Working with the Troubled or Disruptive Student

Working with the Working with the Troubled or Disruptive Troubled or Disruptive

StudentStudent

A Faculty Guide to Helping A Faculty Guide to Helping StudentsStudents

Academic Administrator’s SeminarAcademic Administrator’s Seminar

January 12, 2011January 12, 2011

For information or to schedule on-site training For information or to schedule on-site training contact:contact:

Wayne Griffin at 352.392.1576 orWayne Griffin at 352.392.1576 or

E-mail: [email protected]: [email protected]

Faculty and Staff as ResourcesFaculty and Staff as Resources

Campus personnel interact with Campus personnel interact with students in a variety of contextsstudents in a variety of contexts::– Teaching and Research FacultyTeaching and Research Faculty– Graduate Teaching and Research Graduate Teaching and Research

AssistantsAssistants– InstructorsInstructors– Support StaffSupport Staff– Academic Advisors and Office of the Academic Advisors and Office of the

RegistrarRegistrar– Student Affairs Personnel, e.g., Financial Student Affairs Personnel, e.g., Financial

Aid, Reitz Union, Career Resource Center, Aid, Reitz Union, Career Resource Center, Dean of Students, Counseling, Housing Dean of Students, Counseling, Housing and Recreation staffsand Recreation staffs

– Student Organization AdvisorsStudent Organization Advisors

Faculty and Staff as ResourcesFaculty and Staff as Resources

Faculty and Staff areFaculty and Staff are:: Knowledgeable of students and their Knowledgeable of students and their

particular developmental stageparticular developmental stage Aware of the stressors students Aware of the stressors students

encounterencounter Knowledgeable of the campus Knowledgeable of the campus

organization and resourcesorganization and resources Represent the institutional ethic of careRepresent the institutional ethic of care Gatekeepers for intervention and Gatekeepers for intervention and

referral to helping resourcesreferral to helping resources

The Learning Environment: The Learning Environment: Establishing ExpectationsEstablishing Expectations

Explain the importance of a Explain the importance of a classroom/learning cultureclassroom/learning culture

Define expectations for the classroom in the Define expectations for the classroom in the course syllabus; Discuss and clarifycourse syllabus; Discuss and clarify

Be consistentBe consistent Introduce expectations early and model the Introduce expectations early and model the

desired behaviorsdesired behaviors– LanguageLanguage– PunctualityPunctuality– RespectRespect

Consult about the scope and enforcement of Consult about the scope and enforcement of expectations expectations

Self-Care for Faculty/StaffSelf-Care for Faculty/Staff

Be aware of your limitations and when Be aware of your limitations and when you may benefit from assistanceyou may benefit from assistance

Make use of campus and community Make use of campus and community resources (Refer to the Guide for resources (Refer to the Guide for Helping in this presentation)Helping in this presentation)

Consult with others, e.g., faculty, staff, Consult with others, e.g., faculty, staff, administrators, counselors, public administrators, counselors, public safetysafety

Document interactionsDocument interactions Review your experience and consult Review your experience and consult

with your supervisor on resourceswith your supervisor on resources

Recognizing and Responding Recognizing and Responding to Troubled and Disruptive to Troubled and Disruptive

StudentsStudents

The Challenge of ChangeThe Challenge of Change

Over time persons experience periods Over time persons experience periods of increased stress when challenges of increased stress when challenges related to decisions, goals and related to decisions, goals and relationships arise. Often these relationships arise. Often these experiences are accompanied by experiences are accompanied by thoughts and emotions which produce thoughts and emotions which produce sadness, anxiety, frustration, anger and sadness, anxiety, frustration, anger and confusionconfusion

While stressful, with support and help While stressful, with support and help these periods of adjustment are often these periods of adjustment are often resolved with renewed perspectives on resolved with renewed perspectives on life, study and worklife, study and work

The Challenge of Change cont.The Challenge of Change cont.

