1. How faculty can manage difficult conversations with students
Brian Van Brunt, Ed.D.
Senior Vice President of Professional Program Development
The NCHERM Group, LLC

2. Vignettes from seasoned faculty that provide thoughtful reflections and advice from everyday experience
Research-based suggestions and intervention techniques to help faculty better assess, intervene, and manage difficult behavior
Coverage of special populations, including nontraditional, veteran, and millennial students
Discussion of the latest laws and regulations that should affect and inform faculty’s decisions

3. Introduction
Dealing with Danger
Mental Health
Rude and Entitled

4. Introduction Sample Conversations
“I don’t even want to take this class…”
“You aren’t clear about what material we are supposed to study.”
“My other professor lets me use my phone in class.”
“I won’t be here next week for the final because my family is going on vacation to Bermuda. I need to reschedule.”
“I had a friend who killed himself last week. I haven’t been able to focus on class.”

5. Introduction
Vignettes from seasoned faculty that provide thoughtful reflections and advice from everyday experience
Research-based suggestions and intervention techniques to help faculty better assess, intervene, and manage difficult behavior
Coverage of special populations, including nontraditional, veteran, and millennial students
Discussion of the latest laws and regulations that should affect and inform faculty’s decisions

6. Introduction
Annoying
Disruptive
Dangerous

7. Introduction Dangerous Acts of aggression
Threats towards self or others
Depression or hopelessness
Endorsing violence or weapons
Anger/Agitation/Inability to cope
Seems out of touch with reality

8. Introduction Disruptive Yelling or being excessively loud
Interrupting, not waiting for response
Hygiene concerns
Under the influence of substances
Refusing to leave or cooperate
Destructive of property
Not responding to your instructions

9. Introduction Annoying Staring Not picking up on social cues
Occupying personal space
Wanting to speak to your chair/dean
Disrespectful or rude behavior
Threatening to sue you
Monopolizing your time

10. Introduction How do you feel when students exhibit these behaviors?
Frustrated
Scared
Annoyed
Uncomfortable
Not bothered at all

11. Person-Centered Counseling
Introduction
Overview of Rogers/
Person-Centered Counseling
Humanistic Counseling “Core Concepts”
Genuineness and Congruence
Unconditional Positive Regard
Empathy and Perceptions of Empathy
Dr. Brian Van Brunt, LPCC, CFC Western Kentucky University

12. Introduction
“Under the most adverse circumstances, they were striving to become. Life would not give up, even if it could not flourish...
The clue to understanding their behavior is that they are striving, in the only ways that they perceive as available to them, to move toward growth, toward becoming.
To healthy persons, the results may seem bizarre and futile, but they are life’s desperate attempt to become itself. This potent constructive tendency is an underlying basis of the person-centered approach.”
Dr. Brian Van Brunt, LPCC, CFC Western Kentucky University
Dr. Brian Van Brunt, LPCC, CFC Western Kentucky University

13. Introduction
“I remember in my boyhood, the bin in which we stored our winter’s supply of potatoes was in the basement, several feet below a small window.
The conditions were unfavorable, yet the potatoes would begin to sprout—pale white sprouts, so unlike the healthy green shoots they sent up when planted in the soil in the spring.
But these sad, spindly sprouts would grow 2 or 3 feet in length as they reach towards the distant light of the window.
Dr. Brian Van Brunt, LPCC, CFC Western Kentucky University
Dr. Brian Van Brunt, LPCC, CFC Western Kentucky University

14. Introduction
Simon Bailey, a motivational speaker, suggests that every person in your classroom is a “diamond-in-the rough.”
As such, diamonds are polished to their brilliance at different times, various temperatures and through a multitude of experiences.
This approach lines up with Roger’s humanistic theory. Students want to achieve, they just need help removing the obstacles in their path.
Releasing Your Brilliance (Simon Bailey)
Bailey, S. (2007). Release your Brilliance. Collins Business.

15. Simon Bailey: Releasing your Brilliance
Introduction
Simon Bailey: Releasing your Brilliance
Simon suggests that our internal thoughts and beliefs about the world impact our ability to take action---both on a small and grand scale.
A professor who adjusts the way she sees underperforming students. If we believe in them and create opportunities for them to be successful---they will become successful in your class. This success then gives you the encouragement to impact other students and classes, your department and college.

