\nrevised and updated in april 2013 by nancy chick, cft assistant director <\/em><\/td>\n
print version<\/a><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\u201cit is best to do something.\u201d<\/h2>\na 2007 survey by therese a. huston and michelle dipietro (2007) reveals that \u201cfrom the students\u2019 perspective, it is best to do something<\/strong>. students often complained when faculty did not mention the attacks at all, and they expressed gratitude when faculty acknowledged that something awful had occurred\u201d (p. 219).\u00a0 students report that \u201cjust about anything\u201d is helpful, \u201cregardless of whether the instructor\u2019s response required relatively little effort, such as asking for one minute of silence\u2026, or a great deal of effort and preparation, such as incorporating the event into the lesson plan or topics for the course\u201d (p. 216). the exception, the least helpful and even most problematic responses are a \u201clack of response\u201d and \u201cacknowledging that [the crisis] had occurred and saying that the class needs to go on with no mention of opportunities for review or extra help\u201d (p. 218).<\/p>\n
there are many possibilities for how to address a crisis in class, from activities that take only a moment to restructuring your entire course, and plenty in between. again, consider that students appreciate any action, no matter how small. ![\"\"](\"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2018\/07\/09154520\/dosomething-300x248.png\" "\\"dosomething\\"")
<\/a><\/p>\n
taking a moment of silence<\/h4>\ntaking a moment of silence<\/strong> interrupts a course very little but gives everyone a chance to reflect as a part of a community and demonstrates the instructor\u2019s sense of humanity.<\/p>\n
minding the cognitive load<\/h4>\nsuch events affect students\u2019 cognitive load, as \u201cworking memory capacity is reduced immediately following an acutely stressful experience\u201d (p. 218). this awareness may lead you to be lenient with due dates<\/strong> or adapt your syllabus for the week following the crisis to accommodate a reduced workload<\/strong>, both in terms of introducing new concepts and expecting students to exercise typical study habits.\u00a0 holding a review session<\/strong> for material covered during the crisis may also be helpful.<\/p>\n
assigning relevant activities or materials<\/h4>\nhuston and dipietro cite specific activities that helped students cope after 9\/11:\u00a0 \u201ccollege students who participated in a journal writing exercise<\/strong> or who listened to a story that addressed themes relevant<\/strong> to the terrorist attacks showed greater improvements and fewer signs of trauma\u201d (p. 209). consider how you may \u201cuse the lens of [your] discipline to examine the events surrounding the tragedy<\/strong>,\u201d such as assigning a relevant poem, connecting it to a similar historical moment, or examining the engineering concepts involved in a relevant structure (p. 219).<\/p>\n
facilitating a discussion<\/h4>\nif you would like to talk directly with your students about the crisis<\/strong>, you might consider contacting the university counseling center (ucc)<\/a> for ideas on how to approach such a conversation. additionally, the information below may also be useful in discussing a tragedy with your students.\u00a0 there are a number of factors that can affect how a conversation about a crisis might go.\u00a0 as deborah shmueli (2003), a professor at haifa university in israel, has suggested, some things to take into consideration are as follows:<\/p>\n
\n- students\u2019 perceptions about how the crisis has affected them personally<\/li>\n
- students\u2019 perceptions about others whom they consider to be affected<\/li>\n
- issues deemed important to each person or group<\/li>\n
- institutional, financial, and other impediments to successful communication<\/li>\n<\/ul>\n
taking these factors into account, researchers and practitioners who study communication make the following suggestions for difficult conversations (chaitlin 2003):<\/p>\n
\n- consider how much time the conversation might take:<\/em> teachers who wish to create safe places for communication need to consider how much time a difficult conversation will take and how much time they can provide for that conversation within the semester. since a single conversation may not be enough to address the issue fully, teachers should be willing to be flexible, extending the conversation into future class sessions or over the course of the semester, as needed. the teacher should allow enough time for each conversation so that students who have difficulty opening up to the class or who need time before they can begin talking about their experiences may also be included.<\/li>\n
