responding & working with students who are disruptive and in distress
DESCRIPTION
Responding & Working With Students Who Are Disruptive And In Distress. Tow Yee Yau, Ph.D. Director of Health & Wellness Counseling & Psychological Services (CAPS) And Student Wellness Center Division of Student Affairs, University of Cincinnati October 16, 2014. Objectives. - PowerPoint PPT PresentationTRANSCRIPT
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Tow Yee Yau, Ph.D. Director of Health & Wellness
Counseling & Psychological Services (CAPS) AndStudent Wellness Center
Division of Student Affairs, University of Cincinnati
October 16, 2014
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Understand roles as faculty & staff in managing students who are disruptive and in distress
Describe different types of concerning student behaviors
Learn skills to use when talking with students in distress
Learn how and when to refer students for psychological assistance and learn about CAPS Services
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Important Role
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Not mental health professionals
Limited but important responsibility
Eyes and Ears
Today: (a) Increase understanding of problems
(b) Learn options for engaging students
(c) Learn to refer
(d) Review CAPS services
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If feeling overwhelmed by student’s needs you might be outside of your professional role
Support Containment Helping within limits Safety first Discretion ≠ confidentiality Balancing limit setting and disciplinary
actions with support and caring
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Set boundaries You’re not expected to resolve distress or
solve crises Consult and refer Self care
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General Signs of Distress
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These are non-specific; they do not necessarily signify a disorder
Appearance
BehaviorSkipping class, odd behavior, crying
spells, withdrawal
Mood changesArgumentative, irritable
aggressive/violent, depressed, anxious
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Eating habitsIncrease/decrease, rapid weight changes
Sleep habitsIncrease/decrease, disruption, tiredness
Substance use/abuseFrequent use/need, intoxication,
hangovers
Disorderly behavior, disciplinary action
Other students’ having concerns
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Deterioration in quality/quantity of work
Missed assignments or exams
Repeated absences from class or lab
Continual seeking of special consideration
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Identifying and Handling High Risk Behaviors
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Irrational, talking “crazy” Hard to follow, disorganized speech Rapid speech Suspicious attitude Fixed false beliefs (delusions) Visual or auditory hallucinations Deterioration of personal care
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Significant weight loss, extreme thinness Vomiting Binging Excessive concern with food or dieting Excessive need to be thin Excessive exercise Food restriction Other students’ concerns
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Loud, rapid speech Flight of ideas, pressured speech Argumentative, irritable Rapid mood swings, intense moods Excessive energy; can‘t stay still Little sleep Excessive spending or other risky or
indulgent behaviors (including sex) Extreme over-confidence
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Signs of intoxication/ repeated intoxication◦ Change in sleeping and/or eating◦ Missing classes◦ Hung over◦ Dilated pupils, blood shot eyes◦ Pressuring peers to use◦ Money problems◦ Not fulfilling role/responsibilities◦ Denial of the problem
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Verbal threats or talk about killing oneself
Talk about or looking for ways to procure weapons or other means of suicide; Collecting Pills
Writing about death, dying, or suicide when this is out of the ordinary
Giving things away
Self-cutting/Self-harm
If in doubt, consult! Follow your chain of command
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Respond Immediately -Tell the person you’re there to help
Ask the student if there is someone you may call to provide help or support
Escort them to UC CAPS or call us for a consultation
If UC CAPS is closed, or if the risk is imminent, talk to the student about going to the hospital
Call UC Public Safety (513-556-1111) if you are concerned about immediate safety or for transport to the hospital
If in doubt, consult! Follow your chain of command
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How to make referrals and talk with students about referrals
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Before you initiate contact
Plan for your conversation with student in person
Think about open-ended questions
Have referral sources in mind
Remember to stay calm
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As you engage the student:◦ Undivided attention◦ Put phones on silent
Consider physical communication◦ Good eye contact, open body language, respect personal
space, friendly face
Show empathy and care◦ Tone and rate of speech◦ Label emotions observed◦ Non-judgmental stance → normalize student experience
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Use “listening skills”◦ Active listening◦ Paraphrasing and reflecting◦ Use the words/labels the student uses
Most Important!◦ Understand your scope of practice and limitations◦ Recognize/set limits and refer
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“See Something”
“Say Something”
“Do Something”
◦ Source: Adapted & Modified from the University of California, Santa Barbara, Counseling & Psychological Services (CAPS)
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What to expect:◦ Support, information, and guidance◦ Clarification of the problem◦ Clarification of your role◦ Problem-solving◦ Formulating a response◦ Possible on-going assistance◦ Confidentiality
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Developmental problems or concerns Adjustment problems Relationship problems Trauma or violence Stalking or harassment Depression or anxiety Mood problems Thought problems Substance abuse Social service needs Risk of harm to self or others
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“I know you’re feeling really bad and can’t see a solution right now, but help is available. You can talk to a counselor at Counseling and Psychological Services. They can help you figure out what you can do to make things better and give you support. I can give you their phone number.”
