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Know how to help: Recognizing students in need Anna Edwards Director of Student Services, Student Life, USC-Columbia Alisa Cooney Liggett Director, Office.

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Presentation on theme: "Know how to help: Recognizing students in need Anna Edwards Director of Student Services, Student Life, USC-Columbia Alisa Cooney Liggett Director, Office."— Presentation transcript:

1 Know how to help: Recognizing students in need Anna Edwards Director of Student Services, Student Life, USC-Columbia Alisa Cooney Liggett Director, Office of Student Conduct, USC-Columbia Maureen Grewe Coordinator for Student Conduct and Behavioral Intervention, Office of Student Conduct, USC- Columbia

2 What we hope you learn today To provide faculty/staff with ways to talk to students about difficult topics beyond course curriculum To arm faculty/staff with the tools to support students’ wellness and safety through responsibility and accountability Practice makes perfect - case studies

3 Develop a Relationship

4 Know WHO to help: Build a Relationship When to start? Keep up the momentum Check-ins Gain buy-in from student Clear Expectations/Outcomes Outline Consequences

5 Know WHEN to help: Recognize the Warning Signs Changes in behaviors/appearances Academic changes Tones of Journals Consistently: Late? Absent? Disheveled? Are they pledging an organization? Do they have any connections w/students in class? Comments in class

6 Know WHERE to go: FACTS and Resources AlcoholEdu Information Dealing w/Distressing Student Behavior (Red file folders) Talking Points – Parents’ Guide Utilizing Peer Leader, Teaching Assistant, other students that might kno

7 Know WHAT to ask: Ask Questions Use Talking Points Plan out what to say Keep notes on each students Practice saying – ▫“Have you thought about suicide?” ▫“I’ve noticed some changes and want to talk to you about it, is everything ok?” ▫“Have you considered going to the counseling center?” ▫“_______ behavior is not acceptable in our classroom. If this happens again, _____ will happen.”

8 Know WHEN you have done enough: Refer and Follow-Up Offer to walk the student to the Counseling Center, Student Disability Services, or whatever office the student needs Report hazing concerns to: ▫ hazing hotline or

9 Know WHEN you have done enough: Refer and Follow-Up Schedule a 20 minute check up meeting Refer to the Student Success Center, SAPE, BIT

10 Role Play/Discussion Make sure to follow “HAM” ▫Have intentional conversation ▫Action Steps ▫Make appropriate referrals Scenarios 1.You saw on Facebook this morning “Mary feels dead today”. You haven’t seen Mary in a week and she shows up late today looking disheveled. 2.Article in the DG today – student death drunk driving (21 st Birthday, died at 4am). Rumors are already circulating and you are going to lead a discussion in class. Immediately someone says “Its their fault, they shouldn’t have driven drunk.” 3.You’ve noticed Kevin frequently chatting with those around him and texting during guest presenters all semester. Last week he interrupted other students during a class debate about the presidential election. Today when you announced that you were moving a deadline back two days, he exasperatedly raised his voice saying, “You can’t do that! I have two other tests that day – it’s not fair!”

11 Facebook Status/Visual Appearance “Mary feels dead today.” H: Approach after class, check-in, explain visual concerns, most importantly show empathy A: Depends on initial response (1) worked a double – discuss actions/words perception (2) sleep deprived – similar discussion and also talk about balance (3) depressed – ask questions of concern and immediately move to referral M: Depending on initial response (1) discuss balancing sleep/school work (2) ACE – time management (3) Counseling Center - intervention

12 Daily Gamecock Article – Student Death Drunk Driving Incident, 21 st Birthday H:Willing to be flexible with lesson plans – in light of recent events, meet students where they are at A: (1) walk through decisions these students made 24 hours before the crash, try to focus on it could happen to anyone (2) talk through victim/consequences and what the students in your class have in common with the victims without placing blame M: Counseling Center is available – this can bring up other incidents, SAPE can help develop other ways to incorporate alcohol/drugs into your class (more than just peer leader – 1 day), help prepare students for events where alcohol is present (i.e. Tailgating)

13 Kevin and his classroom disruption H: – Ask Kevin to meet with you immediately after class or during office hours prior to the next class, OR dismiss if the disruption escalates A :– meet with Kevin to: ▫Outline specifically which behaviors were out of line and why ▫Ask him why he behaved that way ▫Discuss solutions to his answer above ▫Describe what will happen if there is another incident ▫Document (3 bullet points) conversation outcomes in an to him

14 Kevin and his classroom disruption M: Depending on response, ACE, student conduct, counseling center, campus wellness Think about it: What could the instructor have done differently?

15 Questions? Comments? Concerns? Office of Student Conduct Substance Abuse Prevention and Education Student Life


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