- acknowledge both verbal and nonverbal communication:<\/em> in a discussion or conversation, silence can make a teacher feel uncomfortable, but silence and other non-verbal behaviors can be just as vital to a productive conversation as words are. it is tempting to fill silence with variations on the question asked, but doing so can inhibit students\u2019 abilities to think through the issue and to prepare to share their thoughts with their classmates. if students repeatedly need extremely long silences, however, the teacher should invite conversation as to why students do not feel comfortable sharing with their classmates.<\/li>\n
- let students set the ground rules:<\/em> allowing students to set the ground rules not only can help students create a space where they feel safe to share their thoughts, emotions, and ideas, but can also help students find power at a time when the crisis has left them feeling powerless. ground rules should be set before the conversation begins and reiterated every time thereafter that the conversation is continued.<\/li>\n
- encourage students to be empathetic listeners: <\/em>in conversation, people are often thinking about what they want to say in response rather than fully listening to the individual who is talking. in addition, if the crisis at hand is difficult to handle emotionally or if classmates feel defensive, empathic listening becomes all the more challenging. pointing out such dynamics to students can at least encourage them to think about their positions as listeners.<\/li>\n
- allow freedom of participation:<\/em> if students feel uncomfortable, allow them to leave. if they feel coerced into the conversation, then they are likely to withdraw from the conversation or guard closely what they say.<\/li>\n
- balance the power in the classroom as much as possible:<\/em> ensure that no one student or group of students has more rights than others and take care that all receive equal respect.<\/li>\n
- provide a predictable forum:<\/em> for continuing conversations, provide a format and space that is familiar and predictable for your students so that they feel more comfortable sharing their thoughts and experiences.<\/li>\n<\/ul>\n
you may even want to identify or even facilitate a way to help those most affected by the crisis<\/strong>, such as collecting money, donating goods, volunteering to help at the crisis site, or other ways of supporting rescue and relief efforts.\u00a0 such \u201cproblem-focused coping\u201d is among the most helpful responses identified by students and one explanation for the \u201clower levels of long-term stress\u201d among people \u201cindirectly affected\u201d by 9\/11 (huston & dipietro, 2007, p. 216-218).<\/p>\n
remember that it is not necessarily your role to help students through the crisis, and, in fact, it may be counter-productive for the students if you bring up emotionally difficult issues without providing appropriate support and assistance<\/em><\/strong>.\u00a0 see the resources below.<\/p>\n
providing resources<\/strong><\/h4>\nif you are unsure of your ability to provide emotional support but feel the need to show that you are aware of its impact on your students,\u00a0acknowledge the crisis by providing your students with resources for dealing with it.\u00a0 below are a few suggestions:<\/p>\n
\n- ask a professional from the university counseling center (ucc)<\/a> to come talk to your students.<\/li>\n
- provide the class with the contact information for local counseling, support, or action centers.\u00a0 (see \u201ccampus resources\u201d below.)<\/li>\n
- share with students the apa\u2019s \u201ctips for college and university students:\u00a0 managing your distress in the aftermath of the virginia tech shootings,<\/a>\u201d even if the crisis is unrelated to campus shootings.<\/li>\n<\/ul>\n
<\/p>\n
depending on the nature of the crisis, the following offices on vanderbilt\u2019s campus may be able to offer individual support to your students or be willing come to class to speak to your students as a whole:<\/p>\n
\n- university counseling center<\/a><\/strong> (322-2571): offers counseling services to individuals and to groups.\u00a0 free to all students.<\/li>\n