A persistence of sadness, anger, A persistence of sadness, anger, confusion and isolating behaviors may confusion and isolating behaviors may indicate a deepening concern and indicate a deepening concern and need for consultationneed for consultation

The goal of a supportive intervention is The goal of a supportive intervention is to provide the assistance necessary to to provide the assistance necessary to help the student re-establish help the student re-establish equilibriumequilibrium

A Profile of Student Well-A Profile of Student Well-BeingBeing Within the last school year:Within the last school year:

Feeling Very Sad

% % %

Male Female Total

Never 30.5 16.2 21.3

1 – 10 59.7 70 66.3

11 + 9.8 13.8 12.4So Depressed Difficult to Function

% % %

% Male Female Total

Never 62.8 53.9 57

1 – 10 31.6 39 36.4

11 + 5.6 7.1 6.6106 Campuses and 80,121 randomized subjects: Retrieved on

11/09/09 from: at http://www.acha-ncha.org/docs/ACHA NCHA_Reference_Group_ExecutiveSummary_Spring2008.pdf

A Profile of Student Well-A Profile of Student Well-BeingBeing

Students diagnosed with depression in the last school Students diagnosed with depression in the last school year:year:

Approximately 6.7% Americans 18 y/o and older Approximately 6.7% Americans 18 y/o and older diagnosed annually with major depressive episode diagnosed annually with major depressive episode [NIMH][NIMH]

106 Campuses and 80,121 randomized subjects: Retrieved on 11/09/09 from: at 106 Campuses and 80,121 randomized subjects: Retrieved on 11/09/09 from: at http://www.acha-ncha.org/docs/ACHA-NCHA_Reference_Group_ExecutiveSummary_Spring2008.pdfhttp://www.acha-ncha.org/docs/ACHA-NCHA_Reference_Group_ExecutiveSummary_Spring2008.pdf

% Male % Female % Total

Ever dx w depression

10.4 17.4 14.9

Dx last school Year

29.7 32.6 32

Currently in Tx

22.3 25.2 24.5

Currently taking medication

28.8 37.7 35.6


Within the Last School Year:Within the Last School Year:Seriously Considered Suicide

% % %

Male Female Total

Never 91.5 90.7 91

1 - 10 7.7 8.5 8.2

11 + .9 .8 .8Attempting Suicide

% % %

Male Female Total

Never 98.6 98.8 98.7

1 – 10 1.2 1.1 1.2

11 + .2 .1 .1106 Campuses and 80,121 randomized subjects: Retrieved on 11/09/09 from: at http://www.acha-ncha.org/docs/ACHA-

NCHA_Reference_Group_ExecutiveSummary_Spring2008.pdf


AUCCCDAUCCCD annual report of 391 centers annual report of 391 centers– 13.4% significant history of prior treatment13.4% significant history of prior treatment– 24.6% taking psychotropic medications24.6% taking psychotropic medications– 37% reported depression37% reported depression– 36.6% reported anxiety36.6% reported anxiety– 36.6% relationship issues36.6% relationship issues– 7.5% engaging in self injury [e.g., cutting, 7.5% engaging in self injury [e.g., cutting,

burning, abrading]burning, abrading]

Association of University and College Counseling Centers - Retrieved on-line on August 18, 2009 from: Association of University and College Counseling Centers - Retrieved on-line on August 18, 2009 from: http://www.aucccd.org/img/pdfs/aucccd_monograph_public_2008.pdfhttp://www.aucccd.org/img/pdfs/aucccd_monograph_public_2008.pdf

Tips for Recognizing the Tips for Recognizing the Troubled StudentTroubled Student

Mildly troubled studentsMildly troubled studentsBehaviors do not necessarily disrupt Behaviors do not necessarily disrupt

others but indicate that something is others but indicate that something is troubling the student. There may be:troubling the student. There may be:

– A decrease in achievement and diminished A decrease in achievement and diminished motivationmotivation

– Increased absencesIncreased absences– Difficulties with concentration and focusDifficulties with concentration and focus– Marked changes in interaction patterns Marked changes in interaction patterns

with instructor and peers, e.g., avoidance, with instructor and peers, e.g., avoidance, increased dependencyincreased dependency

Mildly Troubled Students cont:Mildly Troubled Students cont:

– Altered mood states, sadness, anxiety, Altered mood states, sadness, anxiety, irritability, lethargyirritability, lethargy

– Fatigue and sleeping in classFatigue and sleeping in class– Pre occupationPre occupation– Missed deadlines or incomplete workMissed deadlines or incomplete work– Diminished self-care including poor Diminished self-care including poor

hygienehygiene– A reticence to accept and act on an offer A reticence to accept and act on an offer

of helpof help

Tips cont.Tips cont.

