Dealing with Challenging Behaviour

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Dealing with Challenging Behaviour

• Julie Hurrell - Innovation in Education
• Michele Kemm - Student Services
• Acknowledgments to Oregon State University
• Laura Forsyth, Ph.D. Indiana University

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Aim of session

• To note the difference between the disruptive
  student and the student in distress
• To assist staff to recognise some of the common
  signs to indicate that students may be in
  distress
• To encourage staff to be proactive in their front
  line role with students
• To provide specific options for intervention and
  referral
• To encourage close co-operation between TAFE
  staff and all student support services

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• Early Intervention is the Key!
• Your role as teachers is an essential part to the
  success of our students.
• A proactive approach by teaching staff will
  facilitate early identification of student issues
  and referral to appropriate support services.

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Role of teachers

• Staff are gatekeepers prevent crisis
  situations by referring students to appropriate
  professionals
• Listen, help and refer
• NOT expected to identify or diagnose students,
  cant be doctors or counsellors
• Boundaries are important and necessary
• If in doubt, refer

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Definitions

• 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

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Levels of Conflict

• 1. Discomfort Perhaps nothing is said as yet.
  Things dont feel right. It may be difficult to
  identify what the problem is. Do you feel
  uncomfortable about a situation, but not quite
  sure why?
• 2. Incidents Here a short sharp exchange occurs
  without any lasting internal reaction. Has
  something occurred between you and someone else
  that has left you upset, irritated or with a
  result you did not want?
• 3. Misunderstandings Here motives or facts are
  often confused or misperceived. Do your thoughts
  keep returning frequently to the issue?
• 4. Tension Here relationships are weighed down
  by negative attitudes and fixed opinions. Has the
  way you feel about and regard the other person
  significantly changed for the worse? Is the
  relationship a source of constant worry and
  concern?
• 5. Crisis Behaviour is affected, normal
  functioning becomes difficult, extreme gestures
  are contemplated or executed. Are you dealing
  with a major event like a possible rupture in a
  relationship, leaving a job, violence??

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Disruptive Behaviour

• Takes many forms, varying in severity

Being late, reading the paper, sleeping
Making noise, repeatedly interrupting
Physical violence
Passing notes, answering mobile phone
Personal insults, harassment
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Disruptive Behaviour

• What is it?
• Violations of syllabus expectations/rules
• Habitual interference with classroom environment
• Persistent and unreasonable demands for time and
  attention
• Intimidating or harassing another person through
  words and/or actions
• Threats of physical assault

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Disruptive Behaviour

• What it isnt
• Cultural differences
• Disagreements or differences of opinion
• Situational frustration
• Dealing with stress and emotion
• Needing extra time or attention for a special
  reason

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Causes of Disruptive Behaviour

• Confusion about class expectations and/or
  material.
• Difficult transition to TAFE classroom norms and
  academic standards.
• Lack of experience with assertiveness skills.
• Underlying psychological condition or situation.
• Underlying learning disorder or difficulties

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Avoiding Disruptive Behaviour

• Establish clear group norms and review during
  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?
• Be aware of different learning styles within the
  class

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Addressing Disruptive Behaviour

• Correct innocent mistakes and minor first
  offenses firmly but 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.

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Addressing Disruptive Behaviour

• In the face of persistent disruption, you may ask
  the student to leave class for the remainder of
  the period.
• Follow up to provide rationale and time for
  discussion. Clarify specific expectations for
  future behavior.
• Be aware of the Code of Conduct for Students
• Ask for guidance from a more experienced member
  of staff, your course coordinator, or senior
  educator.
• If there is threat of violence or other unlawful
  behavior, call Security on Ext. 3333.

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Small group discussion

• Think of a situation with a disruptive student
  that you have dealt with.
• Either share how you would have dealt with the
  situation differently OR share a success story.
• Why might we avoid approaching students?
• What are your fears?

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Distressed Behaviour - Minor

• How to recognise it
• Repeated requests for special consideration,
  extensions, etc.
• Inability to concentrate
• Tearfulness/general emotionality
• Increased irritability/inappropriate anger
• Withdrawal from activities or friends.

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Distressed Behaviour - Minor

• How to recognise it
• Excessive absences, especially if attendance was
  previously consistent.
• Perfectionism, procrastination, or excessive
  worrying.
• Markedly changed patterns of interaction
  (avoiding participation or dominating
  discussion).
• Significant drop in grades
• Smell of alcohol or marijuana

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General Guidelines for Intervention

• Request to see student in private
• Briefly share observations/express concerns
• Strange and inappropriate behaviour should not be
  ignored
• Listen w/out agreeing or disagreeing (try to see
  the situation from the students viewpoint)
• Attempt to clarify students problem/concern

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Guidelines (continued)

• If appropriate, explore ways to help the student
  deal with the problem
• Flexibility with strict procedures may allow a
  troubled student to respond more effectively to
  your concerns
• Involve yourself only as far as you feel
  comfortable
• Make referrals to the appropriate services (e.g.
  Counselling or Medical Centre)

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Distressed Behaviour - Severe

• How to recognise it
• Depressed mood
• Marked changes in personal hygiene swollen, red
  eyes falling asleep in class excessively active
  and talkative.
• Inability to communicate
• Garbled, slurred, disjointed, or incoherent
  speech.
• Loss of contact with reality
• Seeing/hearing things that do not exist.

