Aiding Distressed Students

Identifying Behavioral Cues that Merit Intervention & Referral

Laura Forsyth, Ph.D.

Personal Counselor

Early Intervention is Key Your role as faculty is essential to the success of our students

Group Discussion

 What are some of the behavioral cues that might indicate that a student is struggling emotionally?

 What have you noticed in your classes?

Signs of Distress

 Inability to concentrate  Confusion  Falling asleep in class  Missed classes/assignments  Persistent tardiness  Disheveled appearance  Tearfulness/general emotionality

Signs of Distress (continued)

 Dependency ( excessive time requests)  Procrastination or indecisiveness  Anxious behavior  Social Isolation  Increased Irritability/inappropriate anger  Bizarre behavior  Smell of alcohol or marijuana

Small Group Discussion

 How can we approach behaviors that concern us?/ What has worked for you?

 Why might we avoid approaching students?/ What are you fears?

Guidelines for Intervention

 Request to see student in private  Share observations/express concerns  Strange and inappropriate behavior should not be ignored  Listen w/out agreeing or disagreeing (try to see the situation from the student’s viewpoint)  Attempt to identify student’s problem/concern

Guidelines (continued)

 If appropriate, explore ways to help the student deal with the problem  Flexibility with strict procedures may allow a troubled student to respond more effectively to your concerns  Involve yourself only as far as you feel comfortable  Make referrals

Preventing Disruptive Behavior Communication Tips

Disruptive Behavior: Prevention/Coping Skills

 Clear Boundaries  Validation/Active Listening  Calm/unimposing non-verbals  Concern/compassion  Separating the behavior from the person  Identifying one’s own “triggers”  “I” messages

Small group discussion

 What are you triggers if any?

Dealing with difficult students

Difficult Students So you may… should:

 Have trouble with reality  Be fearful  Be insecure  Have trouble concentrating  Get overstimulated easily  Be simple, concrete and truthful  Stay calm  Be accepting  Be brief and repeat yourself  Limit the amount of information you give them

Difficult Students So you may… should:

 Become easily agitated  Have poor judgement   Be withdrawn Have changing emotions  Stay calm and allow escape  Not expect rational discussion  Initiate relevant discussion  Identify their confusion

Difficult Students So you may… should:

  Change plans frequently Have little empathy for you  Make impulsive decisions  Have low self-esteem and motivation  Keep them focused on one plan  Recognize it as part of their personality problem  Help them focus and examine alternatives  Stay positive and focus on successes

Difficult Students: Specific situations

The Aggressive Student What to do:

 Reduce stimulation  Allow the student to ventilate  Set limits and be consistent with them  Acknowledge feelings/intensity of situation  Focus on diffusion, rather than solutions  Call for help when necessary

The Aggressive Student What not to do:

 Get into an argument  Press for explanations  Ignore the situation  Touch the student  Make threats

The Depressed Student What to do:

 Encourage the student to express feelings  Share your observations and concerns  If comfortable and appropriate, question the student about any suicidal ideation  Encourage utilization or development of a support system  Make appropriate referrals

The Depressed Student What not to do:

 Say “don’t worry” or “it will be okay” ( this will only make the student feel worse)  Become overwhelmed by their problems

Poor Contact with Reality What to do:

 Respond with warmth and kindness, but firmness  Reduce stimulation  Acknowledge their feelings without supporting their misperceptions  Focus on the here and now  Acknowledge their concerns  Seek referral

Poor Contact with Reality What not to do:

 Argue  Play along with their beliefs to avoid upsetting them (e.g. “maybe you are a prophet”)  Encourage further revelations of craziness. It is better to switch the topic to a reality-based subject  Demand that they change their behavior

The Anxious Student What to do:

 Allow expression of thoughts and feelings  Help them define their stressors and coping skills  Be clear about what you are willing to do  Remain calm/talk slowly  Encourage them to use their support system  Refer to personal counseling

The Anxious Student What not to do:

 Take responsibility for their emotional state  Try to solve their problems as if they were your own  Become anxious or overwhelmed yourself

The Manipulative Student What to do:

 Set clear and precise limits and stick to them (i.e. be consistent with these limits)  Let the student make their own decisions, do not take responsibility for them or they may trap you into solving more of their problems  Set limits to your contact with the student

The Manipulative Student What not to do:

 Let them use you as their only source of support. Instead refer them to other students in class, friends,family or campus services

The Paranoid Student What to do:

 Send clear and consistent messages regarding what you are willing to do and what you expect  Express compassion without intimate friendship ( paranoid people have trouble with closeness and warmth)  Very gently refer, if appropriate

The Paranoid Student What not to do:

 Try to flatter the student or be humorous to relieve your own anxiety ( this may decrease trust in this type of student)  Reinforce their beliefs or try to argue against them. Instead rephrase with a statement such as “your perception of this situation is…”

Student under the Influence What to do:

 Confront the student with their behavior of concern  Address the substance abuse issue if the student is open and willing  Offer support and concern  Maintain contact with the student after a referral is made

Student Under the Influence What not to do:

 Convey judgement  Make allowances for irresponsible behavior  Ignore symptoms of intoxication

Small group discussion

 Think of a situation with a troubled or difficult student that you have dealt with.  Either share how you would have dealt with the situation differently OR share a success story.