Dealing With Difficult Students and Addressing Disruptive Behavior: Surviving the Moment©

Mark Querry, Ph.D. PsychologistCoordinator, Mental Health & Drug Prevention Counseling ServicesColumbus State Community College

Copy Written © by Mark Querry, Ph.D., Columbus State Community College, April, 22, 2011.

Disruption:

“Anything that interferes with the flow of the educational process.”

Examples:

• Aggression• Attention-eliciting behavior (noise, poor

hygiene, intoxication, mannerisms etc.)• Laughter• Distraction

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There is no diagnosis for Anger

309.81 Posttraumatic Stress Disorder

312.34 Intermittent Explosive Disorder

309.0 Adjustment Disorder, Unspecified

301.xx Personality Disorders3

3 Levels of Violence Spectrum

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Threat Assessment

Disruptive Behavior

Active Shooter

Any situation can escalate

Part 1

An Exciting, Thrilling Systemic Approach to Managing Aggression

No, this is not electronic engineering!

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Noel-Levitz: Parents’ Content Values Academic programs or majors 4.85 Admission requirements 4.78 Tuition and fees 4.77 Campus safety 4.76______________________________________________ Financial aid 4.64 Information for parents of prospective students 4.62 Accreditation 4.61 Information for accepted students 4.59 Visiting campus 4.56 Payment plan options 4.49 Housing and residence life 4.48 Faculty and teaching 4.44 Graduation rates 4.43 Student life and activities 4.40 Job placement rates 4.27

Factors of Violence

Static Factors: Stable, characteristic, typically do not change.

Dynamic factors:Ever changing, have a story line.

Static and Dynamic Factors of Violence (Bensimon, 1994)

• Early 20’s and 30’s (peaks)• Male• Lower Social Class• Low IQ• Major Mental Illness• OBS• Past History of Violence• History of Violent Suicide Attempts• Interrupted Work History• Prior Criminal History• Access to Lethal Weapons• Use of Alcohol and Other Drugs

It’s Never Too Early For Detection

Motives of Student Violence

• 24% Desire for attention/recognition

• 27% Suicidal or desperation.• 34% Attempt to solve a problem.• 54% Multiple motives.• 61% Desire for revenge.• 71% Feels

bullied/persecuted/threatened by others (retaliation theme).

*Profile of Disgruntled Individuals Who AssaultBensimon (1994) ; FBI (2007):• 20’s, 30’s or 40’s.• Threat (or perceived) of being dismissed

(75 %).• Believe s/he has been treated without

respect they deserve- Recall the movie, “Falling Down.”

• Feels humiliated/dehumanized.• Does not accept Authority.

• With the above aspects present, mental illness or substance use does not necessarily increase the violence risk factor.

Military Population

Active Duty Inactive Duty Reserves National Guard Spouses Children

Military Returning From Deployment

• May lack direction• Stimulation-seeking• Are critical• Short attention spans• Confused• Statistically, few have PTSD (12 to 21%) [Milliken,

et.al. 2007; ]• Boundary issues• Dangerous and at-risk triggers for acting out• Domestic violence engaged at home• Affection issues• Untapped grief

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Iraq War Vet Attempts Suicide by Cop.url

Army Service Member with TBI and PTSD

More on the Military…Who becomes impaired and in what way?

All members: 18.5 % develop either PTSD or Major Depression.19.5 % have possible TBI.20 % have depression or a stress disorder and more than half do not get treatment.

Women: 41% sexually assaulted.13 to 30 % experienced rape.22% have PTSDMore women in military likely to be raped than shot41% of women who present to VA TX centers report being victims of military sexual assault.

Developmental DisordersAspergers Disorder:

On the Autism Spectrum of Disorders

Social interaction difficulties. Little interest in dating. Rigid, linear in thinking: Point A to

Point B. Stereotypic behaviors. Flat affect.

Asperger’s Disorder, continued

Often average to above IQ. Commonly had IEP in high school. Lacks expressed empathy, but

emotional acting out. Oddities in voice intonation,

loudness, verbose. Goal-driven If you have seen one, you have seen

one.

