 Self-injury
 Adjustment problems
 Alcohol/drug problems
 Unplanned pregnancy
 Sleep problems
 Family issues
 Serious mental illness (e.g.,
bipolar, schizophrenia)
 Death/loss
 Serious illness/injury
 Discrimination/alienation
 Relationship violence/ assault  Legal difficulties
 Relationship break-up

NCHA/ACHA Student Data
% within the past school year.
2000
2002
2004
2006
Felt very sad
80.6
82.0
80.9
77.8
Felt depressed
44.4
44.8
45.1
42.2
Been diagnosed with depression
10.3
11.8
14.9
14.5
Seriously considered attempting suicide
9.5
10.0
10.1
9.4
Attempted suicide
1.5
1.6
1.4
1.4
*75% of college suicides occur among students who have not accessed counseling services
*Beginning fall 2008, Stout will be requiring 3 sessions of assessment for students making suicide
attempts or threats
Signs of Distress - Academic







Excessive absences or procrastination
Withdrawal/fatigue/sleeping in class
Avoidance of or change in participation
Excessive anxiety regarding performance
Uncharacteristically poor preparation or
performance
Repeated requests for special consideration
Unusual or inappropriate expressions in writing,
drawing, or other coursework (note: if content is
violent in nature, notify SOC)
Signs of Distress - Behavioral

Change in mood (e.g.,
depressed or irritable)

Unusual or exaggerated
emotional expression

Hyperactivity or very rapid
speech

Impaired/disjointed
speech

Difficulty concentrating

Swollen or red eyes

Physical complaints (e.g.,
headaches, stomachaches)


Deterioration in hygiene
and self-care
Smell of alcohol,
marijuana or signs of
other drug use

Observable signs of
injury

Dramatic weight loss or
gain
Signs of Distress - Interpersonal

Problems with roommates, family, or
romantic partners

Significant death or other loss

Social withdrawal

Difficulty get along with others

Frequent conflicts with others

Dependency on peers, staff or faculty

Concerns and complaints from other
students
Video clip – Everything’s a Mess
Notice what signs and symptoms this
professor sees and hears from the student
that leads him to encourage the student to
seek counseling services
http://www.sa.psu.edu/caps/distress/distress/r
ecognizing_video.html

Responding to the distressed student






Observe – Take note of verbal & non-verbal
behavior that suggest signs of distress
Trust your gut – It is better to error on the side of
safety and concern by doing something
Reach out – Ask to talk in private and share your
observations in a direct and nonjudgmental manner
Listen – Encourage the student talk and listen to
both thoughts and feelings
Offer support – Your care, interest and listening may
prove pivotal in the student seeking help
Give hope – Let them know things can get better
and you will help identify options for assistance
Responding to the distressed student




Consult – If you feel unsure or “in over your head,”
utilize the Counseling Center or other resources for
assistance
Refer – To counseling or other campus resources, if
appropriate. Frame seeking help as a sign of strength
Maintain boundaries – Be clear and consistent
about expectations and honest about the limits to
your ability to help
Follow-up – Arrange a time to check back with the
student. This communicates continued care and
interest
Boundaries: Consider referral when . . .
The student expresses openness to receiving help
 There is immediate danger to student or someone
else
 The problem or request is beyond your expertise or
job role
 Personality differences interfere with your ability to
help
 Your objectivity is compromised, perhaps due to a
personal relationship
 The student is reluctant to talk to you about the
problem
 You are feeling overwhelmed, pressed for time, or
otherwise at a high level of stress

Signs of Distress – Suicide Risk

Threatening to hurt or kill oneself; talking or writing
about death, dying, or suicide

Suicide planning behavior/access to lethal means

Overwhelming hopelessness & helplessness; feeling
trapped – like there is no way out

Past attempts or other self-injurious behavior

Dramatic mood changes; feeling rage, anxiety, agitation

Reckless or risky behavior, incl. increased AOD use

Withdrawing from friends, family, society

Putting affairs in order/giving away possessions
Why address suicide risk factors?

Suicide is the 2nd leading cause of death in college
students (after accidents); accounts for more deaths
than all illnesses combined

55% of college students report suicidal thoughts at
some point in their life; In a given year, 6-10% have
“seriously contemplated suicide”; 8% have made a
plan; 1-1.5% make an attempt (2007 ACHA; 2008 U of TX study)
◦ 50% consider counseling; only 40% seek it out (MTV/AP 2008)

75% of college suicides occur among students who
have not accessed counseling services

Effective treatment is available (and free on campus)!
Addressing suicide
Think QPR (Question, Persuade, Refer)
Q – If concerned, ask directly about suicidal
thoughts and feelings
P - If the answer is yes, obtain agreement to
seek help
R – Refer for professional assessment
 Don’t promise secrecy
 As always, listen, show concern, and followup. Also take care of yourself!

The Disruptive Student

Problems with boundaries and
expectations; pushes the limits

Incivility/verbally lashing out or intimidating
others (including online)

Overly demanding of faculty, staff, or peers

Makes hostile remarks out of turn

Dominates discussion/“takes over” class

Over reaction to changes in policies or
setting reasonable limits
The Disruptive Student – what to do






Confront directly and early by verbally requesting that
the student stop the behavior
If behavior is in public and persists or escalates, ask the
student to leave the class or area
Establish a time to talk privately, informing student that
their behavior needs to change and explaining
consequences for not abiding
Postpone conversation if student is defiant or hostile
Document exact words and actions, including dates,
times, & behaviors; keep emails, voicemails, etc.
Report concerns in a timely manner to DOS
◦ “If you see something, say something” (NYC MTA)
The potentially dangerous student








Verbal or written threat of suicide, homicide or
assaultive behaviors
Displays a firearm or other weapon
Unusual interest in weapons, security, or
targets
Approval of violence to resolve problems
Attempts to harm self
Physically confronts or attacks others
Stalks or harasses others
Sends threatening emails, letters, and other
correspondence
The potentially dangerous student –
what to do
Immediately contact University or
Menomonie Police at 911
 Contact department chair or supervisor
for advice, support, and documentation
 Inform the Dean of Students Office and
consider filing a student behavior
complaint
 Consult with the Counseling Center to
debrief and assist you, other staff, and
students

Students of Concern Team
Chaired by Dean of Students (232-1181)
with membership from Counseling Center,
Disability Services, Student Health Services,
University Housing, & University Police
 They serve an important role as both a
“vortex” for information, and also a
multidisciplinary team of consultants
 Can be of assistance with all three levels of
concern, but most critically with the
disruptive or potentially dangerous student

Resources
Campus:
 Students of Concern Team – 232-1181
 Dean of Students – 232-1181
 Counseling Center – 232-2468
 Health Services – 232-1314
 Stout Police – 232-2222
Menomonie
 Menomonie Police – 911
 Red Cedar Medical Center – 235-5531
National:
 1-800-SUICIDE (Hopeline network)
 1-800-273-TALK (Suicide Lifeline)
Resources
Internet
Counseling Center (www.uwstout.edu/counsel)
 Assisting Students During Emotional Distress: A Guide for
Faculty and Staff (UW-RF document covers specific
disorders & problem areas)

(http://www.uwrf.edu/counseling/documents/7030%20Student%20Crisis%20II.pdf)

Responding to Disturbing Creative Writing (VATech):
http://www.colorado.edu/studentaffairs/victimassistance/quickassist/disturbingwriting.pdf

Writing in the Margins (UCDavis):
http://caps.ucdavis.edu/resources/staff/margin/Margin.pdf

Half of Us.com – student and celebrity videos on
mental health issues.