Difficult Students, Disruptive Students and Students in Distress: Tools for Maintaining a Successful Learning Environment Presented by Paul Rakowski and.

Difficult Students, Disruptive Students and Students in

Distress: Tools for Maintaining a Successful Learning Environment

Presented by Paul Rakowski and Larry LoftenAdapted in part from Ohio State University

Definitions (basic)

Disruptive Students Students whose

behavior makes teaching and learning difficult for others in the class

Distressed students Students who are

experiencing emotional and/or psychological problems that are interfering with their ability to learn

Difficult Students Suggestions for

best wording now being accepted

Goals for this Session

• Faculty will:• Gain a clear understanding of their role as stewards of the

learning environment

• Begin to Recognize signs and symptoms of various mental health concerns

• Gain an understanding of how to assist students in distress and access resources on campus including:

• Counseling Center

• Behavioral Evaluation and Threat Assessment Team

• Community Standards/Conduct Process

• Peers and Colleagues

• Learn basic skills for how to de-escalate a situation

Your Role

• Often the first to recognize that a student needs help

• Important to have knowledge of campus and community resources for referral

• Responsibility to maintain appropriate learning environment

Disruptive Behavior – What is it?

• Habitual interference with classroom environment

• Persistent and unreasonable demands for time and attention both in and out of the classroom

• Intimidating or harassing another person through words and/or actions

• Refusal to comply with faculty or staff direction

• Threats of physical violence

• Cultural differences

• Most disagreements or differences of opinion

• Situational frustration

• Needing extra time or attention for a special reason

Disruptive Behavior – What isn’t it?

Other Behaviors

• Often not disruptive but may be an indicator that there other issues at play

• Potential warning signs/indicators Marked changes in behavior/attitude Depression and Lethargy Hyperactivity Deterioration of Personal Hygiene References to suicide/homicide Strange or bizarre behavior

Disruptive Behavior

• Takes many forms, varying in severity…

Being late, reading the paper, sleeping

Physical violence

Making noise, repeatedly interrupting

Personal insults, harassment

Passing notes, answering cell phone, texting

Causes of Disruptive Behavior

• Underlying psychological or mental health concerns

• Confusion about class expectations and/or material

• Difficult transition to college norms

• Lack of or underdeveloped social skills

Signs of Stress/Distress

• Depression - noted changes in dress/demeanor, sadness, crying, lack of energy, sleeping in class, withdrawal from others, infrequent class attendance, poor academic performance, procrastination.

• Agitation – nervousness, hurried speech, erratic hand gestures or non-verbal communication, aggressive behavior.

• Anxiety – excessive worry, procrastination, hyper-vigilance, irritably, overly dependent. Physical signs include panic attacks, hyperventilation, excessive perspiration, stomach upset, gastrointestinal distress.

• Aggression – Explosive and/or aggressive outbursts, violence or threats of violence toward others, over-reactivity, hostility toward others without provocation, harsh judgments toward others without reasonable foundation, disrespect toward others, particularly authority figures.

Signs of Stress/Distress

• Violence – Extremely aggressive behavior, yelling, harmful physical contact, harmful threats or actions toward self or others, erratic behavior.

• Delusions, Poor contact with reality – Difficulty distinguishing fantasy from reality, confused thinking, seeing/hearing/tasting odd things, descriptions of hearing internal voices, illogical speech, bizarre behavior.

• Substance Abuse – Physical signs of intoxication, slurred speech, hyperactivity, excessive perspiration, depressed mood.

• Suicidal Expression – Expressed plan of suicide, talk of not wanting to be alive, talk of feelings that no one cares, expressed feelings of hopelessness/alienation/isolation, history of alcohol or substance abuse.

Do’s and Don’tsNo One Wins a War Between Egos

The Depressed StudentApproximately 20.9 million Americans suffer from a mood disorder in a given year. www.nimh.nih.gov

DO DON’T Let the student know you are

willing to help. Provide your full attention when a

student is expressing his/her feelings.

Use your referral list and express you are willing to assist in helping a student obtain a referral

Say things like “Don’t worry” or “it could be worse.”

Be afraid to use the word suicide or be afraid to ask if a student has thoughts of suicide.

