Suggestions and Interventions by dffhrtcv3



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What Gets In the Way of Academic
Success? Learning Problems, Mental
Health and Behavioral Issues. The Student
Conduct Connection.

Eileen Purcell, MSW, LCSW
Cristina Haedo, MSW
Marcia Wyrtzen, MSW, LCSW
Stafford Barton, MA
John Giaimo, MA, LPC
Special Challenges Faced
   by our Students,
   Generation Stress
  Today’s Student Grew Up With
► Too  little parent/guardian time and mentoring –
  too few suitable role models
► Over worked, guilty, indulgent parents/guardians
► Fragile or fragmented families
► Weak bonds and connections with the community
► Lonely responsibility – inner-life struggles with
  meaninglessness, inner identity, values and
► Insecurity at many levels
Today’s college student’s Mind Set :

► Anxiety  (the common denominator)
► A fend for yourself strategy
► Mistrust
► Suspicion or contempt for authority
► Consumerism
► Relentless need for money, power, things
  Many of today’s college students
► Confusion
► Anger  and fear
► Entitlement
► Immaturity, poor social and coping skills
► Isolation, depression, anxiety
► Perfectionism and supersensitivity
            Generation Stress
► 18  adolescents kill themselves every day. Suicide
  is the 3rd leading cause of death in the U.S. and
  the leading cause of death among college
► One in 12 college students makes a suicide plan
► The majority of young adults 18+ with a diagnosis
  of depression do not receive treatment
► Counseling Centers nation-wide are experiencing
  an increase in visits – up almost 63%
Multi-Cultural Issues
                Cultural Issues

While linguistic and cultural diversity in our classrooms
and communities has the potential to enlighten and
expand our understanding of others and ourselves, it
also presents challenges, particularly for educators.
          Definition of Culture
The Concise Columbia Encyclopedia defines culture
  as “the way of life of a given society, passed down
  from one generation to the next, through learning
  and experience.”
More informally, culture is a learned set of rules,
  written and unwritten, that instruct individuals on
  how to operate effectively with one another and
  with their environment. It not only defines ways to
  act but also ways to react and, therefore is an
  essential component of our capacity to live as
  human beings in a social context. “Diversity” is
  often used with respect to culture, but culture is
  only one component of diversity.
Diversity Wheel


 Primary Dimensions: Refers to Age ,Ethnic Heritage, Gender,
 Mental/Physical Abilities and Characteristics, Race and Sexual
 Orientation. Minimally, these six are at the core of our diverse identities.
 Secondary Dimensions: Include but are not limited to Communication
 Style, Education, Family Status, First Language, Geographic Location,
 Income, Military Experience, Organizational Role and Level, Work
 Experience and Work Style. These dimensions add richness and
 complexity to our identities and give meaning to our day to day lives.
        Possible Cultural and Ethnic
► Different rules of conversation
► Different rules of privacy
► Different orientation to others
► Different understanding of time
► Different understanding of human activity
► Different orientation as to the source of Truth
► Different commitment to schooling
► Different rules for self-control
► Different understanding of getting or giving respect.