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Normalize the need to get help Call with the student while they are in your
office—with permission Offer to let the student use your phone or
walk them over Ask them to follow up with you Think about and discuss how involved you
will be in their use of services at UC CAPS
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Identifying and Handling Disruptive, Threatening, & High Risk Behaviors
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Disruptive students interfere in UC’s learning environment with behavior that is:
reckless, disorderly, paranoid, aggressive, defiant, destructive, threatening, dangerous to self or dangerous to others
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Refusal to comply with faulty/staff direction Challenges to authority Behavior that distracts the class from the subject
matter or discussion Loud, distracting or erratic behavior inappropriate to
the setting Answering cellular phones or allowing them to ring in
class Overt hostility, defiance, insults Computer and Social Media
Acknowledgement to Kyle Linnemann, Compass Counseling Center, UC Clermont
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Verbal or physical threats to self or other
Verbal assault or abuse (cursing or foul language)
Sexually explicit language or behavior Physical intimidation Excessive e-mail, phone calls or demands for attention outside of class
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Consider this situation at Florida Atlantic University (FAU):
http://www.youtube.com/watch?v=lxjlk6Lv4jg1.What behaviors do you see?2.What are some realistic options for the
teacher?3.How do you address the impact of this (or
any similar) behavior on other class members, during & after the incident?
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Is there danger to self or others?
YES, or student No or not sure but I No, but student is
Needs immediate am concerned having academic or attention personal issues
Call 911 Call CAPS @ (513) 556-0648 Refer student to an appropriate campus resourceAfter speaking with police: CAPS 24/7 HelplineCall CAPS @ (513) 556-0648 @ (513) 556-0648 (With Effect On Aug. 25, 2014)
Is there danger to self or others?
YES, or student No or not sure but I No, but student is
Needs immediate am concerned having academic or attention personal issues Call 911 Call CAPS @ (513) 556-0648 Refer student to an appropriate campus resourceAfter speaking with police: CAPS 24/7 HelplineCall CAPS @ (513) 556-0648 @ (513) 556-0648 (With Effect On Aug. 25, 2014)
Is there danger to self or others?
YES, or student No or not sure but I No, but student is
Needs immediate am concerned having academic or attention personal issues
Call 911 Call CAPS @ (513) 556-0648 Refer student to an appropriate campus resourceAfter speaking with police: CAPS 24/7 HelplineCall CAPS @ (513) 556-0648 @ (513) 556-0648 (With Effect On Aug. 25, 2014)
Is there danger to self or others?
YES, or student No or not sure but I No, but student is
Needs immediate am concerned having academic or attention personal issues
Call 911 Call CAPS @ (513) 556-0648 Refer student to an appropriate campus resourceAfter speaking with police: CAPS 24/7 HelplineCall CAPS @ (513) 556-0648 @ (513) 556-0648 (With Effect On Aug. 25, 2014)
Is there danger to self or others?
YES, or student No or not sure but I No, but student is
Needs immediate am concerned having academic or attention personal issues
Call 911 Call CAPS @ (513) 556-0648 Refer student to an appropriate campus resourceAfter speaking with police: CAPS 24/7 HelplineCall CAPS @ (513) 556-0648 @ (513) 556-0648 (With Effect On Aug. 25, 2014)
Is there danger to self or others?
YES, or student No or not sure but I No, but student is
Needs immediate am concerned having academic or attention personal issues
Call 911 Call CAPS @ (513) 556-0648 Refer student to an appropriate campus resourceAfter speaking with police: CAPS 24/7 HelplineCall CAPS @ (513) 556-0648 @ (513) 556-0648 (With Effect On Aug. 25, 2014)
Is there danger to self or others?
YES, or student No or not sure but I No, but student is
Needs immediate am concerned having academic or
attention personal issues
Call 911 Call CAPS @ (513) 556-0648 Refer student to an appropriate campus resourceAfter speaking with police: CAPS 24/7 HelplineCall CAPS @ (513) 556-0648 @ (513) 556-0648 Source: Adapted & Modified from University of California Santa Barbara, CAPS
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Women’s Center LGBTQ office Campus Ministry Disability Services Office University Health Services Student Wellness Center International Students Services African American Cultural and Resource Center Academic Excellence and Support Services Center for Exploratory Studies Career Development Center Veterans One Stop Center
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CAPS Services
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Services: Confidential counseling for UC students – individual, group,
psychiatric services
Brief Screening and Consultation for UC students
Emergent Care services during business hours
24/7 Helpline
Consultation with faculty, staff, family, and friends concerned about a student
Workshops and presentations – stress management, communication, relationships and balancing demands, mindfulness and other life-enhancing topics
On-line mental health screenings
http://www.uc.edu/counseling.html
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www.uc.edu/counseling
Faculty, staff, family, friends
for more advice on how to help students
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225 Calhoun Street, Ste. 200 Ph: 513-556-0648 225 Calhoun Street, Ste. 200 Ph: 513-556-0648 Cincinnati, OH Cincinnati, OH 45219 Go online:45219 Go online:
www.uc.edu/counseling
Entrance To CAPS: Between Rue 21 & Body CentralEntrance To CAPS: Between Rue 21 & Body Central
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Additional Questions, Comments,
or Thoughts?