Identifying and Referring Troubled Students: A Primer for Academic Advisors

Allen, Deborah R.; Trimble, Ralph W.

doi:10.12930/0271-9517-13.2.34

Cited by 5 publications

(6 citation statements)

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“…This approach, conducive to the practice of professional reasoning, is supported by a unit culture that emphasizes the importance of wholestudent advising with a norm of noticing deviations from a student's usual demeanor. Genuine caring alone will not support an advisor's effort to engage with a student; rather, advisors need training on identifying distress signals and assessing risk of harm to notice warning signs before attempting to move to the next appropriate action (Allen & Trimble, 1993).…”

Section: Parallels To Clinical Models Tanner's Model Of Clinical Judgmentioning

confidence: 99%

Application of Clinical Judgment Models to the Development of Academic Advisors

Mann

2018

NACADA Journal

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The critical thinking process of professional reasoning underlies academic advising practice. Although an essential component to effective advising, professional reasoning is rarely explicitly taught. Tenets of clinical judgment models routinely applied to the development of reasoning in health professionals, specifically clinical competence and clinical judgment, align with the development of professional reasoning in academic advisors and can be applied to advisor training and development. Clinical judgment models can inform those tasked with training advisors to articulate the expectations for professional reasoning, in part, because they can help account for differences between advisors in the various stages of reasoning development.

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Section: Parallels To Clinical Models Tanner's Model Of Clinical Judgmentioning

confidence: 99%

Application of Clinical Judgment Models to the Development of Academic Advisors

Mann

2018

NACADA Journal

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“…Rebellious and escalating disruptions need to be addressed behaviorally through disciplinary action, whereas disruptive behavior precipitated by emotional distress may require consultation with counseling staff. However, regardless of the category, students who engage in disruptive behaviors may need to be dealt with behaviorally through disciplinary action, depending on the severity of their behavior.Faculties and staffs at colleges and universities require assistance from counseling professionals in dealing with disruptive students (Amada, 1994(Amada, , 1995(Amada, , 1997, in dealing with students who are experiencing academic or emotional problems (Allen & Trimble, 1993), and in making appropriate referrals (Allen & Trimble, 1993;Amada, 1994Amada, ,1995Amada, ,1997. The proposed intervention model is designed to assist academic and student support staff who deal with disruptive and emotional students.…”

mentioning

confidence: 99%

“…Faculties and staffs at colleges and universities require assistance from counseling professionals in dealing with disruptive students (Amada, 1994(Amada, , 1995(Amada, , 1997, in dealing with students who are experiencing academic or emotional problems (Allen & Trimble, 1993), and in making appropriate referrals (Allen & Trimble, 1993; Amada, 1994Amada, ,1995Amada, ,1997. The proposed intervention model is designed to assist academic and student support staff who deal with disruptive and emotional students.…”

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confidence: 99%

Dealing With Disruptive and Emotional College Students: A Systems Model

Hernández

Fister

2001

J of College Counseling

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Disruptive behaviors confound faculty. staff, and administrators. This article proposes a systemic model for handling disruptive behaviors.The model, in which college counselors have a leading role, uses faculty liaisons, a faculty and staff handbook faculty and staff training. and policy development t o address the problem.isruptive, disrespectful, and disorderly students have begun to stymie many faculty members and administrators in community col-D leges, colleges, and universities. It is often expected that by the time students reach college they will know how to behave in a classroom. However, some very promising students have even committed murder a t institutions such as Harvard (Thernstrom, 1996), Simon's Rock College of Bard, and the University of Iowa (Matthews, 1993). Murder is the most dramatic of all the disruptive behaviors faced by college counselors and faculty. Fortunately, few counselors or faculty members will have the experience.Unfortunately, college instructors often experience, on a daily basis, students who are chronically late, who talk to friends during class, who eat or sleep in class, and who engage in arguments with instructors or other students (Amada, 1994). Amada (1994) also reported stalking and inappropriate erotic or romantic attachments that alarm college faculty. Instructors, using only the authority of their position, are no longer able to maintain decorum in their classrooms or a sense of personal safety.Disruptive behaviors can be characterized as rebellious or emotional in nature. Rebellious disruptive behaviors seem to be intentional, defiant, annoying, and disrespectful. The student who antagonistically questions the expertise and authority of the instructor or the student who continuously chatters in class even after having been disciplined can be characterized as exhibiting rebellious behavior. Although emotionally disruptive behaviors may also have annoying or disrespecthl qualities, these behaviors seem to be unintended and to be precipitated by underlying emotional distress. Such emotional distress can be exhibited by changes in academic performance, outbursts of anger, changes in personal hygiene, excessive absences, essays or creative works that display themes of despair or rage, and clear homicidal or suicidal threats. These students may also express their distress through unintentional outbursts or corollary behaviors, such as running out of the classroom to avoid being seen when crying. Some students exhibit both types of behaviors. These behaviors can be referred to as "escalating behaviors." For example, students who express a high degree of neediness and who escalate their actions to threatening or aggressive gestures can be characterized as having emotional as well as behavioral concerns.Each type of disruptive behavior requires a different set of treatment actions by the college or university and the counselor. Rebellious and escalating disruptions need to be addressed behaviorally through disciplinary action, whereas disruptive behavior precipitated by em...

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“…Certain books 1 , World Wide Web sites 2-4 , and articles [5][6] provided much useful background information about advising in general. In addition I made some inquiries as to how other departments within our college, as well as other chemical engineering departments with large undergraduate populations, managed their undergraduate advising.…”

Section: Information On Undergraduate Advisingmentioning

confidence: 99%

“…Suggestions for meetings with students What to look for: Personal problems and distraught students 6 .…”

Section: Advisingmentioning

confidence: 99%

A Department Wide Distributed Advising System

Montgomery¹

1998 Annual Conference Proceedings

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In the spring of 1997 the department of chemical engineering at the University of Michigan decided to implement a distributed advising system, wherein the responsibility for advising our undergraduate students would be distributed among the faculty. This paper describes the components of the advising system, training and informational materials developed, and reports on the first semester's implementation. Information Frequently asked student questions, regarding such issues as drop/add process, dual degree, pass/fail options, transfer credits Academic calendar Useful phone numbers and contact information at the department, college and university level. Resource Centers/ tutoring information Brochures from cooperative education office, office of international programs Department and college scholarship and award information Financial aid information Phone course registration, grade reporting, etc. information Services for Students with Disability office Faculty Handbook Counseling and Psychological Services Referral Guide for Faculty and Staff Information for students who are on probation Test anxiety and campus resources College of Engineering Honor Code booklet University Sexual Assault Policy Office of lesbian, Bay, Bisexual and Transgender Affairs information

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Identifying and Referring Troubled Students: A Primer for Academic Advisors

Cited by 5 publications

References 0 publications

Application of Clinical Judgment Models to the Development of Academic Advisors

Application of Clinical Judgment Models to the Development of Academic Advisors

Dealing With Disruptive and Emotional College Students: A Systems Model

A Department Wide Distributed Advising System

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