Helping Students Who Disclose Trauma Melissa Warren Melissa

Helping Students Who Disclose Trauma Melissa Warren, Melissa Wheeler, and Melissa Borden Helping Students Who Disclose Trauma Brown Bag Date 10 September 2019

Presenters Melissa Warren, M. Ed Full-Time Faculty College of General Studies Melissa “Missy” Wheeler, Ph. D. , ACS, NCC Counseling Core Faculty Clinical Mental Health Counseling, Online Program Melissa Borden Academic Counselor, Student Service College of SS INST

Agenda • Past Traumas and Looming Tragedies • Responding to a Sensitive Student Messages • Clear Boundaries • Academic and Emotional Support • Student Support Services Image the word be kind in sidewalk chalk • Early Alert • Life Resource Center • Questions

Responding to Students Poll Has a student ever disclosed personal trauma to you via private message or the class discussion? • Yes • No How did you feel when you responded to that student? • Confident • Somewhat confident • Uncertain

Past Traumas and Looming Tragedies Image of person coving face with hands. Trusted instructors are often the students’ first choice when they reach out for critical emotional support, but instructors while supportive and caring, are not trained counselor.

What’s Happening Here? Trauma Perception that they or others around them will be seriously injured, die, or be psychologically harmed (Bell, Limberg, & Robinson, 2013). Impact of Trauma Difficulty sleeping Irritably Problems concentrating Negative emotions Negative beliefs Disinterest in activities

Why Instructors? • Power in the Classroom • Trusted Individual • Chickering and Reisser’s Seven Developmental Vectors – Developing Competence – Managing Emotions – Moving Through Autonomy – Developing Purpose Image of a road

Response to Student As the mother of a three-year-old, words can't express how saddened I am to hear of your loss. I cannot image the pain you and your sister must be facing right now. I am so very sorry. I will be happy to extend your week three assignment deadline, and I will ask your academic advisor to give you a call. I won't share these details with your advisor, but I do think you should share your struggles with him or her, so together you can plan for your next steps academically. I know that you are working hard to be a supportive sister and a great student, but I wanted you to know that we are here to help you, too. I thought you might like to talk to a life coach or a counselor at the Life Resources Center. The link is below, and I think you will find the services that they proved helpful. Take care and thank you for reaching out for support. Overview Life Resources: Students access the Life Resource Center from the Program tab on their student website. Life Resource Center: Current students can get confidential clinical counseling and life coaching services 24/7 by calling 866. 320. 2817.

Responding to a Sensitive Private Messages • A Path Forward Acknowledge the message and any feelings the student expressed • Offer short condolences and/or reassurances regarding feelings • Provide resources to the student (LRC, academic counselor, Title IX office, Disability Services, etc. ) • Provide clear steps I as a faculty member will need to follow and steps the student can take • Set any additional expectations related to turning in work, communication with faculty, or other follow-up Image of bridge in the fog

Sample Response to Student Discussion Post • I wanted to reach out to you regarding your discussion post on _______. • In your post, you disclosed _____. • Your courage in sharing this information with us is inspiring. There may be resources offered through the University to assist you. As a faculty member, I do need to share this disclosure with the Title IX office; they will contact you to provide any available resources. • In addition, I encourage you to reach out to the Life Resource Center as needed. The Life Resource Center has many services to assist students throughout their journey with the University. Please reach out if you have questions or if I can be of further support in your journey- Dr. W

Responding to a Sensitive Student Messages Avoid telling a student how they should feel; our experiences are unique to us as are our emotional reactions. Follow university policy regarding reporting What you would do for one student, be willing to do for others. Follow up with the student after the email or referral. Do not promise confidentiality. Be sure to acknowledge the courage it takes to reach out. Image of a brain and heart on a seesaw

Academic and Emotional Support Image of the phrase active listening

Clear Boundaries Instructor Polices and Assignment Directions Faculty members are, at all times, responsible employees of the University of Phoenix and mandatory reporters of certain information. Any of the following issues that arise, inside or outside of the classroom, must and shall be reported to the University Title IX Office, Disability Services Department, and/or the Office of Dispute Management. • Any threat of abuse or violence • Any disclosure of maltreatment

Proactive Measures Poll What resource you are most likely to recommend to a student in crisis? • The student’s academic counselor • The Life Resource Center • Other (please type your response in the chat box)

Early Alert Image of wooden tiles spelling out the word support

Student Support Services Image of the word ask on a sign Life Resource Center Disability Services Title IX

Articulate a Clear Path for Academic Success Image of a woman in graduation gown standing on a road.

Questions?

References American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5 th ed. ). Arlington, VA: Author. Bell, H. , Limberg, D. , and Robinson, III, E. M. (2013). Recognizing trauma in the classroom: A practical guide for educators. Childhood Education, 139 -145. Goldberg, D. (2016). Impact of childhood sexual abuse on college student development: A seven-vectors perspective. Journal of College Counseling, 19, 168 -179. DIO 10. 1002/jocc. 12039 Hardner, K, Wolk, M. R. , Rinfrette, E. S. (2018). Examining the relationship between higher educational attainment, trauma symptoms, and internalizing behaviors in child sexual abuse survivors. Child Abuse & Neglect, 86, 375383. Muljana, P. S. & Luo, T (2019). Factors contributing to student retention in online learning and recommended strategies for improvement: A systematic literature review. Journal of Information Technology Education: Research, 18, 19 -57.