Even as one begins to discover the characteristics of other
  cultures.. Cultures vary internally and there can be many
  cultural differences within a single race or nationality.
Cultural Barriers to Effective Communication
► Effective communication with people of different cultures
  is especially challenging.
► Culture provides people with different ways of thinking—
  ways of seeing, hearing and interpreting the world. Thus
  the same words can mean different things to people
  from different cultures, even when they talk the “same”
► Three ways in which culture interferes with effective
  cross-cultural understanding:
     Cognitive Constraints
     Behavior Constraints
     Emotional Constraints
    Cultural and Communicative Incongruities-
           Possible Disruptive Behaviors
► Challenging the professor’s authority
► Using obscene language in class or with other students
► Not listening quietly when the professor is presenting a
► Interrupting another student
► Seeking assistance from another student on a test
► Ignoring the teacher’s directions
► Responding in loud voice
► Socializing in class
► Being late to class
► Not walking away during discord.
► Using physical means to settle a conflict
► Showing emotion during discord.
           Identifying Cultural Conflicts
Cultural conflict has three dimensions. Every conflict has
  the dimension of content and relational– cultural conflict
  adds the third—”a clash of cultural values.” This become
  the foundation of the conflict since it determines
  personal identity.
Identifying Cultural Conflict:
► 1. It has complicated dynamics. Cultural differences tend
  to create complex combination of expectations about
  one’s own and other’s behavior.
► 2. If addressing content and relational issues does not
  resolve the conflict, it is probably rooted in cultural
► 3. Conflict reoccurs or arises strong emotions even
  though the issue of disagreement appears to be
            Resolving Cultural Conflicts
Probing for the cultural dimension (as this point you might
    want to refer to counseling)
Acknowledgement that conflict contains a cultural
    component -and willingness to deal with all the
    dimensions of the conflict.
There are four possible phases:
1.  Parties describe what they find offensive in each
    other’s behavior.
2.  They get an understanding of the other part’s cultural
3.  They learn how the problem would be handled in the
    culture of the opponent.
4.  They develop conflict solutions. Resolution can be
    particularly complicated if the conflict arose because of
    incompatible values.
          Resolving Cultural Conflicts – Cont.
Learning about Cultures:                Altering Organizational
                                           Practices and Procedures.
►   Taking the time to learn about
    the cultures one comes in           ►   Usually our curriculum will
    contact with can prevent                reflect the norms of just one
    cross-cultural conflict.                culture and inherits the
    Important aspects of cultural           cultural conflict. Consideration
    education are understanding             might be given to
    one’s own culture and                   incorporating a more
    developing cultural awareness           diversified perspective to
    by acquiring a broad                    accommodate and reflect a
    knowledge of values and                 system that is sensitive to
    beliefs of other cultures, rather       cultural norms of other people.
    than looking at them through
    the prism of cultural
►   With changing demographics, cultural differences becomes
    an acute issue. Many groups resist assimilation and wish
    to preserve their cultural distinctiveness, which makes
    cultural education an essential tool for maintaining healthy
    relationships in higher education and society in general.
►   Lastly not every conflict or disruptive behavior can be
    classified as cultural. The dispute may result instead from
    a personality clash between two individuals for whom the
    interpersonal “chemistry” does not work. However, even
    in such apparently non-cultural situations, the conflict may
    be exacerbated by cultural behaviors.
Office of Specialized Services
        Myths about OSS

Students who are registered with our
 office are
  Disabled and therefore
      The Reality of OSS

 Students   actively using our services
  In touch with their needs
  Proactive in their approach
  Interested in being collaborative
         The Range of Students
► Physically  impaired: hearing, vision, or mobility
► Physical illness: cardiac conditions, cancer,
  epilepsy, MS, CP, neurological conditions
► Learning difficulties
► Psychiatric/emotional concerns
   (to use our services there must be timely, relevant
     documentation of the disability and it’s impact on
OSS Student Myths and Issues

 ► Feel labeled, marginalized, discriminated
    Thus, poor self image or “hard shell” of
     protection against feeling “dumb” and
     anticipating failure
 ► Fearrepeating negative, self-defeating
   school experiences from the past
    Thus, distance from OSS and try to do it on
     their own
    As semester progresses, OSS may be
     perceived as valuable and they may seek OSS
    Some students may first approach a professor
     before seeking us out.
   Behaviors to Watch For

► Student   is
   Very depressed or very anxious
   Shy to the point of self-isolation
   Very restless and can’t sit still and stay
   Not able to benefit from extra assistance
   Not able to connect with the class material
    and how it is presented
   Behaviors to Watch For con’t
► Is beginning to act “strangely” in terms of
  disturbed and unusual thinking and behavior
  (these symptoms could point to sudden
  onset of bi-polar disorder, schizophrenia, or
  clinical depression with suicidal ideation
  which often first occur in late
  adolescence/young adulthood)
These students may need more than
   what the classroom can provide
            May equal
The Accommodations Form
► Means:
   They are registered with OSS and
    ►legally entitled to request and receive the
     appropriate services noted in the form,
     based on the documentation describing
     their disability and how their disability
     impacts their ability to learn
    ►They are not getting any more special
     treatment than any other student—this is
     about providing a level playing field so that
     the same opportunities are granted for
     academic success
► Student focused team work: OSS
  working with faculty, adjuncts,
► You can help!
   If you think there is a problem, talk
    with us (whether it is a learning or
    emotional issue that the student may
    be unaware of or struggling with)
   If they self-disclose to you, suggesting
    that they seek out our services may be
OSS can be a Valuable Resource
 ► We  can help you make an appropriate