Customer Service Assumptions

Customer Service Assumptions

Don’t’s

It’s a technological society (distance learning, online courses, impersonal, transient, they only want information—not a friend)

We are BIG; we are BUSY!!

People enroll—no matter what.

Customer Service Assumptionscontinued

Do’so Be Professionalo Be Kindo Be Respectful, Student-Centeredo Be Calmo Know that you are only as good as

your last performance…

Whammy Burger: The customer is always right!

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Customer Service in General

Understand that--no matter who, no matter what…

Individuals were like the way they are before they met you…

and so,

there is no sense in taking their behavior

…personally.

How do You Do That…?

People Skills

After the first point of conflictual contact,

Get out of your head, and into

their’s.

Because…

People Skills continued

Alleviates fear and serves to buffer your emotions (detachment)

Helps you understand as opposed to be defensive

May help problem-solve rather than be judgmental

Separates WHAT they want from WHO they are

I will never complain about my kid again…

Protectionism(survival)

To be vigilant…

Do not ever assume that a “situation” is harmless:

You do not know what is going on at present

You do not know their recent history You do not know their agenda necessarily You do not know their stability (The 82 ¢

mistake) You do not know what their triggers are You do not know if they are a frequent

flier

Protectionism(survival)

Protect Yourself!

▪ Barriers Doors Lobby Other people

▪ Communication Phrase Codes Panic Buttons

▪ Buffers Other Staff Members Diffusion Posturing Distraction Boundaries

Classroom Management

Tips for controlling the learning environment

Classroom Management

Whatever you do, do it in the first or second class.

Set the tone of your class environment immediately.

Clearly convey your expectations. When a situation arises, address it NOW! “This College…” instead of “I…” Learn how to define “disruption” Be aware of the 15/1 rule Consult!

Disruption:

“Anything that interferes with the flow of the educational process.”

• Aggression• Attention-eliciting behavior (noise,

poor hygiene, intoxication, mannerisms etc.)

• Laughter• Distraction 35

Part 2

Applied Interventions

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The 3 Phases of Violence Build-up

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History and Potential for Violence—baseline functioning, in Control

Sense discomfort, out-of-character, tension

Informal intervention HERE

Acting out, verbal or physical; External control is required

De-escalation Techniques

The 3 D’s of disruption management.

Diffusion- taking the intensity down.

Diversion- changing direction of the flow.

Distraction- disrupting the thought process.

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Approach & Style

Remain calm, remain calm, remain calm. Empathize. Invest some time. Establish student’s need; ‘understand’

him/her. Be goal-oriented, strive for results, options. Maintain space; use non-aggressive posture. Be assertive, not aggressive. Only use power as “trump” as a last resort. Think win-win. Allow for “saving face.”

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Approach & Style

Watch their eyes.Watch their hands.Listen to their voice intonation.Listen to their pace of speech.Watch their body posture.Monitor to see if they are not

responding to your intervention.Separate “Anger” from “Aggression.”Point out consequences. 41

Diffusion

The process of influencing a decline in emotional intensity and likelihood for acting out.

Diffusion

Reflection of FeelingsGuidance

Breathing & BehaviorPacing TempoParaphrasing Perceived

Problem Watch Hands &

Eyes; PostureBe Supportive (Challenge: How

can we be supportive within the scope of hostility?)

Diversionary Techniques

There is no one standard approach…

Ask for his/her help; engage them.

Briefly ask about their educational goals.

Focus on what you can do for them.

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Distraction:

Shift topics; get off track for a minute.

Keep the student off balance.

Candy bar example

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“Listening…”

…is a rapid stress-reducer.

Physical Approachesfor the Novice Intervener

• The magazine• The beverage• The candy bar

Take Care of Your Needs(before and after an incident)

▪ Communicate directly & timely.▪ Learn how to end sessions/conversations.▪ Consult with others.▪ Take control of the contact/limit-setting.▪ Set boundaries▪ Get into your comfort zone; be empowered.▪ Get additional training.

Provide Excellent Customer Service

• Value the student as an individual.

• Best game face on.

• Realize the student may want the same thing as you.

• Empathize, reflect feelings.