- office of active citizenship & service<\/strong><\/a> (343-7878): can provide resources and information for volunteering time and money.<\/li>\n
- student health services<\/strong><\/a> (322-2427): supports both physical and mental health with doctors, nurse practitioners, and psychiatrists.<\/li>\n
- the office of religious life and affiliated ministries<\/a><\/strong> (322-2457): staffed by the director of religious life and affiliated professionals representing several religious traditions, the office offers emotional and spiritual support to the university community.<\/li>\n<\/ul>\n
<\/p>\n
for crises that evoke particularly sensitive issues, there are various offices that may be able to offer information, programming, and\/or discussion facilitators:<\/p>\n
\n- office of leadership development & intercultural affairs<\/a> <\/strong>(322-4367)<\/li>\n
- margaret cuninggim women\u2019s center<\/a> <\/strong>(322-4843)<\/li>\n
- office for gay, lesbian, bisexual, and transgendered life <\/strong><\/a>(322-3330)<\/li>\n
- vanderbilt medical center eating disorder program<\/a><\/strong> (936-8200)<\/li>\n<\/ul>\n
the 2022年世界杯中国小组赛积分\u2019s library<\/a> also has books on how to handle difficult conversations that are available for check-out.<\/p>\n
\nadditional resources for faculty<\/h2>\n\n- creating safe spaces for communication: <\/a><\/strong>this article by julia chaitin comes from the website of the beyond intractability project<\/em>, which is dedicated to conflict intervention and successful communication.\u00a0 see especially \u201cthe creation of safe places for open communication\u2014some ground rules and useful guidelines\u201d in chaitin\u2019s article for an expansion of the suggestions listed above.<\/li>\n
- \u201cworking with the emotionally distressed student<\/a><\/strong>\u201d: a booklet from the counseling and psychological services of san diego state university<\/li>\n
- grievingstudents.org<\/strong><\/a>:\u00a0 website from the coalition to support grieving students with resources and advice for how to respond to students dealing with loss (written for k-12 students, but the experiences of grief and compassion don’t magically change at 18 yrs old); see this npr story<\/a><\/li>\n<\/ul>\n
<\/p>\n<\/div>\n
references<\/h2>\n\n- chaitin, julia. \u201ccreating safe spaces for communication<\/a>.\u201d beyond intractability. eds. guy burgess and heidi burgess. conflict research consortium, university of colorado, boulder. posted: july 2003.<\/li>\n
- shmueli, deborah. \u201cconflict assessment<\/a>.\u201d beyond intractability. eds. guy burgess and heidi burgess. conflict research consortium, university of colorado, boulder. posted: october 2003.<\/li>\n
- huston, therese a., & dipietro, michele. (2007).\u00a0in the eye of the storm: students perceptions of helpful faculty actions following a collective tragedy<\/a>.<\/em> in d. r. robertson & l. b. nilson (eds.)\u00a0to improve the academy: vol 25. resources for faculty, instructional, and organizational development.<\/em> bolton, ma: anker.\u00a0pp. 207-224.<\/li>\n
- american psychological association\u2019s \u201ctips for college and university students:\u00a0 managing your distress in the aftermath of the virginia tech shootings<\/a>\u201d (2004).<\/li>\n<\/ul>\n
<\/p>\n
\n![\"creative](\"https:\/\/i.creativecommons.org\/l\/by-nc\/4.0\/80x15.png\")
<\/a>
\nthis teaching guide is licensed under a creative commons attribution-noncommercial 4.0 international license<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"
![\"\"](\"https:\/\/cdn.vanderbilt.edu\/vu-wp0\/wp-content\/uploads\/sites\/59\/2018\/07\/09154520\/dosomething.png\" "\\"dosomething\\"")
<\/a><\/p>\ntaking a moment of silence<\/strong> interrupts a course very little but gives everyone a chance to reflect as a part of a community and demonstrates the instructor\u2019s sense of humanity.<\/p>\n
minding the cognitive load<\/h4>\nsuch events affect students\u2019 cognitive load, as \u201cworking memory capacity is reduced immediately following an acutely stressful experience\u201d (p. 218). this awareness may lead you to be lenient with due dates<\/strong> or adapt your syllabus for the week following the crisis to accommodate a reduced workload<\/strong>, both in terms of introducing new concepts and expecting students to exercise typical study habits.\u00a0 holding a review session<\/strong> for material covered during the crisis may also be helpful.<\/p>\n
