1 helping the distressed student charles klink, ph.d. assistant vice provost for student affairs and...
TRANSCRIPT
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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
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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
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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
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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
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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.
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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
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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
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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
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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)
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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.
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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.
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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
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VCU Policy and Procedure
Student Conduct in Instructional Settings Policy
Threat Assessment and Violence Prevention Policy
Rules and Procedures
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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
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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