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Working with the Troubled
- r Disruptive Student
A Faculty Guide to Helping Students
For information or on-site training contact: Wayne Griffin at 352.392.1575
Working with the Troubled or Disruptive Student A Faculty Guide to - - PowerPoint PPT Presentation
Working with the Troubled or Disruptive Student A Faculty Guide to - - PowerPoint PPT Presentation
Working with the Troubled or Disruptive Student A Faculty Guide to Helping Students For information or on-site training contact: Wayne Griffin at 352.392.1575 Faculty and Staff as Resources Campus personnel interact with students in a variety
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Faculty and Staff as Resources
Faculty and Staff are:
Knowledgeable of students and their
particular developmental stage
Aware of the stressors students encounter Knowledgeable of the campus organization
and resources
Represent the institutional ethic of care Gatekeepers for intervention and referral to
helping resources
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The Learning Environment: Establishing Expectations
Explain the importance of a classroom/ learning culture
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
Consult about the scope and enforcement of
expectations
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Self-Care for Faculty/ Staff
Be aware of your limitations and when you
may benefit from assistance
Make use of campus and community
resources (Refer to the Guide for Helping in this presentation)
Consult with others, e.g., faculty, staff,
administrators, counselors, public safety
Document interactions Review your experience and consult with
your supervisor on resources
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Recognizing and Responding to Troubled and Disruptive Students
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The Challenge of Change
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
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The Challenge of Change cont.
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
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A Profile of Student Well-Being
Students diagnosed or treated in the last school year:
Approximately 10% Americans 18 y/o or older suffer from symptoms of clinical depressions [See: http://www.cdc.gov/Features/dsDepression/
Data collected on 30,093 subjects with 30.91% response rate. Retrieved on 08/08/11 from: http://www.achancha.org/docs/ACHA-NCHA-II_ReferenceGroup_ExecutiveSummary_Fall2010.pdf
% Male % Female % Total
Depression 5.6 9.7 8.3 Anxiety 5.4 11.2 9.2 Substance abuse 1.5 0.6 1.0 Sleep reported as difficult 19.7 24.7 22.9
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A Profile of Student Well-Being
Within the last school year:
Feeling Very Sad % Male % Female % Total
No - never 32.5 18.8 23.8 Yes – last 2 weeks 17.4 26.1 23.0 Yes – last 30 days 9.9 14.9 13.1 Yes – Last 12 mos. 20.5 23.2 22.2
So Depressed Difficult to Function % Male % Female % Total
No – never 56.1 46.6 50.0 Yes – last 2 weeks 8.4 9.7 9.3 Yes – Last 30 days 4.2 6.0 5.4 Yes – Last 12 mos. 11.4 15.0 13.7
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A Profile of Student Well-Being
Within the Last School Year:
Seriously Considered Suicide % Male % Female % Total
No-never 84.2 81.8 82.5 Yes – last 2 weeks 1.6 1.3 1.5 Yes – last 30 days 0.7 0.7 0.7 Anytime w/in –Last 12 mos. 5.7 5.9 6.0
Attempting Suicide % Male % Female % Total
No – never 94.0 92.1 92.6 Yes – last 2 weeks 0.5 0.2 0.3 Yes – last 30 days 0.2 0.1 0.2 Anytime w/in Last 12 mos. 1.4 1.1 1.3
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A Profile of Student Well-Being
AUCCCD annual report of 424 centers
– 13.7% significant history of prior treatment – 24.7% taking psychotropic medications – 38% reported depression – 40.4% reported anxiety – 36.3% relationship issues – 9.0% engaged in self injury [e.g., cutting, burning, abrading] – 15.2 % suicidal thoughts and behaviors – 11.3% alcohol abuse/dependence
Retrieved on August 8, 2011 from: Fall 2011 report: http://www.aucccd.org/img/pdfs/aucccd_directors_survey_monograph_2010.pdf
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Tips for Recognizing the Troubled Student
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, increased dependency
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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
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Tips cont.
Moderately troubled students may:
– Exhibit more significant changes in mood and behavior but are resistant to accept help – Display rapid changes in mood with a sense of helplessness – Make repeated requests for special consideration
- r 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
- pinions of others
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Helping the Mildly or Moderately Trouble Student
Consult with others on how best to constructively
address your concerns and offer help
Work with the student on an individual level Address specific behaviors that represent infractions
- f 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 Wellness Center, Dean of Students, Student Health Services, Academic Advisement)
Document your intervention and follow up to
encourage the student to utilize resources
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Recognizing the Severely Troubled and Disruptive Student
The Severely Troubled/ Disruptive Student may:
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
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The Severely Troubled and Disruptive Student cont.
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 inappropriate forms of contact such as
veiled or threatening e-mails or stalking behaviors
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)
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Tips for Responding to the Severely Troubled and Disruptive Student
Attend to your personal need for safety
– Have someone meet the student with you – Meet in an area where resources are available to you
Use consultation resources
– Supervisor/Dept. Chairperson – Counseling and Wellness Center – Dean of Students
If you think the student may become
physically agitated, contact campus police at (911 or 352-392-1111) and have them present
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Tips for Responding to the Severely Troubled and Disruptive Student
I f the student is agitated and/ or a threat to harm themselves or others
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 to assist … Get help and contact the campus police for assistance (911 or 352-392- 1111)
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Tips for Responding to the Severely Troubled and Disruptive Student
I f the student is able to discuss the problem and does not pose an imminent threat:
Respect and try to understand the student’s
perspectives and convey an attitude of sincerity
Avoid promising the student confidentiality Focus on an aspect of the problem that can be
managed
Explore what has worked successfully in the past Make constructive suggestions but avoid making
promises
Identify options and resources
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Tips for Responding to the Severely Troubled and Disruptive Student
Encourage the student to use help and offer ways
to access the resources
If concerned, ask the student if s/he is considering
not wanting to live – Often the person is looking for someone to acknowledge their suffering. If yes, get help
Discuss your experience with your supervisor;
Consult about resources and next steps
Contact the Dean of Students Office to
communicate your concern and utilize resources of the Behavioral Consultation Team (352-392-1261)
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Helping the Suicidal Person
I f you think the student may be suicidal:
Listen to the person; Allow time Ask the question
– Are you thinking about killing yourself? – Are you thinking about not wanting to live?
