Managing Inappropriate Student Behavior: A Guide for the Faculty and Staff of Wright State University

 

2. As you are leaving the building, you notice your student walking home alone in the dark. Is it appropriate to offer a ride?

  1. Yes, because you are genuinely concerned about the student's safety.

  2. No, because the student may misinterpret your offer.

  3. Either A or B may be correct depending on the situation.

These and many other dilemmas are faced daily by faculty and staff. Counseling and Wellness Services (CWS) staff are able to offer consultation and workshops to faculty and staff on how to best handle difficult interpersonal situations with students. This booklet includes descriptions of common student problems and strategies for effectively addressing these issues.

DEPRESSION/ SUICIDEGo to the top of the page

Depression is the most common problem affecting college students. It has been reported that 78% of college students will demonstrate some symptoms of depression in any given year with only half of these students seeking help for their depression (Beck & Young, 1978). Because depression can have a serious impact on a student, it is an issue that warrants everyone's attention.

As with most problems, it is helpful to intervene as soon as possible. By being better able to recognize the symptoms of depression and knowing what course of action to take, you may assist depressed students in pursuing changes that will result in a lessening of their depressive symptomology.

Some signs of depression include:

  • flat affect (inexpressive face)

  • slow speech

  • a decrease in their interest in course material

  • difficulty concentrating

  • poor class attendance

  • expressions of hopelessness or worthlessness

  • agitation or irritability

  • failure to complete assignments

  • crying

  • low energy/lethargy

An internal indicator of a student's depression may be whether YOU feel depressed or somewhat hopeless when speaking with the student.At times, depression can lead students to experience thoughts of suicide. A study completed by the Centers for Disease Control in 1995 found that roughly 10% of students surveyed had contemplated suicide. The CDC also reported that 13.7% of completed suicides in 1997 were by young adults between the ages of 15 and 24.

Some warning signs of suicide include:

  • comments suggestive of wanting to die

  • feeling hopeless

  • history of recent significant loss

  • feeling depressed

  • some direct statements about wanting to kill oneself

  • behavior such as giving away favorite possessions

  • statement like:

    • "I just want to sleep forever"

    • "I don't care if I'm assaulted"

    • "I don't care if my car hits a tree"

What to Do:

  • Take the issue seriously.

  • Remember that people who are evidencing suicidal behavior are often crying out for help.

  • Listen

  • Directly ask the student if he or she is feeling depressed or hopeless.

  • Remember that people often reach out directly or indirectly to those people they think will take them seriously.

  • Note that friends may be minimizing their feelings by telling them everything is 'all right' or 'everything will get better.'

  • Try not to threaten, admonish, or reproach a depressed student for not attending class or for falling behind in course work.

  • Attempt to find ways of working out the problem with the student, (e.g., alternate projects, incomplete grade).

  • Do not leave the student alone.

  • Making the appropriate referral to Counseling and Wellness Services.

 

If you are in doubt about the seriousness of the situation, contact Counseling and Wellness Services (3407) or Public Safety (2111) immediately. Do not hide your concern for the student and allow the student to remain present when you make the call. Explain why you are concerned and how you feel professionals can be helpful. Be caring, honest, and direct in your communications.

SUBSTANCE USEGo to the top of the page

The use of alcohol and drugs is a problem that is present at many different universities. The serious problems that students can encounter with substance use may follow them after college, and in some cases, cause a student to withdraw from school. Students with substance abuse issues are often difficult to handle due to their denial of a problem being present. In working with these students it is important to be patient, as well as persistent.

Possible Warning Signs:

  • Falling asleep in class

  • Wearing inappropriate clothing, i.e. long sleeves when hot, sunglasses when cloudy or in class

  • Unexplained mood swings

  • Deterioration of physical appearance over time

  • Change in quality of work

  • Poor physical coordination, i.e. difficulty talking or walking

  • Withdrawal, isolation, depression, and/or fatigue

How to Address Concerns:

Do:

  • Communicate your caring and concern for the student

  • Speak honestly and directly about the behaviors you observe

  • Be well informed about alcohol, drugs and their use

  • Avoid being judgmental, "The use of marijuana is wrong"

  • Avoid coming across as having all the answers

  • Refer student to Counseling and Wellness Services for an evaluation

 

ANGRY & UPSET STUDENTSGo to the top of the page

 

How to handle angry and upset students:

  • Do not physically touch the student. Respect the student's personal space.

  • Find a quiet corner away from others so you may talk privately with the student.

  • Keep your voice soft and your speech pattern a bit slower than normal so the upset or angry student will have to listen carefully in order to hear you.

  • Seek clarification of the problem. What is it that the student sees as the real problem? What does the student believe would be the solution to the problem?

  • Apologize if the fault is yours or if the fault is in the system (e.g. students kept waiting for their appointment) "I am sorry you had to wait to see me but I can give you my full attention how. How can I help you?"

  • In any disagreement remember that a satisfactory conclusion has to leave both parties feeling they can accept the conclusion. It is prudent to do the following:

    • Try and see the problem from the student's perspective, as well as your own.

    • Listen carefully, do not work on counter arguments while the student is speaking.

    • Solicit suggestions from the student about a possible solution to the problem.

