distressed, disruptive, & potentially dangerous students helping faculty & staff develop...
TRANSCRIPT
DISTRESSED, DISRUPTIVE, & DISTRESSED, DISRUPTIVE, & POTENTIALLY DANGEROUS STUDENTSPOTENTIALLY DANGEROUS STUDENTS
Helping Faculty & Staff Develop Effective Responses to Students of Concern
JOHN ACHTER, PH.D.
LICENSED PSYCHOLOGIST, DIRECTOR
UW-STOUT COUNSELING CENTER
Fall 2008
GoalsGoalsArticulate faculty & staff roles in
identifying and responding to student behavior of concern
Identify key areas and behavioral indicators of concern
Develop strategies for and comfort with responding
Know resources and mechanisms for consultation, reporting, and referral
Establishing a community of Establishing a community of caring: why?caring: why?
Student distress is real and on the rise—and it impacts academic performance and persistence in school
While more students are seeking help, many still do not due to stigma or other reasons
Often those with the most serious needs don’t seek help without encouragement
Those who seek help are more likely to persist in school—but they must stay with it
Faculty & staff are the front lines with esteemed status among students – in prevention parlance, you are “gatekeepers”
Because it’s the right thing to do?!
Establishing a community of Establishing a community of caring: how?caring: how?Resiliency factors we can control
◦ High expectations & clear boundaries◦ Caring/supportive environment and role models◦ Opportunities for meaningful engagement
Expect the best from students & focus on strengths
Tell students you care. . . And show themPromote appropriate faculty-student and
student-student relationshipsApproach students when you notice changes
or concerning patterns in behaviorIndividual approaches that work for you?
Distinguishing between Distinguishing between distressed, distressed, disruptivedisruptive, and , and dangerousdangerous behavior behavior
Distressed: Behavior that causes us to feel alarmed, upset or worried (most common)
Disruptive: Behavior that interferes with or interrupts the educational process of other students or the normal business functions of the university
Dangerous: Behavior that leaves us feeling frightened and in fear for our personal safety or the safety of others
General rule: If it doesn’t feel right, it’s usually not right! (trust your gut)
Common categories/causes Common categories/causes of student distressof student distress
DepressionAnxiety/stressDisordered eatingSelf-injuryAlcohol/drug problemsSleep problemsSerious mental illness
(e.g., bipolar, schizophrenia)
Serious illness/injuryRelationship violence/
assaultRelationship break-up
Academic pressure or failure
Career indecision Identify confusionAdjustment problemsUnplanned pregnancyFamily issuesDeath/lossDiscrimination/
alienationLegal difficulties
NCHA/ACHA Student DataNCHA/ACHA Student Data% within the past school year. 2000 2002 2004 2006
Felt very sad 80.6 82.0 80.9 77.8
Felt depressed 44.4 44.8 45.1 42.2
Been diagnosed with depression 10.3 11.8 14.9 14.5
Seriously considered attempting suicide 9.5 10.0 10.1 9.4
Attempted suicide 1.5 1.6 1.4 1.4
*75% of college suicides occur among students who have not accessed counseling services*Beginning fall 2008, Stout will be requiring 3 sessions of assessment for students making suicide attempts or threats
Signs of Distress - AcademicSigns of Distress - Academic
Excessive absences or procrastinationWithdrawal/fatigue/sleeping in classAvoidance of or change in participationExcessive anxiety regarding performanceUncharacteristically poor preparation or
performanceRepeated requests for special
considerationUnusual or inappropriate expressions in
writing, drawing, or other coursework (note: if content is violent in nature, notify SOC)
Signs of Distress - BehavioralSigns of Distress - Behavioral
Change in mood (e.g., depressed or irritable)
Hyperactivity or very rapid speech
Difficulty concentratingPhysical complaints
(e.g., headaches, stomachaches)
Deterioration in hygiene and self-care
Dramatic weight loss or gain
Unusual or exaggerated emotional expression
Impaired/disjointed speech
Swollen or red eyesSmell of alcohol,
marijuana or signs of other drug use
Observable signs of injury
Signs of Distress - Signs of Distress - InterpersonalInterpersonalProblems with roommates, family, or
romantic partnersSignificant death or other lossSocial withdrawalDifficulty get along with othersFrequent conflicts with othersDependency on peers, staff or facultyConcerns and complaints from other
students
Video clip – Everything’s a Video clip – Everything’s a MessMess
Notice what signs and symptoms this professor sees and hears from the student that leads him to encourage the student to seek counseling services
http://www.sa.psu.edu/caps/distress/distress/recognizing_video.html
Responding to the distressed Responding to the distressed studentstudent
Observe – Take note of verbal & non-verbal behavior that suggest signs of distress
Trust your gut – It is better to error on the side of safety and concern by doing something
Reach out – Ask to talk in private and share your observations in a direct and nonjudgmental manner
Listen – Encourage the student talk and listen to both thoughts and feelings
Offer support – Your care, interest and listening may prove pivotal in the student seeking help
Give hope – Let them know things can get better and you will help identify options for assistance
Responding to the distressed Responding to the distressed studentstudent
Consult – If you feel unsure or “in over your head,” utilize the Counseling Center or other resources for assistance
Refer – To counseling or other campus resources, if appropriate. Frame seeking help as a sign of strength
Maintain boundaries – Be clear and consistent about expectations and honest about the limits to your ability to help
Follow-up – Arrange a time to check back with the student. This communicates continued care and interest
Boundaries: Consider referral when . Boundaries: Consider referral when . . . . .
