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