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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