16. A Student’s Success, Fuels further Success
Chances
Create
Alter Beliefs

17. Strive to resolve the situation at the lowest level possible.
Dealing with Danger
Is there imminent danger?
Is there a possible threat?
Can I resolve this situation?
If not, what can I do to help manage it until I can get support?
What should I report and to whom?
Strive to resolve the situation at the lowest level possible.

18. Dealing with Danger Recognize when to report: Recognize when to refer:
Document in your own notes
Report to Chair/Dean
Report to Campus BIT
Recognize when to refer:
To campus police
To campus resource
To Student Conduct/Judicial Affairs
To Behavioral Intervention Team

19. Dealing with Danger
An older student s her adjunct faculty member, challenging two exam questions & her grade. The faculty member responds via . Then the student brings it up during class, becoming argumentative & enraged, resulting in her yelling & shoving a desk 6 feet across the room.

20. Be Aware of Your Feelings
Dealing with Danger
Be Aware of Your Feelings
Entitled attitude by student
Dangerous escalation in class
Student behavior stealing teaching time other students deserve
Student lacks responsibility for exam
Student’s lack of respect

21. Dealing with Danger Core Concepts
Recognize both cognitive & physical signs
Understand escalation
Impact both professor & student
“Am I making this worse or better?”
Put aside attendance, grades
Don’t be right & ‘punched in the head’

22. Dealing with Danger Meta-Communication
Understand the content (what is being said) & process (how it is being said)
Spoken: “This test question isn’t fair! It wasn’t on the study guide & the answers are vague. You need to change my grade!!”
Unspoken: “I’m scared & lost in your class. I study hard but still fall behind.”

23. Dealing with Danger How to Help?
Respond to the unspoken message to match the question being asked.
Too often, we match defenses & anger. Focus on worry, concern & frustration underneath.
As Covey says, “Seek first to understand and then be understood.”

24. Dealing with Danger How to Help? Calm mindset and develop rapport
Build a bridge between you and them
Realize the way you see things isn’t always the way they see things

25. Dealing with Danger How to Help?
See crisis response as a two-step model
(1) Address dangerous behavior first
Calmly Discuss
Redirect Behavior
Separate Student
Dismiss Class
(2) Follow with proper backup/support
You schedule the time and place
Include dean, police, counseling…

26. Mental Health
A student with Asperger’s disorder asks multiple, off-topic questions during class, engages in odd, repetitive behaviors and is teased by other students. The professor is concerned about the amount of time spent handling the student’s behavior as well as the impact of the teasing & bullying.

27. Be Aware of Your Feelings
Mental Health
Be Aware of Your Feelings
Behavior gets in way of other students’ learning
Behavior interrupts your flow & teaching
Other students teasing the student
School admitting more students not ready for college
You handle more troubled students without training or pay

28. Mental Health Proper Mindset Identify internal emotions
Avoid generalizations
Focus on problem at hand
Stay calm, cool and collected
Consider how you might be perceived
Apply cycle breathing*

29. Mental Health Setting the Stage Talk to the student alone (if safe)
Talk should be free of time pressure
Seek to understand, not to judge
Listen to his/her point of view
Discuss with neutral tone; no sarcasm
Build connection; working together
Use Motivational Interviewing skills*

30. Breathe in slowly to the count of 1…2…3…4…*
Breathe in slowly to the count of 1…2…3…4…
Hold your breath to the count of 1…2…
Breathe out slowly to the count of 1…2…3…4…
Hold your breath to the count of 1…2…

31. Motivational Interviewing Involves:
Mental Health
Motivational Interviewing Involves:
Expressing Empathy
Developing Discrepancy
Avoiding Argumentation
Rolling with Resistance
Supporting Self-Efficacy
Miller, W. R. & Rollnick, S. (1991). Motivational Interviewing: Preparing People to Change Addictive Behavior. New York: Guilford Publications.

32. In this case: Annoying=Mental Health Disorder
Don’t assume or diagnose
Know your ADA referral staff
How do you access counseling?
Seek consultation with colleagues
Consider a team meeting
Follow up with the student

33. Mental Health Don’t Do This: Begin intervention annoyed & frustrated
Make assumptions about their motivation
Talk much; avoid listening
Increase hierarchy between student/prof
Use sarcasm

34. Mental Health Do This: Have a calm, cool & collected mindset
Share concerns without judgment & assumptions; neutral, ‘just the facts’
Listen to student, show respect
Align with the student toward success
Avoid sarcasm
Stay solution focused (What next?)

