Identifying Depressed or At-Risk Students in Your Classroom

1. Identifying Depressed or At-Risk Students in Your Classroom Anne Steider, PhD, MBA NTID Psychological Services/CaPS Staff Psychologist

2. Disruptive -vs- Distressed

3. “Disruptive” or distressing student behavior interferes with your teaching and the learning of other students in class • Interrupt others • Dominate discussions • Text • Demand attention • Exit class or frequently late • Argue • Sleep

4. Disruptive Behavior • Annoying but not disruptive to the class - consider addressing individually outside of class • Disruptive to class • Direct, assertive response • Ask the offenders to stop doing what they are doing • “Excuse me, that _______ (name the behavior) is disrupting the class. Could you please ______ (name your desired action)”

5. “Distressed” student behavior may be less disturbing to the classroom, but indicates a student’s degree of health and wellbeing • Changes in academic performance or behavior • Unusual behavior or appearance • Talk of suicide, homicide or death • Stating a need for help

6. Association of College Counseling Centers Annual Survey 2015 • Most frequently presented concerns • Anxiety 47% • Depression 40% • Relationship issues 32%

7. Changes in academic performance or behavior • Poor performance or preparation (particularly if previous performance has been good) • Excessive absences or tardiness • Avoids participation/communication • Excessive anxiety when called upon, giving a speech, or taking a exam • Exaggerated or inappropriate emotional response to an event or situation

8. Unusual behavior or appearance • Depressed or lethargic mood (head down, avoidance of eye contact) • Hyperactivity or very rapid speech • Swollen or red eyes • Change in personal hygiene or dress • Disheveled appearance • Dramatic weight loss or gain • Strange or bizarre behavior indicating questionable contact with reality

9. Talk of suicide, homicide or death • Overt references to suicide or off-handed remarks about suicide (even if said jokingly) • Feelings of hopelessness or helplessness • Isolation from friends or family • Homicidal threats or off-handed threatening remarks • Recent, unexpected loss

10. Stating a need for help • Students may directly tell you about their feelings of stress, confusion, sadness, hopelessness, anxiety, etc. They may look to you for understanding, answers, and/or direction. • On the other hand, students may fear negative judgment and avoid and withdraw from you and your class.

11. Responding empathically to emotional distress • Explicitly acknowledge the student’s difficult situation or emotion

12. Responding empathically to emotional distress • Nondirective support of self determination and action • “What do you want to have happen?” • “Is there anyone that could support you with this plan?”

13. Responding empathically to emotional distress • Collaborative Engagement • “You are saying you have decided to __________, but you are unsure of the options for help. Let’s explore together where you could go for help”.

14. Responding empathically to emotional distress • Directive engagement • “What I want you to do right now is breathe with me. That’s good. Breathe in for a count of 6 and out for a count of 6”.

15. Disruptive Behavior • Interrupt others • Dominate discussions • Texting • Demand attention • Exit class or frequently late • Argue • Sleep Distressed Behavior • Changes in academic performance or behavior • Unusual behavior or appearance • Talk of suicide, homicide or death • Stating a need for help

16. Exceptionally difficult distressed and disruptive behavior • Emotionality • Self-injury/Cutting • SuicidalIdeation • Violence

17. Exceptionally difficult distressed and disruptive behavior • Emotionality • Anger • Tears Response: I can see this is important to you. Because this is important, lets come up with a plan.

18. Exceptionally difficult distressed and disruptive behavior • Emotionality • Self-injury/Cutting • Emotional regulation Response: You must be feeling pretty overwhelmed. You don’t have to deal with this on your own. Thank you for talking about this difficult matter.

19. Exceptionally difficult distressed and disruptive behavior • Suicide/Violence Implementation Acquisition Planning Ideation

20. Exceptionally difficult distressed and disruptive behavior • Suicide/Violence • Perpetrators of serious campus violence don’t “just snap” • These incidents are not impulsive or random • Most (over 75%) consider, plan, and prepare before engaging in violent behavior • Most (over 75%) discuss their plans with others before the attack.

21. Managing your anxiety as an instructor when approaching a disruptive or distressed student • Breathe first. • Remind yourself this is not about you. • Remember there are campus resources.

22. Campus Resources

23. Campus Resources, Contacts & Info

24. Additional Resources