Responding to Distressed Disruptive Student Behavior

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Responding to Distressed Disruptive Student
Behavior

A Guide for Faculty Staff
OREGON STATE UNIVERSITY
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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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Your Role

• Often the first to recognize that a student needs
  help
• Important to have knowledge of campus and
  community resources for referral
• Responsibility to maintain appropriate learning
  environment

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Disruptive Behavior

• Takes many forms, varying in severity

Being late, reading the paper, sleeping
Making noise, repeatedly interrupting
Physical violence
Passing notes, answering cell phone
Personal insults, harassment
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Disruptive Behavior
What is it?

• Habitual interference with classroom environment
• Persistent and unreasonable demands for time and
  attention both in and out of the classroom
• Intimidating or harassing another person through
  words and/or actions
• Threats of physical assault

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Disruptive Behavior
What isnt it?

• Cultural differences
• Most disagreements or differences of opinion
• Situational frustration
• Needing extra time or attention for a special
  reason

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Causes of Disruptive Behavior

• Underlying psychological concerns.
• Confusion about class expectations and/or
  material.
• Difficult transition to college norms.

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Avoiding Disruptive Behavior

• Articulate clear classroom expectations in the
  syllabus, 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?

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Addressing Disruptive Behavior

• Correct innocent mistakes and minor first
  offenses 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 Behavior

• 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.
• If there is threat of violence or other unlawful
  behavior, call Campus Security (x77000).

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Distressed Behavior - Minor
How to recognize?

• Repeated requests for special consideration,
  extensions, etc.
• Unusual or exaggerated emotional responses.
• Withdrawal from activities or friends.
• Significant change in sleep or eating patterns.
• Serious grade problems.

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Distressed Behavior - Minor
How to recognize?

• Excessive absences, especially if attendance was
  previously consistent.
• Perfectionism, procrastination, or excessive
  worrying.
• Markedly changed patterns of interaction
  (avoiding participation or dominating discussion).

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Distressed Behavior - Severe
How to recognize?

• 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 Behavior - Severe
How to recognize?

• 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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Addressing Distressed Behavior

• Talk to the student in private, when both of you
  have time. Give the student your undivided
  attention.
• Express your concerns in behavioral,
  nonjudgmental terms.
• I've noticed youve been absent from class
  lately and Im concerned.
• Listen in a sensitive, non-threatening way.

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Addressing Distressed Behavior

• Communicate understanding by repeating back the
  gist of what the student has said.
• Avoid judging, evaluating, or criticizing.
  Respect the students value system, even if you
  disagree with it.
• If appropriate, make a referral.

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When to Make a Referral

• You know that you cant handle the request or the
  behavior.
• You believe personality differences will
  interfere with your ability to help.
• You know the student personally and believe that
  you could not be objective.
• You feel overwhelmed or unsure of how to proceed.

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How to Make a Referral

• Let the student know that it is not necessary to
  know exactly what is wrong in order to seek
  assistance.
• Assure the student that seeking help does not
  necessarily mean their problems are unusual or
  extremely serious.
• Be frank about your own limits of time, energy,
  training, and objectivity.

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Campus Resources

• University Counseling Psychological Services
• 737-2131
• Student Health Services
• 737-WELL
• Student Conduct Mediation
• 737-3656

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Campus Resources

• Services for Students with Disabilities
• 737-4098
• Dean of Students
• 737-8748
• Campus Security
• 737-3010 or 737-7000
• Affirmative Action
• 737-3556

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Community Resources

• Center Against Rape Domestic Violence
• 754-0110
• Benton County Mental Health
• 766-6844

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Questions to Discuss as a Department

• If a student has been exhibiting unusual behavior
  and other students are complaining, what should I
  do?
• What are my rights as a professor?
• What are my students rights?
• What is due process?
• What if a student confides emotional difficulties
  to me?

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Questions to Discuss as a Department

• What if a student presents me with an overt or
  veiled threat?
• Can I tell a student to leave the class and not
  come back?
• What should I do if my students begin challenging
  my authority?
• Classes are getting larger and students harder to
  deal with. What can I do?

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Other Topics Available

• Assisting Students in Distress
• University Counseling Psychological Services
• Handling Classroom Disruption
• Student Conduct Mediation
• Violence in the Workplace
• Human Resources, Campus Security
• Creating Inclusive Classrooms
• Affirmative Action