Moderately troubled students mayModerately troubled students may::– Exhibit significant changes in mood and Exhibit significant changes in mood and

behavior but are resistant to accept helpbehavior but are resistant to accept help– Report a sense of helplessnessReport a sense of helplessness– Make repeated requests for special Make repeated requests for special

consideration or adjustment to academic consideration or adjustment to academic requirementsrequirements

– Express emotions more intensely, Express emotions more intensely, particularly when related to requests for particularly when related to requests for relaxation of academic responsibilitiesrelaxation of academic responsibilities

– May behave in ways that are mildly May behave in ways that are mildly disruptive to the classroom culture, e.g., disruptive to the classroom culture, e.g., angry outbursts, walking out, failing to angry outbursts, walking out, failing to collaborate, attacking the opinions of otherscollaborate, attacking the opinions of others

Helping the Mildly or Helping the Mildly or Moderately Trouble StudentModerately Trouble Student

Consult with others on how best to Consult with others on how best to constructively address your concerns and offer constructively address your concerns and offer helphelp

Work with the student on an individual levelWork with the student on an individual level Address specific behaviors that represent Address specific behaviors that represent

infractions of the classroom learning culture –infractions of the classroom learning culture –provide corrective and formative feedbackprovide corrective and formative feedback

Be clear about expectations and consequencesBe clear about expectations and consequences Refer the student to campus resources (e.g., Refer the student to campus resources (e.g.,

Counseling and Wellness Center, Dean of Counseling and Wellness Center, Dean of Students, Student Health Services, Academic Students, Student Health Services, Academic Advisement)Advisement)

Document your intervention and follow up to Document your intervention and follow up to encourage the student to utilize resourcesencourage the student to utilize resources

Recognizing the Severely Recognizing the Severely Troubled and Disruptive Troubled and Disruptive

StudentStudent

The Severely Troubled/Disruptive The Severely Troubled/Disruptive Student mayStudent may::

Be less likely to accept help and may view Be less likely to accept help and may view efforts to assist as intrusive and unwantedefforts to assist as intrusive and unwanted

Exhibit more intense expression of emotions Exhibit more intense expression of emotions with little regard for classroom decorum or with little regard for classroom decorum or deference to the role of instructordeference to the role of instructor

Reflect poor self-care and demonstrate a lack Reflect poor self-care and demonstrate a lack of empathy for others of empathy for others

Regularly fail to attend class, be tardy and Regularly fail to attend class, be tardy and communicate a heightened sense of communicate a heightened sense of entitlemententitlement

Be verbally antagonistic to peers/instructorBe verbally antagonistic to peers/instructor

The Severely Troubled and The Severely Troubled and Disruptive Student cont.Disruptive Student cont.

Be unwilling to collaborate with team members Be unwilling to collaborate with team members and resist assuming responsibilityand resist assuming responsibility

Have difficulty communicating, slurred speech or Have difficulty communicating, slurred speech or confused contentconfused content

Exhibit a confused sense of reality or be highly Exhibit a confused sense of reality or be highly suspicious of otherssuspicious of others

Engage in inappropriate forms of contact such as Engage in inappropriate forms of contact such as veiled or threatening e-mails or stalking veiled or threatening e-mails or stalking behaviorsbehaviors

Be hyper-vigilant and reactive to other’s opinionsBe hyper-vigilant and reactive to other’s opinions Make veiled or overt references to suicidal or Make veiled or overt references to suicidal or

homicidal thoughts (May be in oral and written homicidal thoughts (May be in oral and written formats)formats)

Tips for Responding to the Tips for Responding to the Severely Troubled and Severely Troubled and

Disruptive StudentDisruptive Student Attend to your personal need for safetyAttend to your personal need for safety

– Have someone meet the student with youHave someone meet the student with you– Meet in an area where resources are Meet in an area where resources are

available to youavailable to you Use consultation resourcesUse consultation resources

