1.4: Encounters
- Page ID
- 47345
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For instance, to lead into the issue discussed below and encourage students to seek your assistance if needed, begin a class discussion about the importance of providing a respectful class atmosphere. Ask the students to write down three things they have observed in other classes that contributed to a supportive learning atmosphere. Also, encourage them to note and/or visit with you about any issues or concerns they personally might have about their participation in your particular class.
Image 1.4
D. Encounters
Before you start exploring the rest of the module, it is important to make certain that you and any teaching assistants involved with the class are ready for and understand what to do if you are confronted with your own issues and/or encounter victims and survivors in your classroom. This can also apply to students who confront their own issues in a course or are struggling to help a friend who has experienced victimization. If a student or friend seeks you out, it is important to keep in mind that victims may have a hard time directly stating their needs or concerns. It is important to non-judgmentally express your willingness to listen and assist in any way you can. You should probably attempt to find out what prompted the individual to seek you out. Try to determine if there is an immediate crisis that requires emergency intervention. If the person feels he or she is in danger or was recently assaulted, you will need to respond to the situation as a high priority. While such a situation may seem frightening and overwhelming at first, with a little advance preparation you will be able to offer important assistance.
Whatever the situation, try to validate the person’s feelings, show your concern and redirect her/his feelings of self-blame. While talking with the individual, try to monitor your own feelings and avoid forcing your own ideas or agenda onto the victim. Have contact information readily available for the hospital emergency room, the university and city police departments, the campus and local victim advocates, and student health services. A variety of useful numbers as an example may be found in Attachment A.
Explore possible sources of personal and emotional support with the person. You may provide suggestions, but avoid using the word “should” as the victim should be empowered to make his/her own choices. If the situation is not urgent, you may help the individual explore sources of academic support as well. Many students suffer academically as a result of a victimization, and you may be in a situation to help them preempt a scholastic disaster. You can help the student prioritize and set long- and short-term goals while advising him/her about how to work with the system in place on campus. Try to make sure that your advice is not authoritative, controlling or judgmental and remember that you do not need to handle this all yourself (GMU 2003).
Image 1.5
While talking with the student, try to avoid making broad promises of confidentiality, particularly if the student may represent a risk to him or herself or there is mandatory reporting on your campus or location. Students who seem suicidal need swift professional intervention and you do not want assurances of strict confidentiality to impede your efforts to help them. Finally, it is quite acceptable to act only as a faculty member and not a counselor. You need only to listen and refer if you do not feel comfortable discussing a problem with a student. Even if you feel comfortable helping students address such issues, you should still consult the resources available and follow any official guidelines both on and off campus. These resources can also benefit you and/or the class teaching assistants if any of the material in this module causes unresolved personal issues to surface.
Image citations
Image 1.1. Image courtesy of 3485235 under CC0 1.0 via Pixabay.
Image 1.2 University of North Dakota
Image 1.3. Image courtesy of 7558121 under CC0 1.0 via Pixabay.
Image 1.4. Image courtesy of 4529717 under CC0 1.0 via Pixabay.
Image 1.5. Image courtesy of 2691265 under CC0 1.0 via Pixabay.