35. Look for Signs of Suicide
Mental Health
Look for Signs of Suicide
Direct Verbal Clues
“I’ve decided to kill myself.”
“I wish I were dead.”
“I’m going to commit suicide.”
Indirect Verbal Clues
“I’m tired of life, I just can’t go on.”
“I won’t be around much longer.”
“Pretty soon you won’t have to worry about me.”

36. Situational / Environmental Clues
Mental Health
Situational / Environmental Clues
Any previous suicide attempt
Acquiring a gun or stockpiling pills
Putting personal affairs in order
Giving away prized possessions
Substance abuse/relapse
after a period of recovery

37. Rude & Entitled
A student behaves in an entitled manner. He texts in class, shows up late, gets up frequently to use the bathroom (or take a smoke break) & surfs the Internet during class. The student was asked to reduce these behaviors. He does not comply. The student smells of alcohol & talks about parties the night before.

38. Be Aware of Your Feelings
Rude & Entitled
Be Aware of Your Feelings
Frustrated with admissions standards
Angry/Anxious about lost lecture time
Not sure how to handle problems
Don’t like having to police students
Lack of compliance
Misuse of technology in class

39. Eight-Step Outline for Difficult Conversations*
Rude & Entitled
Eight-Step Outline for Difficult Conversations*
Describe the behavior & its impacts
Listen to the their perspective & response
Discuss appropriate behavior
Discuss resources to promote success
Reiterate or set parameters for future behaviors
* Thanks to Laura Bennett at Harper College

40. Eight-Step Outline for Difficult Conversations*
Rude & Entitled
Eight-Step Outline for Difficult Conversations*
Share consequences for non-compliance
Summarize the conversation
Inform of any follow-up:
Document the conversation & plan
Decide who you will inform,
Check in with the student, etc.
* Thanks to Laura Bennett at Harper College

41. Prochaska and DiClemente’s
Rude & Entitled
Prochaska and DiClemente’s
Change Theory

42. Faculty Member’s Motivational Task
Stage of Change
Faculty Member’s Motivational Task
Pre-contemplation
Raise doubt; increase their perception of risk and problems with current behavior
Contemplation
Help student head towards change out of their current ambivalence; help them identify risk for not changing; strengthen self-efficacy for changing current behavior
Preparation for Action
Help the student identify and select the best initial course of action; reinforce movement in this direction
Action
Help the student take steps towards change; provide encouragement and praise
Maintenance & Relapse
Teach student relapse prevention skills

43. Tips Help students overcome obstacles to obtain the support they need
Explore resources via the campus website
Call various departments and learn about the services that are offered
Look for potential obstacles that may prevent students from accessing care
Offer guidance in your syllabus; invite departments to give brief intros during class time

44. Tips
Stress is all around us. Understanding the nature of the environmental stress non-traditional students face is key.
Stress is cumulative. As it builds, students worry they won’t be able to catch up.
Balance the fine line between helping the student progress without holding them to an abstract standard. Require hard work, but build flexibility into your approach that allows for an understanding of context.

45. Tips
Develop relationships with students so that the first conversation isn’t a “bad one”
Learn how to describe behaviors objectively and be consistent in your approach
Keep good documentation
Invest time in solutions, not in complaining
Give yourself permission to feel uncomfortable, not to be evasive

46. Begin with the End in Mind
7 Habits of Highly Effective People (Stephen Covey) 1
Be Proactive
(create environment, choose response before problems start) 2
Begin with the End in Mind
(create cognitive mindset, what is the vision, what is the habit) 3
Put First Things First
(application of mindset, habit in action, short-term goals)

47. 4 5 6 7 Think Win-Win Understand then be Understood Synergize
Stephen Covey: 7 Habits of Highly Effective People 4
Think Win-Win
(achievements depend on cooperation, working together) 5
Understand then be Understood
(diagnosis first, then prescribe) 6
Synergize
(the whole is greater than the sum of its parts) 7
Sharpen the Saw:
(maintain and renew)

48. Senior Vice President of Professional Program Development
Questions?
Brian Van Brunt, Ed.D.
Senior Vice President of Professional Program Development
The NCHERM Group, LLC