– Supervisor/Dept. ChairpersonSupervisor/Dept. Chairperson– Counseling and Wellness Center Counseling and Wellness Center – Dean of StudentsDean of Students

If you think the student may become If you think the student may become physically agitated, contact campus physically agitated, contact campus police at (911 or 352-392-1111) and police at (911 or 352-392-1111) and have them presenthave them present


Disruptive StudentDisruptive Student

If the student is agitatedIf the student is agitated and/or a and/or a threat to harm themselves or threat to harm themselves or othersothers

Maintain a safe distanceMaintain a safe distance Attempt to maintain a calm demeanor Attempt to maintain a calm demeanor Avoid escalating your voice level and using Avoid escalating your voice level and using

provocative languageprovocative language Remove yourself by indicating you will find Remove yourself by indicating you will find

someone else to assist … Get help and someone else to assist … Get help and contact the campus police for assistance contact the campus police for assistance (911 or 352-392-1111)(911 or 352-392-1111)


Disruptive StudentDisruptive Student

If the student is able to discuss the problem If the student is able to discuss the problem and does not pose an imminent threat:and does not pose an imminent threat:

Respect and try to understand the student’s Respect and try to understand the student’s perspectives and convey an attitude of perspectives and convey an attitude of sinceritysincerity

Avoid promising the student confidentialityAvoid promising the student confidentiality Focus on an aspect of the problem that can be Focus on an aspect of the problem that can be

managedmanaged Explore what has worked successfully in the Explore what has worked successfully in the

pastpast Make constructive suggestions but avoid Make constructive suggestions but avoid

making promisesmaking promises Identify options and resourcesIdentify options and resources


Disruptive StudentDisruptive Student Encourage the student to use help and offer Encourage the student to use help and offer

ways to access the resourcesways to access the resources If concerned, ask the student if s/he is If concerned, ask the student if s/he is

considering not wanting to live – Often the considering not wanting to live – Often the person is looking for someone to acknowledge person is looking for someone to acknowledge their suffering. If yes, get helptheir suffering. If yes, get help

Discuss your experience with your supervisor; Discuss your experience with your supervisor; Consult about resources and next stepsConsult about resources and next steps

Contact the Dean of Students Office to Contact the Dean of Students Office to communicate your concern and utilize communicate your concern and utilize resources of the Behavioral Consultation Team resources of the Behavioral Consultation Team (352-392-1261)(352-392-1261)

Helping the Suicidal PersonHelping the Suicidal Person

If you think the student may be If you think the student may be suicidalsuicidal::

Listen to the person; Allow time Listen to the person; Allow time Ask the question Ask the question

– Are you thinking about killing yourself?Are you thinking about killing yourself?– Are you thinking about not wanting to live?Are you thinking about not wanting to live?

Promote the idea of getting helpPromote the idea of getting help Refer to campus and community resourcesRefer to campus and community resources

– Counseling and Wellness Center (352-392-1575)Counseling and Wellness Center (352-392-1575)– After Hours: Alachua Cty Crisis Center (352-264-After Hours: Alachua Cty Crisis Center (352-264-

6789)6789)– If an emergency, call UFPD (911 or 352-392-1111)If an emergency, call UFPD (911 or 352-392-1111)

Consult with your supervisor, document your Consult with your supervisor, document your interactions and efforts to help and discuss interactions and efforts to help and discuss follow upfollow up

Referring for HelpReferring for Help

The best referral involves taking the The best referral involves taking the person directly to someone who can help.person directly to someone who can help.

The next best referral is getting a The next best referral is getting a commitment from them to accept help, commitment from them to accept help, then making the arrangements to get that then making the arrangements to get that help.help.

The third best referral is to give referral The third best referral is to give referral information and try to get a good faith information and try to get a good faith agreement that student will seek agreement that student will seek assistance. Any willingness to accept help assistance. Any willingness to accept help at some time, even if in the future, can be at some time, even if in the future, can be a positive outcome.a positive outcome.