Ignore the problem. Be afraid to use referrals

Do’s and Don’tsNo One Wins a War Between Egos

The Suicidal StudentMore than 90% of people who commit suicide have a diagnosable mental disorder. www.nimh.nih.gov

DO DON’T Take any threats or talk of suicide

seriously Listen empathically, but remember

you are not a therapist Provide referrals, offer to walk the

student to the, Counseling Center or Health Center

Minimize the seriousness of the situation or say things like “You will feel better tomorrow”

Be afraid to ask if the student needs medical assistance

Get in over your head with promises or willingness to help

Be afraid to call 911

Do’s and Don’tsNo One Wins a War Between Egos

The Agitated/Anxious StudentApproximately 40 million American adults have a diagnosable anxiety disorder in a given year.

www.nimh.nih.gov

DO DON’T Allow them to discuss their

feelings/frustrations Remain calm and offer re-

assurance Be clear about instructions

Become triggered or over-reactive or argumentative

Convey complicated instructions Ignore or patronize

Do’s and Don’tsNo One Wins a War Between Egos

The Aggressive/Violent StudentIf you are between the ages of 12 and 24 you face the highest risk of being a victim of violence.

www.apahelpcenter.org

DO DON’T Remain calm Calmly acknowledge the person’s

anger/frustration, “I can see you are very upset, I will try to assist you as best I can”

Remember you have the right to call for help

Stay in open areas

Ignore warning signs of violence, e.g. yelling/screaming, clenched fists, statements like “I’m warning you”

Become hostile yourself Threaten, taunt, ignore or corner

the person, or get into an arguing match

Be afraid to call 911 EVER TOUCH THE PERSON

Do’s and Don’tsNo One Wins a War Between Egos

Students Abusing SubstancesApproximately 12.8 million Americans use illegal drugs on a consistent basis. http://www.ncjrs.gov

DO DON’T Share your observations and

concerns with the person Remember your referral list Seek assistance from campus police

in cases of intoxication or inappropriate behavior

Remember substance abuse is often a symptom of other serious mental or emotional disorders

Ignore the problem Pass judgment or criticize Criticize, lecture or offer anecdotal

stories about the dangers of substance abuse

Enable the person’s behavior by covering for him/her out of sympathy

Be manipulated into believing there is not a problem

Do’s and Don’tsNo One Wins a War Between Egos

The Delusional/Psychotic StudentApproximately 2.4 million American adults suffer from schizophrenia in a given year. www.nimh.nih.gov

DO DON’T Express compassion but do not

offer support outside of professional boundaries

Maintain a gentle but firm and steady tone of voice

Call for help if you feel you are in danger

Be specific about what you are asking of a student or what behavior is expected

Challenge or agree with illogical beliefs

Panic Make fun of or belittle illogical

beliefs Play along with the bizarre

behavior Offer to be the student’s friend Joke with the student or attempt to

be funny to de-escalate the situation

Tips on Communication

• Listen to students and show interest when they are expressing concerns or needing assistance. It is true that we are all busy, but sometimes pausing to address a student with your full attention will mitigate future problems for both the student and you.

• Use friendly, open ended questions. “What can I do for you?” “How can I help?” “What other resources have you looked into?”

• Reflect back what you heard when a students express concerns or asks questions. “So I am hearing you say…”, “Am I correct in understanding…”, “Help me see if I understand”.

• Be aware of the non-verbal messages you are sending. Use direct eye contact, be aware of your posture and hand gestures. Communicate with an open posture.

• Remove objects from between you and the student whenever possible. Sitting across from a student with a desk or table between you can often be intimidating. If you do not wish to demonstrate a position of authority, try to remove any barriers.

• Remember you can model good communication skills. Learning effective interpersonal communication skills is a developmental endeavor. One does not just become a good communicator over night. You can help in the learning process by setting a good example.

•

Tips on Communication

• Be aware and respectful of how you address students. Referring to students as “kids” or using other derogatory or demeaning descriptors is not only offensive and inappropriate; it can also lead students to feel alienated or inferior.

• Remember a University is a learning environment. Learning new skills is not confined to the classroom. Students learn valuable lessons on how to effectively communicate by interacting with you and others on campus. Though what you have to teach may not be considered “academic” in nature, the skills you model will impact a student’s future interactions with the world.

• Use “I” statements. When working through conflict or a situation of miscommunication, using “I” statements will prevent the potential of engaging in the “Blame Game”. “I feel like I am not making myself clear” sounds much better than “You are not listening to me”.

