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Responding To Disruptive Students October 9, 2009

Introductions Lynn Niemi, Disability Services Mark Olkowski , Dean of Students Lt. Keith Rosin, Public Safety Greg Smith, Counseling Services

Presentation Objectives 1. 2. 3. 4. 5. 6.

The changing campus profile. Preventive measures in place. How to deal with disruptive students How to identify and respond to students concerns/crisis. How the campus responds. When and where to refer a student.

The Changing Campus Profile Electronic lives More students with diagnosed disorders (ADA Accommodations)

More students using/abusing medications Veterans readjusting after a tour of duty to a civilian society.

Signs of Changing Profile  Trouble coping with stress  Anxiety or panic attacks  Depression  Post Traumatic Stress  Substance Abuse  Learning Disabilities  Self-Injury or “Cutters”

Myths & Facts about Campus Violence Nobody just snaps! In 75% of school shooting cases:  

Attackers told someone what they planned to do. An employee at the school had expressed concern about the attacker.

“There is no accurate or useful profile of the school shooter” Source: U.S. Secret Service

Lessons from Virginia Tech Prevention is essential. Intervene sooner then later. Privacy laws (FERPA) allow for sharing. Collaboration across departments is necessary and must be routine. The campus community must take action.

Actions Keeping Campus Safe Student Review Team Safety Plans Consultations always available Campus communication systems Reviewing all report recommendations On going trainings

What is a Class Room Disruption? Substantially interferes with a learning environment. Repeated interference of class room environment. Refusal to follow commands, including leaving a classroom or office.

Classroom Disruptions Expectations in syllabus 1st Offense: Verbal warning 2nd Offense: Ask to leave for class period ď Ž

Notify Dept. Chair & Dean of Students Office

3rd Offense: Refer to Dean of Students Documentation helps

Talking with a Disruptive Student Remain calm, communicate empathy Actively listen Use “I” statements Be respectful and patient Set clear boundaries Never make promises you can’t keep Notify others as needed

ADA Issues Misconduct is not protected by the ADA. Increase in registered mental health disorders Stick to the “Reasonable Accommodation� as determined by Disability Services.

Working with Veterans Most are fine and need little assistance. Shy about asking for help. May or may not have registered disability Two extremes Quiet & unengaged ď Ž Outspoken, almost confrontational ď Ž

Identifying a Student in Distress Noticeable Change In Daily Routines Decreased Performance Health Complaints Mood Swings Substance Abuse Decreased or Over Involvement in Class and Social Activities: Loss of Control, Irrational or Dysfunctional Behavior: (Injustice Collector)

What You Might Do You are not expected to provide therapy or counseling However, you are often in a good position to help students start to deal with concerns by: Expressing clearly your willingness to help  Providing the essential first supportive contact  Taking time to listen  Assisting the student in locating resources 

How to Refer a Student Choose a time and place to talk with the student which allows for privacy and enough time. Express concern for the student - avoid making judgments or a diagnosis. Relate your observations of the students behavior and what you would like to see. If necessary, document the behavior – be specific, include time, date, place, actions. If necessary, refer at a level appropriate for the severity of the issue presented.

If Self Or Others May be Harmed SUICIDE THREAT Maintain a straightforward and supportive attitude. Always take references to suicide seriously. If threat is imminent, do not leave the student alone. If threat is imminent, call 911. Campus “Potential Suicide� policy-contact Counseling and Health Center (2380). Counseling will contact student ASAP. Counseling and student determine next step.

If Self Or Others May be Harmed VIOLENCE /THREATS/ DISUPTIVE If there is an immediate threat remove yourself and assist others to a safe place if possible. If there is an imminent threat or medical care is required, call 911. If threat is not imminent call Public Safety to report or consult (2300). Threatening, violent or disruptive behavior may be a violation of the student code of conduct and should be reported to the Dean of Students Office.

Confidentiality Honor confidentiality when you can. Confidentiality must be broken in cases of “danger to self or others”. FERPA allows for “need to know” Counseling and Health staff and Disability Services have HIPPA requirements.

Scenario Discussion Questions What are the important issues? How should the instructor respond? What resources might the instructor utilize?

Julie Dropping grades. Feeling blue/ crying. Relationship ended recently. Giving up on everything.

Jon Odd duck. Poor social skills. Compliant Very structured Easy to frustrate Possible disorder

Rob Doing poor academically. Venting frustrations about school. Talking about guns. Has talked about ending it all, and taking the university with him.

Resources Office of Recovery – Virginia Tech http://www.recovery.vt.edu/ University of Minnesota – Mankato http://www.mnsu.edu/conduct/facultyresources.html

GaryPavela.com 

Letter on DOS Page

Resources Counseling & Health 

http://www.uwgb.edu/counselinghealth/

Dean of Students 

http://www.uwgb.edu/deanofstudents/

Public Safety 

http://www.uwgb.edu/publicsafety/Index.htm

Shots Fired On Campus Video 

http://www.uwgb.edu/publicsafety/campus/vide o/sfocVideo.asp

Thank you for your time Please contact us for: Concerns about students Staff meetings


Responding To Disruptive Students 2009