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Please note that progression through these steps depends upon the level and repetition of misconduct. Ideally, most incidents of misconduct will be remedied at Step 1 or Step 2.
NOTE: Step 1 and 2 may both occur during a single class period if a student fails to correct their behavior after being warned by the instructor.
If the written warning does not remedy the situation and the inappropriate behavior continues:
NOTE: Instructors may direct a disruptive student to leave for the remainder of a class period. Longer suspensions or involuntary withdrawals require further disciplinary action through the student disciplinary process and the VPSS. Instructor documentation of the sequential events, adequate warnings, and actions are critical.
Instructors should not meet alone with a student who may be a threat to their personal safety. Instead of asking to meet after class, instructors should schedule a specific appointment so that they have time to prepare for the meeting. Instructors should call a member of the Behavioral Intervention Team (see above) for consultation prior to the meeting. They should also alert and confer with their DC and/or colleagues of when the student will be meeting with them and ask one of them to either be on standby or to join in the meeting.
To be in compliance with a student’s right to due process regarding disciplinary actions, it is important that the college:
References:
Amada, G. (1999). Coping with misconduct in the classroom: A practical model. Asheville, NC: College Administration Publications.
Hernandez, T. J., & Fister, D. L. (2001). Dealing with disruptive and emotional college students: A systems model [Electronic version]. Journal of College Counseling, 4(1), 49-62.
Pavela, G. (2000). A model code of student conduct: Applying the power of association on campus. Asheville, NC: College Administration Publications. Retrieved April 3, 2006, from www.collegepubs.com.
Stevens, E. (1999). Due process in higher education: A systemic approach to fair decision making. ASHE-ERIC Higher Education Report, 27 (2). Washington, DC: The George Washington University, Graduate School of Education and Human Development.
Virginia Tech (2006). Responding to disruptive or threatening student behavior: A guide for faculty. Blacksburg, VA: Virginia Tech. Retrieved April 17, 2008, from https://www.dos.vt.edu/content/dam/dos_vt_edu/assets/doc/responding_to_students_in_distress.pdf
Counseling Services at Lake Land College centers around academic counseling. Counselors discuss with students issues that are affecting their academic progress and utilize student development theory to assist students in successfully navigating the college experience. Academic counseling focuses on educational and career planning and addressing academic difficulties due to under preparedness, deficient study skills, stress experienced by mentally healthy individuals and other factors. The counseling website provides additional information regarding the specific services offered by Lake Land College’s counseling staff.
Although the focus in Counseling Services is to provide academic counseling for students, it is recognized that college students do not only experience academic issues and difficulties. Many students are dealing with personal and sometimes even mental health issues. All of the counselors on staff at Lake Land College have a master’s degree in counseling and are trained to assess, address and appropriately refer students who are experiencing these types of issues.
Over the course of their career at Lake Land College, it is likely that staff will come into contact with a student they find challenging. It is important to understand the difference between a student having a bad day and a student who may need mental health treatment or intervention. All students go through a time of adjustment when they begin college. It is normal for students to feel anxious and sad to some degree within the first three months of beginning college, as they try to figure out how and where they fit. Concern should come when the distress to the student is in excess of what would be expected or if there is significant impairment in social, educational or occupational functioning. Whether a student is having difficulty with the transition to college, depression or anxiety, help is available. Staff are not expected to diagnose a student situation, but are asked to recognize when a student is in trouble and to connect them to Counseling Services. Counselors can then assess the situation and assist the student.
Adjustment Disorder – Stressors that can cause Adjustment Disorder include divorce, loss of employment, becoming a parent, retirement, death of a friend or family member, illness or injury. If a student has recently experienced one or more of these stressors, along with the stress of beginning college, their adjustment may be more difficult.
Anxiety – Many students suffer from anxiety. Some never make it to the classroom because of that anxiety. In the classroom, anxiety might look like: excessive worry, feeling “on edge”, panic attacks, avoiding speeches or group projects, leaving class early, fear of failure or criticism.
Depression – Periods of sadness are a normal part of the human experience; however, diagnosable depression is persistent and causes significant distress. If it appears that a student might be depressed, it is important to not assume that someone else in the student’s life will intervene. One of the characteristics of depression is isolation. An instructor may spend more time with a student than anyone else all day. There are ways that depression manifests itself in the classroom. For example, the instructor might notice: sadness, inability to concentrate, missed classes, decreased motivation, isolation, decrease in personal hygiene, and a change from previous functioning.
If a staff member suspects that a student is suffering from depression or anxiety, they should express their concern to the student and refer them to Counseling Services. Sometimes it is hard to know how to approach the student or what to say to a student who appears to be in distress.
The following examples demonstrate techniques for responding to a student in distress.
Kari is obviously upset and tearful during class and the instructor asks her to stay after.
Instructor: I noticed you seem very upset. Are you OK? Would you like to talk about it?
Student: My grandmother passed away last week and I am having a really hard time. I really miss her and can’t seem to concentrate on anything.
Instructor: I am so sorry to hear about your grandmother. You must really miss her.
This student is having a normal response to the death of a loved one. The loss is still recent, only a week ago. Loss of concentration and tearfulness are a natural part of the grieving process. If the same scenario occurred and the loss of loved one occurred ten months ago, the staff member might consider referring the student to Counseling Services. Although everyone’s grieving period is different, if the student is still unable to concentrate and is having trouble functioning after ten months, she may need some professional help moving through the stages of grief.
Bill started out the semester strong, but recently began missing class and not turning in work. The instructor asks him to stay after class to discuss his progress in the class.
Instructor: I noticed that you started out the semester very well, but lately you’ve been missing class and assignments. I’m concerned about your grade and success in this class.
Student: I’m feeling overwhelmed. I am in four classes and I work nights. I’m trying to balance that with my family. I just can’t seem to do anything right.
Instructor: It sounds like you have a lot on your plate right now, between work, school and your family. I think it would be good for you to talk with Counseling Services about how you can begin to relieve some of this stress.
If the student meets with a counselor, they can discuss time management, tutoring, withdrawing from a class or two and the time commitment it takes to be successful in class. Along with the academic issues the counselor and student can also discuss the student’s personal struggles. Maybe they are having problems in their relationship or are experiencing symptoms of depression that warrant a referral to a local community agency.
The common denominator in these scenarios:
Instructors sometimes encounter a student who has become very comfortable with them, the “clingy” student. Some students bond very quickly, especially with an instructor who has helped them through some sort of stressor. Sometimes instructors must set boundaries with students who do not understand the instructor-student roles. It is not appropriate for a student’s instructor to act as the student’s “counselor.” This puts the instructor in an awkward situation, especially when they are giving a grade at the end of the semester. To address the situation, it is important for the instructor to be clear and firm. An instructor might say: “Did you have the opportunity to stop by Counseling Services to discuss these issues? I really think it would be helpful. Let’s call over and see if we can make you an appointment”; or “As your instructor, it is important that we focus on your academics and progress in my class. However, we do have an office on campus that might be a great resource for you.”
Staff who observe a student who needs assistance should encourage them to meet with a counselor in Counseling Services. Regardless of the type of stress the student is experiencing, Counseling Services can help.
Staff may accompany the student to Counseling Services or assist them in telephoning to schedule an appointment. If the staff member believes that the student needs immediate assistance from a counselor, they may contact Counseling Services and describe the situation so that appropriate intervention may be arranged.