 ► We  can help you to determine if the
   student’s behavior is related to a disability
   or to social and /or cultural conflicts, a
   lack of self-discipline, or simple
   immaturity, and not necessarily due to a
 ► Remember: for many students, every day
   that they show up at BCC is for them a
   Practical Suggestions for
Handling the Disruptive Student
        Suggestions and
     Disruptive, disrespectful, and annoying
classroom behavior is distinct from dangerous or
              threatening behavior.

When it appears there is a definite and imminent
  risk of physical harm, the student should be
 reported at once to Public Safety and the Vice
          President of Student Services.
    Suggestions and Interventions
► “The centerpiece for dealing with student
   disruptiveness is the college code of student
   conduct”. This is the law of the college and
   therefore legally determines what is acceptable or
   unacceptable student conduct”.

Mental Health and Student Conduct Issues on the College Campus: A Reading, Gerald
   Amada, PhD
  Suggestions and Interventions
► Set clear rules for behavior in the classroom and
  review with students during the first week of

► State  behaviors that are discouraged or prohibited
  on the syllabus and review with students during
  the first class session or early during the semester.
Suggestions and Interventions
      Examples of behaviors that may be addressed in a syllabus:

► Challenging  the instructor’s authority in class.
► Inappropriate, disrespectful, or uncivil
  responses to the comments or opinions of
  others in the classroom.
► Threats/challenges to do physical harm (even
  when stated in a joking manner)
California State University, Responding to Disruptive or Threatening Student Behavior: A Guide for
     Faculty. Dr. William Watkins, Vice President for Student Affairs
   Suggestions and Interventions
        Examples of behaviors that may be addressed in a syllabus:
► Use of obscene or profane language.
► Excessive talking.
► Late arrival to, or early departure from class
  without permission.
► Use of personal electronic devices such as
  pagers and cell phones.
► Consumption of food.

California State University, Responding to Disruptive or Threatening Student Behavior: A Guide for
     Faculty. Dr. William Watkins, Vice President for Student Affairs
   Suggestions and Interventions
        Examples of behaviors that may be addressed in a syllabus:

► Bringing   individuals to class who are not
    enrolled, including infants/children.

► Inappropriate  conduct while on field
    assignments or off campus placements
    connected with a course.
California State University, Responding to Disruptive or Threatening Student Behavior: A Guide for
     Faculty. Dr. William Watkins, Vice President for Student Affairs
  Suggestions and Interventions
        plagiarism at the beginning of the
► Address

► Discusswhat it means to be a college adult.
 Review classroom respect and courtesy and
 how they can speak to you if they have a
 disagreement or concern.
  Suggestions and Interventions
► Start   and end class on time.

► Announce   your office hours or contact information
  during class and on syllabus. Encourage students
  to contact you if they have any questions or

► Explain   grading policy so it is clear to students.

► If a student becomes disruptive, deal with the
  student outside of class if possible, not during
  Suggestions and Interventions
► Donot hesitate to report a disruptive
 student and seek assistance before it
 becomes out of hand.

        behavior with the student when it
► Address
 happens or very soon afterwards.
  Suggestions and Interventions

► Document   disruptive behavior

► Ifa student becomes upset, try to stay calm
  and talk in a calm voice.

► Do not take what the student states
Creating a Safe, Trusting and
 Open Learning Environment
      Contact Information
Counseling Center Room A-118
       Personal Counselors:

    Eileen Purcell, MSW, LCSW
        Cristina Haedo, MSW
        Stafford Barton, MA
       John Giaimo, MA, LPC
             Office of Specialized Services
                       Main office S-131
                Telephone Number 201-612-5270
►   Professor Lynn Gold – Learning Disabilities Specialist-S-151

►   Beth Pincus-Senior Resource Accommodations Specialist-Hearing
    impairments or Deafness-S-152

►   Professor Linda Seidman – Academic Counselor – C-111A

►   Marcia Wyrtzen – Resource Accommodations Specialist – C111B
    Psychiatric/Mental health issues

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