The student expresses openness to receiving help
There is immediate danger to student or someone else
The problem or request is beyond your expertise or job role
Personality differences interfere with your ability to help
Your objectivity is compromised, perhaps due to a personal relationship
The student is reluctant to talk to you about the problem
You are feeling overwhelmed, pressed for time, or otherwise at a high level of stress
Signs of Distress – Suicide RiskSigns of Distress – Suicide Risk
Threatening to hurt or kill oneself; talking or writing
about death, dying, or suicide
Suicide planning behavior/access to lethal means
Overwhelming hopelessness & helplessness; feeling
trapped – like there is no way out
Past attempts or other self-injurious behavior
Dramatic mood changes; feeling rage, anxiety,
agitation
Reckless or risky behavior, incl. increased AOD use
Withdrawing from friends, family, society
Putting affairs in order/giving away possessions
Why address suicide risk Why address suicide risk factors?factors?
Suicide is the 2nd leading cause of death in college
students (after accidents); accounts for more
deaths than all illnesses combined
55% of college students report suicidal thoughts at
some point in their life; In a given year, 6-10% have
“seriously contemplated suicide”; 8% have made a
plan; 1-1.5% make an attempt (2007 ACHA; 2008 U of TX study)
◦ 50% consider counseling; only 40% seek it out (MTV/AP 2008)
75% of college suicides occur among students
who have not accessed counseling services
Effective treatment is available (and free on
campus)!
Addressing suicideAddressing suicideThink QPR (Question, Persuade,
Refer)Q – If concerned, ask directly about
suicidal thoughts and feelingsP - If the answer is yes, obtain
agreement to seek help R – Refer for professional assessmentDon’t promise secrecyAs always, listen, show concern, and
follow-up. Also take care of yourself!
The Disruptive StudentThe Disruptive StudentProblems with boundaries and
expectations; pushes the limitsIncivility/verbally lashing out or
intimidating others (including online)Overly demanding of faculty, staff, or
peersMakes hostile remarks out of turnDominates discussion/“takes over” classOver reaction to changes in policies or
setting reasonable limits
The Disruptive Student – what The Disruptive Student – what to doto doConfront directly and early by verbally
requesting that the student stop the behaviorIf behavior is in public and persists or escalates,
ask the student to leave the class or areaEstablish a time to talk privately, informing
student that their behavior needs to change and explaining consequences for not abiding
Postpone conversation if student is defiant or hostile
Document exact words and actions, including dates, times, & behaviors; keep emails, voicemails, etc.
Report concerns in a timely manner to DOS◦ “If you see something, say something” (NYC MTA)
The potentially dangerous The potentially dangerous studentstudent
Verbal or written threat of suicide, homicide or assaultive behaviors
Displays a firearm or other weaponUnusual interest in weapons, security, or
targetsApproval of violence to resolve problemsAttempts to harm selfPhysically confronts or attacks othersStalks or harasses othersSends threatening emails, letters, and
other correspondence
The potentially dangerous The potentially dangerous student – what to dostudent – what to do
Immediately contact University or Menomonie Police at 911
Contact department chair or supervisor for advice, support, and documentation
Inform the Dean of Students Office and consider filing a student behavior complaint
Consult with the Counseling Center to debrief and assist you, other staff, and students
Students of Concern TeamStudents of Concern TeamChaired by Dean of Students (232-1181)
with membership from Counseling Center, Disability Services, Student Health Services, University Housing, & University Police
They serve an important role as both a “vortex” for information, and also a multidisciplinary team of consultants
Can be of assistance with all three levels of concern, but most critically with the disruptive or potentially dangerous student
ResourcesResources
Campus:Students of Concern Team – 232-1181Dean of Students – 232-1181Counseling Center – 232-2468Health Services – 232-1314Stout Police – 232-2222MenomonieMenomonie Police – 911Red Cedar Medical Center – 235-5531National:1-800-SUICIDE (Hopeline network)1-800-273-TALK (Suicide Lifeline)
ResourcesResources
InternetCounseling Center (www.uwstout.edu/counsel)
Assisting Students During Emotional Distress: A Guide for Faculty and Staff (UW-RF document covers specific disorders & problem areas)
(http://www.uwrf.edu/counseling/documents/7030%20Student%20Crisis%20II.pdf)
Responding to Disturbing Creative Writing (VATech): http://www.colorado.edu/studentaffairs/victimassistance/quickassist/disturbingwriting.pdf
Writing in the Margins (UCDavis): http://caps.ucdavis.edu/resources/staff/margin/Margin.pdf
Half of Us.com – student and celebrity videos on mental health issues.