Helping the Distressed Student

1. Helping the Distressed Student Charles Klink, Ph.D. Assistant Vice Provost for Student Affairs and Enrollment Services Jihad Aziz, Ph.D. Director, University Counseling Services

2. Outline of Presentation Topics • Continuum Approach to Disruptive Behaviors • Common Disruptive Behaviors • Issues Behind Disruptive Behaviors • Proactive Approaches to Avoid Disruptive Classroom Behaviors • Faculty Strategies Addressing Disruptive Behaviors • Factors Impacting Faculty Response

3. Outline, cont. • Responding to the Disruptive Student • Distinguishing Between the Disruptive and Distressed Student • Assisting the Distressed Student • Threatening and Violent Behaviors • Policy and Procedures • University Resources

4. Common Disruptive Behaviors(Amada, 1999) • Grandstanding • Sleeping in class • Prolonged chattering • Excessive lateness, leaving early • Poor personal hygiene • Overt inattentiveness • Eating, pager/beepers, cell phones, passing notes, text messaging • Disputing faculty expertise and authority

5. Why are students disruptive? • Unaware of standards for behavioral conduct in higher education • Difficult transition to college (i.e. still exhibiting “high school” behaviors.) • Stress • Expression of anger • Mental health concerns • Cultural values, norms and behaviors that are appropriate in cultural environment but clash with classroom setting.

6. Proactive Approaches • Teach well • Cultivate a climate of respect • Create a sense of community & connection • Encourage peer to peer reinforcement • Listen empathetically • Consult often • Discuss, rehearse and practice

7. Strategies • Modeling sets the tone • Clear expectations for behavior • Communicate clearly, consistently, regularly • Confront inappropriate behavior immediately and assertively • Proportional and graduated responses to disruptive behavior • Threats are taken seriously and reported

8. Factors Impacting Response to Disruptive Behavior • “Benign” inaction leads to spontaneous resolution • Fear problem will be perceived as a reflection of professional inadequacies • Fears of receiving inadequate administrative support • Fear of harming the student • Fear of physical reprisal • Litigation anxiety

9. Responding to the Disruptive Student(Lamb, 1992) • Respond don’t react • Meet with student privately • Ascertain if the student is aware their behavior is disruptive • Attempt to identify feelings behind disruptive behavior • Discuss consequences of continued disruptive behavior • Involve the student in addressing the problem and finding solutions • Consider environmental strategies • Identify resources to assist student • Consult, consult, consult • Document (date, behavior, actions)

10. Disruptive vs. Distressed • Disruptive students make teaching and learning difficult for others in the class by their behavior. • Distressed students are experiencing emotional and psychological problems that is interfering with their ability to learn. • Students who are disruptive may also be distressed. • Distress signals include: • Depression -- including poor concentration, loss of interest, withdrawal. • Agitation -- student may appear anxious, can’t sit still. • Disorientation -- student seems “out of it,” may exhibit bizarre behavior. • Suicidal expressions, thoughts or threats. • Alcohol or drug abuse -- including coming to class intoxicated.

11. Assisting the distressed student • Talk with student privately. • Show concern. • Help student understand they can receive help for their distress. • Provide student with referral information. (counseling center) • Document all conversations. • If you believe student is in danger of harming self or others, please contact counseling center immediately 828-6200 as well as University Police 828-1234.

12. Threatening and Violent Behavior • University settings afford students many protective factors • University campuses are safe places • Same age comparative rates for suicide/homicide • Students at risk for serious harm to self or others are few in number • Violence is seen as the product of an interaction among – individual, situation, target, setting • There is a distinction between making a threat and posing a threat • Targeted violence is not random or spontaneous. It is the result of an understandable, and often discernable, pattern of thinking and behavior

13. VCU Policy and Procedure • Student Conduct in Instructional Settings Policy • Threat Assessment and Violence Prevention Policy • Rules and Procedures

14. University Resources • University Counseling Services • 828-6200 (Monroe Park Campus); 828-3964 (MCV Campus) • VCU Police • 828-1234; 828-1196 (non-emergency) • Associate Vice Provost/ Dean of Students • 828-8940 (Monroe Park Campus); 828-0525 (MCV Campus) • Assistant Vice Provost • 828-7525

15. Resources, cont. • Student Affairs “Gold Team” • 828-8940 • Disability Support Services, Monroe Park Campus • 828-2253 • Office of Health Career/Education and Special Services for Students, MCV Campus • 828-9782 • Office of Health Promotions • 828-9355