• Be gracious. And remember most of the time, students exhibit signs of distress when they are scared or feel helpless. Showing compassion for their fears while maintaining a professional helpful demeanor will alleviate most anxiety.

• Smile. Remember, a smile goes a long way. A genuine smile goes even further.

Tips for the Classroom Setting the Tone for a Productive and Respectful Learning Environment

• Articulate clear classroom expectations in the syllabus, and review during the first class

• Develop agreements as a class during the first session

• Respond to problems quickly and consistently

• Look to non-disruptive students for cues: is the class following material?

Addressing Disruptive Behavior• Do not wait for patterns to form. Address

concerns immediately

• Correct innocent mistakes and minor first offenses gently

• Give a general word of caution to class

• If possible, speak with the student after class

• When necessary, correct the student courteously and indicate that further discussion can occur after class

• Documentation and Warnings

Addressing Disruptive Behavior

• Consult your Department Chair or other colleagues for guidance and suggestions

• In the face of persistent disruption, you may ask the student to leave class for the remainder of the period. In instances where a student is asked to leave the class make sure to document the time, date and circumstance and inform the Department Chair.

• If there is threat of violence or other unlawful behavior, call Campus Police 303-556-5000 (6-5000)

Resources and Referrals

• When considering a referral for a student, it is very important to remember that students may be hesitant to the idea of assistance. Unfortunately, there is still a stigma attached to mental health counseling or even academic skills assistance which prevents many students from taking advantage of the many different resources our campus offers. The UC Denver Student and Community Counseling Center offers more than just mental/emotional health counseling. The following is a short list of the many services the center provides: Individual, Couples, and Family Counseling Groups on various topics including, “How to Quit Smoking”, “How Reduce

Stress”, “How to Maintain a Relationship” etc. Tips on reducing test anxiety and how to study better Learning disability assessment

When to Consult with Community Standards?

• After initial attempts to address the behavior have failed

• You know that you cannot handle the behavior

• You believe personality differences will interfere with your ability to resolve the situation

• You are unsure how to proceed

How to Make a Report or Referral to Community Standards?

• Submit the “Student of Concern” form at https://cudenver-jams.symplicity.com/care_report/

• Document the situation in writing, including your attempts to resolve it Dates, times and locations What was said and by whom

• Call 303-556-3682 for assistance

What to Expect• Our response will vary greatly depending on:

Nature and Severity of the behaviors and concerns Actions and attempts made by faculty/staff to address

concerns Determination of Code of Conduct Violation

• Our response may include: Summary Suspension or other immediate action

where there is an immediate threat Conduct hearing and/or mediated conversation with

student and faculty Consultation and guidance Referral to Chair or Dean for Academic Review

Our goal is to resolve issues informally whenever possible.

Food For Thought• Encourage faculty and instructors to document

incidents and concerns in writing Second and third hand reports can present numerous

challenges• Reports should address concerns directly – if there is a

concern it needs to be expressed as a concern

Objectivity is essential in documenting classroom disruption

• The report should be very factual and void of personal opinions and feelings

• Detail, detail, detail. The more details included in the report that easier it is to make an informed decision.

Food For Thought• Encourage faculty and staff to read and

understand the Code of Conduct Some concerns in the classroom do not necessarily fit

into this code and may need to be evaluated in more than one context

• One common example of this is in creative expression that may touch on disturbing or violent subject matter

– How are expectations about what is acceptable and limitations about such expression communicated to students?

– Is there a policy or statement in the syllabus?

– Who should review this content and using what scale?

On the Horizon

• B.E.T.A. Team – 303-817-2813 New Resource to help support faculty and staff

working with disruptive and distressed students• Members from counseling, faculty, HR, Student

Life, Disability Services, Legal, etc.

• Updated Code of Conduct and new Classroom Behavior Policies Policies and procedures are being updated and

expanded to address current issues and realities

• Training Workshops for Faculty addressing classroom disruptions, emergency preparedness

and mental health referrals

Contacts and ResourcesCommunity Standards and Wellness

Larry Loften - 303-556-3682

Dean of Students

Samantha Ortiz - 303-556-3399

Auraria Campus Police

303-556-5000

Counseling Center

303-556-4372

Behavioral Evaluation and Threat Assessment Team

Faculty and Staff Resources Online

http://thunder1.cudenver.edu//campussafety/facultystaff.html

http://thunder1.cudenver.edu/CFD/