• Learn how to apologize.

• “How can we make it right?”

• Think “Developmental.”

• Think Win-Win.

Decision Tree for Responding

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The Encounter

Employee Factors:TrainingPersonalityConcurrent Stress

Emotion focused

Student Factors:BehaviorPersonalityTainted?Agenda

Employee Appraisal:

Primary- Redirect/solveSecondary - ResourcesThreat- Intervention

Problem focused

So, what do they really want??

(U S R)

People Need To Feel Understood & Valued;

Which is Satisfying;

Which then leads to Retention*

* Noel-Levitz

Points of Contact for ConsultationKellie Brennan, J.D., Student Conduct Coordinator, 614-287-2117

Wayne Cocchi, MA., Dean, Student Life, 614-287-5004

Mark Querry, Ph.D., Psychologist, Coordinator, Mental Health & Drug Prevention Counseling Services, 614-287-5416

Scenarios

# 1 A student comes to your class with, what smells like, alcohol on his breath. As he walks by you to take his seat, his odor strongly gets your attention.

o Should you consider addressing your perceptions?Why or Why Not?

o What do you do?

# 2 You have told Sally in class twice now, not to wear her IPOD headphones in class. Today she came in wearing her head phones.

Why do you think she is wearing them?

What do you do?

#3.

Raul is talking to his classmate in the back of your room. He has not responded to your request to raise his hand to speak and keeps chattering and laughing.

What would you do?

How would you do it?

#4. A dissatisfied student shows up in your office. He is blatantly irritated, seemingly with you. He alleges that your test was not reflective of the class material and tells you that you need to grade him “on the curve, or do something to make sure I get at least a C.” He tells you that he is damned sure not going to lose his financial aid because of your incompetent teaching ability. His voice is noticeably escalating and you are deep in your office, behind your desk. He then throws a book your way.

What are your specific concerns?What do you do?

.

#5. A student in row 4 is constantly dropping papers, pencils, blurting out irrelevant comments and randomly laughing. When you encourage her to try to think about her comments before she speaks, she states, “I am Bipolar—what do you expect?”

Now what happens, what do you say or do?

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#6. Two students engage in an argument within a class discussion on social issues. They get to the point of putting down each other and have monopolized the class. Some students laugh; others freeze up and are uncomfortable.

When you intervene with them, one barks back, “This is free speech. I am not cussing and allowed to say my opinion”--and--continues to argue.

What can you do?

# 7. You as a staff member are serving a student who has concerns about getting support services. The student wants tutoring for math but the college is not obligated to provide such services. He is irate that you are so insensitive and offers to file a ADA claim against you and the university.

Should you be concerned? Why or why not?

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Questions/Discussion

References

Bensimon, H.F. (1994, January). Violence in the Workplace. Training and Development, 48, 27-32.

Federal Bureau of Investigation. (2000; 2007). Uniform crime reports for the United States, 1998. Washington, D.C.: U.S. Government Printing Office.

Johnson, P.R. and Indvik, J. (1996). Stress and Workplace: It takes Two to Tango. Journal of Managerial Psychology, Vol. 11, Issue 6., p18-27.

Marcus, R.F. and Swett, B. (2003). Multiple-Precursor Scenarios: Predicting and Reducing Campus Violence. Journal of Interpersonal Violence, Vol. 18, Issue 5., p553-571.

Milliken, C., Auchterlonie, J., & Hoge, C. (2007). Longitudinal assessment of mental health problems among active and reserve component soldiers returning from the Iraq war. JAMA 298 (18) pp. 2141-2148.

.

Mohandie, K. (2002). School Violence Threat Management. (FBI).

Noel-Levitz, Inc. (2008).E-Expectations: Circling over enrollment: Te E-Expectations of the parents of college-bound students. Noel-Levitz, Inc.

Resnick, P.J. and Kausch, Otto. (1995). Violence in the Workplace: The Role of the Consultant. Consulting Psychology Journal: Practice and Research, 4, NO.4, 213-222.

University of Iowa, Injury Prevention Research Center. Workplace Violence: A Report to the Nation (Feb., 2001). Iowa City, Iowa.