Don’t

Freak out

How to Handle

Emotional MeltdownsEquipping Your Advising

Professionals to Deal with Delicate Situations

Your Presenters!

Glorianna Felix, MLISManager, International Student ProgramsHillsborough Community College

The National Alliance of Mental Illness (2012)

o 25% of a total college population of

students will have a mental health issue;

o 40% of this population does not seek any

counseling services;

o 80% find themselves overwhelmed at

some time or another during

matriculation; and

o 50% experience intense anxiety as they

struggle in school.

Chances are if you have been an adviser for a while you’ve had an experience with a student who shared something

very personal with you. She starts sharing and before long she’s crying. What you do next for that student is extremely important. How do we know when it’s time to hand off the baton to

the mental health professionals?

But then you realize there is more going on

IT starts as a normal advising

session

Your responsibility Keep your skills fresh: attend professional

development workshops, do online research,

join a list serve.

Get to know the counseling professionals on

your campus. Establish those relationships.

Establish a collaborative approach about

student needs.

Follow-up with the student. Ask if they

went to see the counselor.

We are following FERPA regulations by

working collaboratively with other

departments.

FERPA allows schools to disclose, without consent, under the following conditions (34 CFR § 99.31):

• FERPA deals with student records, and does not include conversations had with students that are not part of the official student record. Colleagues can share information with each other.

• Appropriate officials in cases of health and safety emergencies;

• FERPA permits a college or university to let parents of students under the age of 21 know when the student has violated any law or policy concerning the use or possession of alcohol or a controlled substance.

http://familypolicy.ed.gov/

What’s your type?

My feelings, thoughts, and beliefs are very important and your

feelings, thoughts, and beliefs are unimportant

and inconsequential.

Your feelings, thoughts, and beliefs

are very important but my feelings, thoughts,

and beliefs are unimportant and inconsequential.

Aggressive style: Passive style:

My feelings, thoughts, and beliefs are

important and your feelings, thoughts, and

beliefs are equally important.

Assertive style:

Even when a student is not in crisis, using conflict resolution skills can be very useful during an advising session.

And if a student does become aggressive, the following de-escalation

tips can be applied.

Let’s talk strategy

Remember this guy?

Advising Know How

McClellan, J. L. (2005). Increasing advisor effectiveness by understanding conflict and conflict resolution. NACADA Journal, 25(2), 57-64.

Set the proper tone for communication

with students by speaking in a soft and

calm tone, and soft facial expressions.

Use respectful communication with

students

Create an atmosphere of relaxation by

maintaining periodic (not constant) eye

contact

Refrain from reacting defensively, even in

the face of direct criticism or insults

Conflict Resolution

Respond appropriately and selectively to

students via answering informational

questions and not abusive ones

Provide students with choices and

alternatives whenever possible

Empathize with the emotional feelings of

students, but not with disruptive behaviors

(i.e., I understand that you feel angry, and

your threatening behaviors will not be

tolerated.)

McClellan, J. L. (2005). Increasing advisor effectiveness by understanding conflict and conflict resolution. NACADA Journal, 25(2), 57-64.

De-Escalation TIPS

Be aware of resources available for back up,

including office colleagues

Maintain at least three feet of distance

between the self and the student

Be at the same eye level as students (either

sitting or standing)

Refrain from physically touching students in

an agitated state

Be aware of exits

Calmly decide to leave the situation if de-

escalation is not working

McClellan, J. L. (2005). Increasing advisor effectiveness by understanding conflict and conflict resolution. NACADA Journal, 25(2), 57-64.

Question&Answer

time

Thank you all

for your time.

We hope this

information has

been useful.

Manager, International Student ProgramsSEVIS - Designated School OfficialCenter for International EducationHCC Dale Mabry Campus4001 W. Tampa Bay Blvd., DSSC 322 Tampa, FL 33614-7820Email: gfelix8@hccfl.eduPhone: (813) 253-7314

Counseling FacultyHillsborough Community CollegeDale Mabry Campus4001 W. Tampa Bay Blvd., DSTU 244Tampa, FL 33614-7820Email: rfuentesjaiman@hccfl.eduPhone: (813) 259-6377

Glorianna Felix Dr. Rafael Fuentes

Bibliography

Allen, Deborah R., Ralph W. Trimble. “Identifying and Referring Troubled Students: A

Primer for Academic Advisors.” NACADA Journal, vol. 13 (2) Fall 1993. pp. 34-

41.

Larkin, R., Crumb, L., Fountain, Y., Glenn, C. T. & Smith, J. “Managing Mental

health Situations in the Advising Office.” NACADA Academic Advising Today.

June 2015.

McClellan, J. L. (2005). Increasing advisor effectiveness by understanding conflict

and conflict resolution. NACADA Journal, 25(2), 57-64.

Mori, Sakurako. “Addressing the Mental Health Concerns of International Students.”

Journal of Counseling & Development, vol. 78, issue 2, Spring 2000, p. 137-

144.