  • In extreme situations where it appears that no reasonable compromise can be attained, be pleasant but firm, "I am sorry that you are not satisfied with any of the options we have discussed. Since this is the case, I suggest you pursue a different course of action which may be able to accommodate your request."

If you become concerned for your physical safety, remove yourself from the situation, move to a public location, and contact Public Safety (2111) for assistance.

GRIEFGo to the top of the page

 

Losing a loved one is difficult at anytime. Losing a loved one while in college can be especially difficult because of the inherent stressors of being in school. Reactions to the loss of a family member or friend are varied. Initial reactions are often intense; the student may attempt to deny the loss or possibly 'shut down' emotionally. It is important to recognize the additional support your students will need during their time of bereavement. There is no single pattern of how one will grieve, expect each student to respond in their own way. Be supportive in a manner that attempts to match what the student is needing while also expressing care and concern.

Some suggestions for working with a grieving student include:

  • Be willing to listen, especially if the student is talking about a lost loved one.

  • Avoid clichés and platitudes like "Time will help" or other things that may minimize or invalidate someone's experience.

  • Suggest counseling (CWS - x 3407)

  • Be flexible and willing to extend deadlines, allow opportunities to make up work, or provide other support.

  • Expect that time will be required for the student to return to where s/he was before the loss occurred.

SETTING APPROPRIATE STUDENT & FACULTY/STAFF BOUNDARIES Go to the top of the page

 

Relationships between students and faculty/staff are varied and unique. Working more closely with some students will afford you the opportunity to develop closer relationships to those individuals and further assist in their development as a student and adult. It is also important to remember that student's expectations of their relationship with faculty/ staff may differ greatly from your expectations of the relationship. In order to maintain effective relationships with your students it is helpful to give some thought about how to create the most rewarding relationship for everyone.

Some suggestions for maintaining appropriate boundaries with students include:

  • Communicate respect for students and for yourself.

  • Consult with a colleague about sensitive issues or concerns involving your relationships with students.

  • Consider how the different cultural backgrounds of each person may affect their expectations in relationships.

  • Consider the roles that you wish to take with a student.

  • Consider when a referral to another person may be beneficial for you or the student.

  • Note what draws you to certain students or what distances you from others.

  • Understand and clarify your reasons for making exceptions to your policies for particular students at particular times.

  • When or if a sexual attraction to a student occurs consult with a trusted colleague(s) or other professional.

MULTICULTURAL ISSUESGo to the top of the page

 

Working with a diverse student population can present unique challenges. Issues related to race, ethnicity, gender, physical, emotional , or socioeconomic status, and sexual orientation may require increased sensitivity, knowledge, and self-exploration. Providing a welcoming and comfortable environment where individuals feel that components of their identity are recognized, valued, and respected is critical. Some suggestions for facilitating an open environment include:

  • Be aware of resources offered by different campus organizations and assist your students in utilizing them.

  • Be respectful of student's world view, i.e. What is important to them, what is considered taboo.

  • Understand there may be a conflict between academic and cultural values.

  • Attempt to determine what the problem is from the student's viewpoint. Be aware of the differences in the meaning of words across various cultures.

  • Be aware that different norms may exist in dealing with male and female students.

  • Ask what might make the student more comfortable to talk with you.

  • Appreciate physical boundaries that some students need.

TRAUMA-RELATED STRESS

 

Students who have experienced a traumatic event will have reactions to the event which often times indicate signs of psychological stress. Students who witness traumatic events are likely to have stress reactions as well. Psychological stress is a normal response to a traumatic event, however, students may need assistance in coping with their own reactions. Because university students are dealing with a number of inherent stressors, the addition of a traumatic event may feel overwhelming. It is very important to not minimize the students' reaction, but rather to listen to them and offer support and an appropriate referral when necessary.

Possible Warning Signs:

  • The student seems "keyed up" or "on edge"

  • Problems with sleep/concentration

  • A sudden decrease in academic performance

  • The student is depressed, sad, or feels numb or hopeless

  • Recurring thoughts or nightmares about the event

  • Avoiding activities or places associated with the event

What to Do:

  • listen to the student

  • do not try to "solve" the problem with an immediate solution

  • do not minimize their reaction

  • inform the student their reaction is in fact normal and expected

  • allow students additional time for academic work

  • refer the student to CWS (x 3407)

 

REFERRALS, CONSULTATION, & WORKSHOPSGo to the top of the page

 

The Counseling and Wellness Services staff are available to assist you in addressing student difficulties. In referring a student for services, you or the student should call 775-3407 to schedule an appointment. If the student is in crisis or feels an urgent need to speak with a therapist, we offer crisis walk-in services from 8:30 am to 5:00 pm.

The staff at CWS are available to consult with you over the phone. Phone consultations often help the faculty/staff member provide the student with the best course of action. We also offer workshops on a wide range of topics. Workshops are generally 30 to 60 minutes in duration and provide another avenue for faculty and staff to impart valuable information to students. To schedule a workshop contact either Dr. Micky Sharma (Associate Director) or Dr. Robert Rando (Director) at 775-3407. Helpful information may also be found at: www.wright-counseling.com

Compiled by
Micky M. Sharma, Psy.D.
Associate Director

 

 

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