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A MEASURED RESPONSE: A MEASURED RESPONSE: CARING FOR OUR CARING FOR OUR
DISTRESSED STUDENTSDISTRESSED STUDENTS
ETSU RESPONSEETSU RESPONSE
Admissions Advisory CommitteeStudent Behavior Management TeamCounseling Center WebsiteResponse Protocol for Life Threatening
BehaviorCritical Incident Response TeamFaculty Workshops: Mitigating Classroom
Disruption
RESPONDING TO DISRUPTIVE RESPONDING TO DISRUPTIVE STUDENTS IN THE STUDENTS IN THE
CLASSROOMCLASSROOMTBR policy makes you responsible for
control of your classroom Three steps to help deal with the disruptive
studentAll threats should be taken seriously and
campus police should be notifiedConfront the problem directlyDon’t worry about being sued
Why should Staff and Faculty Why should Staff and Faculty Intervene?Intervene?
A student’s inability to cope poses a serious threat to their ability to learn
You may be the only individual to notice that a student is struggling who does something about it
Your failure to intervene may lead to more serious consequences for the student
The student’s inability to cope may be acted out in your classroom
Why are Some People Difficult?Why are Some People Difficult?
Emotional or physical depletion Frustration Emotional wounds and/or self-esteem Emotional regression (ego-centric, tantrums) Insatiable needs (status, attention, power, control) Lack of skills Substance abuse or mental illness Issues from the family of origin
Recognizing the Troubled Recognizing the Troubled Student: Level IStudent: Level I
Serious grade problems or a noticeable decline in academic performance
Excessive absences or latenessBecoming isolated or withdrawnMarked change in personal hygieneNoticeable lethargy or hyperactivityFalling asleep in class
Recognizing the Troubled Recognizing the Troubled Student: Level 2Student: Level 2
Repeated requests for special considerationNew or regularly occurring behavior that
pushes the limits of decorum and may interfere with teaching
Unusual or exaggerated emotional responses to situations
Recognizing the Troubled Recognizing the Troubled Student: Level 3Student: Level 3
Highly disruptive behavior (hostile, aggressive, violent, etc.)
Inability to communicate clearly (garbled, slurred speech, unconnected or disjointed thoughts)
Loss of contact with realityOvert suicidal thoughts or threatsHomicidal thoughts or threats
Options for Faculty and StaffOptions for Faculty and Staff
Do nothingDeal directly with the disruptive behavior in
a manner that limits it to the classroom issue
Deal with the situation in a more personal manner
What Stops Faculty and Staff What Stops Faculty and Staff from Interventionfrom Intervention
“Benign Inaction” Fear of receiving inadequate administrative
support Fear of harming the psychologically fragile
student Fear of legal or physical reprisals Guilt View of discipline as a negative process Lack of training in disciplinary processes
Options for Effective Options for Effective InterventionIntervention
Talk with the studentMake a referralConsult with other campus professionalsContact the Dean of StudentsContact the Campus SecurityDocument all interactions
Responses to Level One IssuesResponses to Level One Issues
Talk with the student and assertively express your concern in a caring manner
Help student process options that may address your concern
Be aware of referral resources and be ready to give the student the name of a contact person and contact information
Set clear and appropriate boundaries for behavior in question
Responses to Level Two IssuesResponses to Level Two Issues
Identify pattern of behavior that has raised your concern and express it clearly to the student
Establish clear consequences for continuation of the behavior
Provide referral resources and contacts for the student, and in the event of severe concern, ensure that student makes contact
Responses to Level Three IssuesResponses to Level Three Issues
Contact Campus Security to ensure your own safety and that of other students
Remove student from any public area with attention to your own security
Assess level of distress and potential to harm self or others
Have Campus Security transport student to hospital or other appropriate agency
Debrief incident with administrators and others who were involved
Suggestions for Talking with a Suggestions for Talking with a StudentStudent
Speak privatelyAvoid being judgmentalListen sensitivelyHelp the student process their optionsRespect the student
Positive Listening SkillsPositive Listening Skills
Separate your own emotions from the other’s words
Fully commit yourself to listening, give them your full attention
Be respectful, wait for the other individual to complete their statement before expressing your own ideas
Focus on what the other person is saying and give it careful consideration using your own analytical skills
Hostility and Verbal AbuseHostility and Verbal Abuse
Distinguish verbal abuse from anger Consider safety issues It is acceptable and sometimes necessary to simply
ask the person to leave Understand the goal(s) of the person
-to get what he/she wants-to be heard-to gain control-to provoke a reaction (pick a fight)
Strategies for Handling HostilityStrategies for Handling Hostility
Don’t take it personally Remain calm. Stay in charge of your emotions Listen Reflect that you have heard the issue Keep your goals in mind:
-Reduce hostility and tension
-Be in control of yourself
-Find resolution
-Improve the relationship
De-Escalating with Non-VerbalsDe-Escalating with Non-Verbals
Respond with a measured voiceSlow down the pace of speechMaintain eye contactEqualize level of eye contactSpace (do not touch)Offer an open and solid body posture
De-Escalating VerballyDe-Escalating Verbally
Do Not:Engage in defending yourself or debatingEngage in a power struggle Tell the individual what they should doAsk them “why”Threaten or challenge the individualUse put-downs or insults
De-Escalating VerballyDe-Escalating Verbally
Do: Respond in a general, non-personalized manner Respect the other person (Sir or Miss) Respond in an honest, direct manner Document what they are saying…”Could you
repeat that?” Set firm limits with bullies Be genuine
Steps for Handling the Disruptive Steps for Handling the Disruptive StudentStudent
Do what you can to deal with the situation yourself
Consult with the Division ChairIf appropriate, consult with the Dean of
StudentsAlways remember that Campus Security is
there to assist
Making a ReferralMaking a Referral
Determine if the student is aware they have a problem
Determine the student’s willingness to positively address their problem
Determine the most appropriate referral option based upon the student’s needs and his/her willingness to address his/her concern
Determine if the student should be escorted to the appropriate referral resource and by whom
Observable Symptoms of Observable Symptoms of Mental Health Issues Mental Health Issues
DepressionManic BehaviorAnxietyPsychosisDrug and Alcohol Abuse
Syllabus SuggestionsSyllabus Suggestions
Policy regarding attendance, punctuality and tardiness, including consequences.
Statement regarding appropriate behavior between student and instructor and/or classmates.
Appropriate expectations for instructor time and attention inside and outside of class room. General policies regarding communication with instructor, including instructor office hours and location, appointments and drop-in policy, phone number and policy regarding returning telephone calls.
Statement regarding conflict resolution in the classroom (how to discuss differences/disagreements with the instructor and other students).
Syllabus SuggestionsSyllabus Suggestions
General policy on eating, drinking, smoking in class.
General policy regarding children and visitors in class.
General policy regarding breaks and leaving and entering class at other than break time(s).
General policy on plagiarism. General policy regarding cell phones, pagers,
laptop computers, PDAs
COUNSELING CENTER COUNSELING CENTER WEBSITEWEBSITE
http://www.etsu.edu/students/counseling/help/concern/default.aspx