Promote the idea of getting help Refer to campus and community resources
– Counseling and Wellness Center (352-392-1575) – Alachua Cty Crisis Center (352-264-6789) – If an emergency, call UFPD (911 or 352-392-1111)
Consult with your supervisor, document your
interactions and efforts to help and discuss follow up
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Referring for Help
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
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How to Get Help
A Decision Making Tree and Resource Guide for Working with the Troubled and Disruptive Student
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Campus and Community Resources
University Resources
Dean of Students Office 352-392-1261
Counseling and Wellness Center 352-392-1575
Student Health Services 352-392-1161
University Police Department 911 or 352-392-1111
Office of Victim Services 352-392-5648
International Center 352-392-5323
Housing and Residence Education 352-392-2171
Division of Student Affairs 352-392-1265
Employee Assistance Program 352-392-5787
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Resources cont.
Community Resources
Alachua County Crisis Center 352-264-6789
Alachua County Sheriff 911
Gainesville Police Department 911
Alachua County Fire/Rescue 911
Gainesville Fire/Rescue 911
Information and Referral Services 211 or 352-332-4636
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Case Study 1
Phase 1: Several students have mentioned their concern for a fellow member of the class, one of their friends. They note that the student has been attending classes irregularly and does not appear to be very motivated. Efforts on their part to help have been met with the friend minimizing their concerns. They want to know what they can do to be helpful.
Questions for discussion:
What concerns are present?
What suggestions can the faculty/staff member make to the students?
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Case Study 1
Phase 2: Several days later one of the students returns to let you know that though the group again tried to assist, they were rebuffed. The student informs you that she believes her friend is worsening. He does not attend classes and sleeps a lot during the day. She also notes that he has not come out of his room very much. He writes e-mails that reflect his dark mood and cynicism. She speculates that perhaps this has something to do with her friend’s recent relationship breakup. Questions for discussion:
What additional concerns are present?
What suggestions can the faculty/staff member make to the student?
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Case Study 1
Phase 3: At your suggestion that male student comes in to talk with you. His appearance is disheveled and his speech is
- slow. He appears to be very tired or sad. Over the course of
your conversation with the student, he indicates that he is not very interested in school anymore and is so far behind that he doesn’t see the sense in trying to catch up. You discuss several options for him including withdrawal. He says that he cannot withdraw because he would not have anywhere to
- live. When you ask what he plans to do, he says that it really
doesn’t matter; no one would miss him not being around.
Questions for discussion:
What concerns are present?
What actions might be taken to be helpful?
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Case Study 1
Phase 4: The student does not like the idea of talking with a counselor, even though you offer to walk him over for help. He gets up to leave and says that he wishes everyone would just leave him alone. Whatever he does with his life, it is not anyone’s business.
Questions for discussion:
What is helpful at this point?
What resources are available?
What follow-up would be suggested?
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Case Study 2
Phase 1: A student approaches an advisor and asks to talk with him about something she has heard from another female in one of her classes. She begins by requesting that what she shares be kept confidential. She doesn’t want it getting back to her friend that she broke her confidence. The student proceeds to tell the advisor about a series of e-mails received by her friend which describe another student’s attraction to
- her. Her friend has told her that she if very uncomfortable
with the male who sits beside her in class and has made
- vertures towards her. Though she has tried to ignore him, he
continues to try and get her attention. Recently he has tried talking to her before and after class.
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Case Study 2
Questions for discussion:
What concerns are present at this point?
What additional information may be helpful?
What are the next steps to be taken by the advisor?
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Case Study 2
Phase 2: The faculty member in a class notices that one of the students appears to be distressed and crying. She approaches her and asks if she is okay. When the student does not calm down, the faculty member asks that she join her outside the classroom. There she is told by the student that another member of the course confronted her before class and told her that he was tired of being ignored by her. She stated that he implied she would be changing her mind soon and would enjoy being with him more than the other guy she was with at the club Thursday night. She relates the problems with increasing e-mails, phone messages and his unwillingness to cooperate with her requests to leave her alone.
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Case Study 2
Questions for discussion:
What concerns are present at this point?
What additional information may be helpful?
What are the next steps of the advisor and what resources are available to help?
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Case Study 2
Phase 3: The male student comes into the advisor’s office the next day and complains that he is being treated unfairly; that he is being accused without people having heard his side of the story. He wants to speak with the department chair. He reports that this has happened before and that he is tired of getting in trouble for other people’s problems. He tells the advisor that he had better get this straightened out. He does not want any problem with people lying about him with graduation coming up next spring. In the course of the conversation, the student angrily denies having any responsibility for the e-mails or interaction with the woman in his class. He blames her for coming on to him and states that she should be the one getting in trouble.
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Case Study 2
Questions for discussion:
What are the priorities for the advisor?
What additional information may be helpful?
What are the next steps and what resources are available to help?