Follow UpFollow Up

How to Get HelpHow to Get Help

A Decision Making Tree and A Decision Making Tree and Resource Guide for Working with Resource Guide for Working with

the Troubled and Disruptive the Troubled and Disruptive StudentStudent

Campus and Community Campus and Community ResourcesResources

University ResourcesUniversity Resources

Dean of Students OfficeDean of Students Office 352-392-1261352-392-1261 Counseling and Wellness CenterCounseling and Wellness Center 352-392-1575352-392-1575 Student Health ServicesStudent Health Services 352-392-1161352-392-1161 University Police DepartmentUniversity Police Department 911 or 352-911 or 352-

392-1111392-1111 Office of Victim ServicesOffice of Victim Services 352-392-5648352-392-5648 International CenterInternational Center 352-392-5323352-392-5323 Housing and Residence EducationHousing and Residence Education 352-392-2171352-392-2171 Division of Student AffairsDivision of Student Affairs 352-392-1265352-392-1265 Employee Assistance ProgramEmployee Assistance Program 352-392-5787352-392-5787

Resources cont.Resources cont.

Community ResourcesCommunity Resources

Alachua County Crisis CenterAlachua County Crisis Center 352-264-352-264-67896789

Alachua County SheriffAlachua County Sheriff 911911 Gainesville Police DepartmentGainesville Police Department 911911 Alachua County Fire/RescueAlachua County Fire/Rescue 911911 Gainesville Fire/RescueGainesville Fire/Rescue 911911 Information and Referral Services 211 or 352-332-Information and Referral Services 211 or 352-332-

46364636

Case Study 1Case Study 1

Phase 1Phase 1: Several students have mentioned their : Several students have mentioned their concern for a fellow member of the class, one of their concern for a fellow member of the class, one of their friends. They note that the student has been friends. They note that the student has been attending classes irregularly and does not appear to attending classes irregularly and does not appear to be very motivated. Efforts on their part to help have be very motivated. Efforts on their part to help have been met with the friend minimizing their concerns. been met with the friend minimizing their concerns. They want to know what they can do to be helpful.They want to know what they can do to be helpful.

Questions for discussion:Questions for discussion: What concerns are present?What concerns are present? What suggestions can the faculty/staff member make What suggestions can the faculty/staff member make

to the students?to the students?


Phase 2Phase 2: Several days later one of the students : Several days later one of the students returns to let you know that though the group again returns to let you know that though the group again tried to assist, they were rebuffed. The student tried to assist, they were rebuffed. The student informs you that she believes her friend is worsening. informs you that she believes her friend is worsening. He does not attend classes and sleeps a lot during the He does not attend classes and sleeps a lot during the day. She also notes that he has not come out of his day. She also notes that he has not come out of his room very much. He writes e-mails that reflect his room very much. He writes e-mails that reflect his dark mood and cynicism. She speculates that perhaps dark mood and cynicism. She speculates that perhaps this has something to do with her friend’s recent this has something to do with her friend’s recent relationship breakup. relationship breakup.

Questions for discussion:Questions for discussion: What additional concerns are present?What additional concerns are present? What suggestions can the faculty/staff member make What suggestions can the faculty/staff member make

to the student?to the student?


Phase 3Phase 3: At your suggestion that male student comes in : At your suggestion that male student comes in to talk with you. His appearance is disheveled and his to talk with you. His appearance is disheveled and his speech is slow. He appears to be very tired or sad. Over speech is slow. He appears to be very tired or sad. Over the course of your conversation with the student, he the course of your conversation with the student, he indicates that he is not very interested in school anymore indicates that he is not very interested in school anymore and is so far behind that he doesn’t see the sense in and is so far behind that he doesn’t see the sense in trying to catch up. You discuss several options for him trying to catch up. You discuss several options for him including withdrawal. He says that he cannot withdraw including withdrawal. He says that he cannot withdraw because he would not have anywhere to live. When you because he would not have anywhere to live. When you ask what he plans to do, he says that it really doesn’t ask what he plans to do, he says that it really doesn’t matter; no one would miss him not being around. matter; no one would miss him not being around.

Questions for discussion:Questions for discussion: What concerns are present?What concerns are present? What actions might be taken to be helpful?What actions might be taken to be helpful?