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Distressed Behaviour - Severe

• How to recognise it
• Suicidal thoughts or intentions
• Overtly discussing or hinting that this is a
  current and viable option.
• Homicidal threats
• Highly disruptive behavior
• Hostile, threatening, violent withdrawal into
  corner of room or fetal position.

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The Verbally Aggressive Student

• What to do
• Stay calm and talk in a low voice
• Reflect back what they are saying and identify
  their emotion
• Allow to ventilate and tell you what is upsetting
  them
• Reduce stimulation and escalation of situation

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The Verbally Aggressive Student

• What not to do
• Get into an argument
• Press for explanations
• Ignore the situation
• Touch the student
• Make threats

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The Violent Student

• What to do
• Stay in an open public area
• Explain directly and clearly what behaviour is
  acceptable (if appropriate)
• Request necessary help from others
• Call security

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The Violent Student

• What not to do
• Dont ignore warning signs that the person is
  about to explode (e.g. yelling/screaming,
  clenched fists etc.)
• Threaten, dare, taunt, or push into a corner.
• Escalate the situation
• Touch touch can be a major escalation
• Block the door

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The Suicidal Student

• An anagram for estimating intent is SLAP. It
  involves enquiring about the
• Specificity of the plan (more details the higher
  the risk)
• Lethality of anticipated method
• Availability of the method
• Proximity of social support

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The Suicidal Student

• What to do
• Take the student seriously
• Acknowledge that a threat or attempt is often a
  plea for help.
• Be available to listen, talk, and be concerned
  but refer to Student Counselling

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The Suicidal Student

• Do not
• Minimise the situation or the depth of feelings
• Say But you have everything to live for
• Be afraid to ask the person if they are
  considering suicide.
• Ignore your limitations (seek assistance)
• Agree to be bound by confidentiality

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Six Point Plan

• Stay calm
• Consider safety yours, others, the students
• Engage with the student (if appropriate)
• Be direct and clear
• Take threats of self harm and attempted suicide
  seriously
• When in doubt consult with others

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When to Refer

• The problem is beyond your expertise
• Personality differences
• You know the student personally lack of
  objectivity
• Student is reluctant to talk about problem
• Feeling overwhelmed or pressed for time
• Immediate danger to student or someone else

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When to Refer

• If a student says or implies
• You're the only one who can help'
• this is often a good indicator that it is time
  to involve someone else.
• Feeling you have sole responsibility for a
  student's wellbeing can be very onerous.

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How to Refer

• Cite specific behaviour that concerns you using
  I statements avoid using labels
• Express confidence in the counselling service
• Offer to assist them to make contact with a
  counsellor
• Walk student to the Counselling service if
  appropriate
• Have a follow-up contact with student to express
  interest in his/her welfare

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How to Refer cont..

• Non-urgent situation?
• Encourage student to make an appointment give
  the phone number of the Student Counselling
  Service
• Urgent situation?
• Assist student by dialling the phone making an
  emergency appointment with Student Counselling
  Service (or Student Health Service)
• Inform Student Counselling Service of reason for
  referral IMPORTANT

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Referring a student in distress - an example

• A student in distress comes into your office and
  begins to describe problems that are interfering
  with his/her academic work. At a break in the
  discussion, you might say
• It sounds as though you have been under a lot
  of stress lately, and would like to talk to
  someone about this. I would suggest that you see
  someone at the Counselling Service as I know they
  are well qualified to help and often work with
  students with similar concerns. I would be very
  happy to call and make arrangements for you to
  talk to someone. Would you like me to call and
  make arrangements for you right now?

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Referring the Reluctant Student

• Assure student that counselling is confidential.
• Assure student that asking for help is a sign of
  strength not weakness.
• Assure student that counsellors deal with all
  sorts of problems big and small.
• Suggest that the student tries counselling for a
  single session to see how it goes.
• Requests for special consideration or extensions
  can be a means of getting a student to speak to a
  counsellor.

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Confidentialty

• Do not make promises of confidentiality, only of
  support
• When to break confidentiality?
• Harm to self
• Harm to others
• Minors who are at risk of abuse you have the
  name of the abuser
• If student will not see a professional, inform
  the student that you will need to speak with
  someone within the university on their behalf.

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Confidentialty cont

• Duty of Care legal obligation to act if student
  is at risk
• Feelings of anger betrayal invoked? Empathise
  with these feelings
• Questions/concerns? Contact the Student
  Counselling or Health Service
• Legal and ethical obligations to maintain
  confidentiality
• Need clients consent to reveal any information
• Dealing with queries for followup on a student

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Looking after yourself

• Share your experience and emotions with
  colleagues and/or partners
• Take part in or organise a debriefing session
• Resist coping with alcohol, drugs or cigarettes
• Reduce stress levels through
• Exercise, hot baths, family events, etc.
• Seek professional help if required

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Remember..

• We cannot make students decisions for them
• Counselling is a personal choice
• If the student resists referral and you are
  feeling uncomfortable about the situation,
  contact the Counselling service and speak to a
  counsellor about your concerns