Phase 4Phase 4: The student does not like the idea of talking : The student does not like the idea of talking with a counselor, even though you offer to walk him with a counselor, even though you offer to walk him over for help. He gets up to leave and says that he over for help. He gets up to leave and says that he wishes everyone would just leave him alone. wishes everyone would just leave him alone. Whatever he does with his life, it is not anyone’s Whatever he does with his life, it is not anyone’s business.business.

Questions for discussion:Questions for discussion: What is helpful at this point?What is helpful at this point? What resources are available?What resources are available? What follow-up would be suggested? What follow-up would be suggested?


Phase 1Phase 1: A student approaches an advisor and asks to talk : A student approaches an advisor and asks to talk with him about something she has heard from another with him about something she has heard from another female in one of her classes. She begins by requesting that female in one of her classes. She begins by requesting that what she shares be kept confidential. She doesn’t want it what she shares be kept confidential. She doesn’t want it getting back to her friend that she broke her confidence. The getting back to her friend that she broke her confidence. The student proceeds to tell the advisor about a series of e-mails student proceeds to tell the advisor about a series of e-mails received by her friend which describe another student’s received by her friend which describe another student’s attraction to her. Her friend has told her that she if very attraction to her. Her friend has told her that she if very uncomfortable with the male who sits beside her in class and uncomfortable with the male who sits beside her in class and has made overtures towards her. Though she has tried to has made overtures towards her. Though she has tried to ignore him, he continues to try and get her attention. ignore him, he continues to try and get her attention. Recently he has tried talking to her before and after class.Recently he has tried talking to her before and after class.


Questions for discussion:Questions for discussion: What concerns are present at this point?What concerns are present at this point? What additional information may be helpful?What additional information may be helpful? What are the next steps to be taken by the advisor?What are the next steps to be taken by the advisor?


Phase 2Phase 2: The faculty member in a class notices that one : The faculty member in a class notices that one of the students appears to be distressed and crying. of the students appears to be distressed and crying. She approaches her and asks if she is okay. When the She approaches her and asks if she is okay. When the student does not calm down, the faculty member asks student does not calm down, the faculty member asks that she join her outside the classroom. There she is that she join her outside the classroom. There she is told by the student that another member of the course told by the student that another member of the course confronted her before class and told her that he was confronted her before class and told her that he was tired of being ignored by her. She stated that he tired of being ignored by her. She stated that he implied she would be changing her mind soon and implied she would be changing her mind soon and would enjoy being with him more than the other guy would enjoy being with him more than the other guy she was with at the club Thursday night. She relates she was with at the club Thursday night. She relates the problems with increasing e-mails, phone messages the problems with increasing e-mails, phone messages and his unwillingness to cooperate with her requests to and his unwillingness to cooperate with her requests to leave her alone.leave her alone.


Questions for discussion:Questions for discussion: What concerns are present at this point?What concerns are present at this point? What additional information may be helpful?What additional information may be helpful? What are the next steps of the advisor and what What are the next steps of the advisor and what

resources are available to help?resources are available to help?


Phase 3Phase 3: The male student comes into the advisor’s office : The male student comes into the advisor’s office the next day and complains that he is being treated the next day and complains that he is being treated unfairly; that he is being accused without people having unfairly; that he is being accused without people having heard his side of the story. He wants to speak with the heard his side of the story. He wants to speak with the department chair. He reports that this has happened department chair. He reports that this has happened before and that he is tired of getting in trouble for other before and that he is tired of getting in trouble for other people’s problems. He tells the advisor that he had better people’s problems. He tells the advisor that he had better get this straightened out. He does not want any problem get this straightened out. He does not want any problem with people lying about him with graduation coming up with people lying about him with graduation coming up next spring. In the course of the conversation, the student next spring. In the course of the conversation, the student angrily denies having any responsibility for the e-mails or angrily denies having any responsibility for the e-mails or interaction with the woman in his class. He blames her for interaction with the woman in his class. He blames her for coming on to him and states that she should be the one coming on to him and states that she should be the one getting in trouble.getting in trouble.


Questions for discussion:Questions for discussion: What are the priorities for the advisor?What are the priorities for the advisor? What additional information may be helpful?What additional information may be helpful? What are the next steps and what resources are What are the next steps and what resources are

available to help? available to help?

Documents

Working with the Troubled or Disruptive Student