assigning relevant activities or materials<\/h4>\nhuston and dipietro cite specific activities that helped students cope after 9\/11:\u00a0 \u201ccollege students who participated in a journal writing exercise<\/strong> or who listened to a story that addressed themes relevant<\/strong> to the terrorist attacks showed greater improvements and fewer signs of trauma\u201d (p. 209). consider how you may \u201cuse the lens of [your] discipline to examine the events surrounding the tragedy<\/strong>,\u201d such as assigning a relevant poem, connecting it to a similar historical moment, or examining the engineering concepts involved in a relevant structure (p. 219).<\/p>\n
facilitating a discussion<\/h4>\nif you would like to talk directly with your students about the crisis<\/strong>, you might consider contacting the university counseling center (ucc)<\/a> for ideas on how to approach such a conversation. additionally, the information below may also be useful in discussing a tragedy with your students.\u00a0 there are a number of factors that can affect how a conversation about a crisis might go.\u00a0 as deborah shmueli (2003), a professor at haifa university in israel, has suggested, some things to take into consideration are as follows:<\/p>\n
\n- students\u2019 perceptions about how the crisis has affected them personally<\/li>\n
- students\u2019 perceptions about others whom they consider to be affected<\/li>\n
- issues deemed important to each person or group<\/li>\n
- institutional, financial, and other impediments to successful communication<\/li>\n<\/ul>\n
taking these factors into account, researchers and practitioners who study communication make the following suggestions for difficult conversations (chaitlin 2003):<\/p>\n
\n- consider how much time the conversation might take:<\/em> teachers who wish to create safe places for communication need to consider how much time a difficult conversation will take and how much time they can provide for that conversation within the semester. since a single conversation may not be enough to address the issue fully, teachers should be willing to be flexible, extending the conversation into future class sessions or over the course of the semester, as needed. the teacher should allow enough time for each conversation so that students who have difficulty opening up to the class or who need time before they can begin talking about their experiences may also be included.<\/li>\n
- acknowledge both verbal and nonverbal communication:<\/em> in a discussion or conversation, silence can make a teacher feel uncomfortable, but silence and other non-verbal behaviors can be just as vital to a productive conversation as words are. it is tempting to fill silence with variations on the question asked, but doing so can inhibit students\u2019 abilities to think through the issue and to prepare to share their thoughts with their classmates. if students repeatedly need extremely long silences, however, the teacher should invite conversation as to why students do not feel comfortable sharing with their classmates.<\/li>\n
- let students set the ground rules:<\/em> allowing students to set the ground rules not only can help students create a space where they feel safe to share their thoughts, emotions, and ideas, but can also help students find power at a time when the crisis has left them feeling powerless. ground rules should be set before the conversation begins and reiterated every time thereafter that the conversation is continued.<\/li>\n
- encourage students to be empathetic listeners: <\/em>in conversation, people are often thinking about what they want to say in response rather than fully listening to the individual who is talking. in addition, if the crisis at hand is difficult to handle emotionally or if classmates feel defensive, empathic listening becomes all the more challenging. pointing out such dynamics to students can at least encourage them to think about their positions as listeners.<\/li>\n
- allow freedom of participation:<\/em> if students feel uncomfortable, allow them to leave. if they feel coerced into the conversation, then they are likely to withdraw from the conversation or guard closely what they say.<\/li>\n
- balance the power in the classroom as much as possible:<\/em> ensure that no one student or group of students has more rights than others and take care that all receive equal respect.<\/li>\n
- provide a predictable forum:<\/em> for continuing conversations, provide a format and space that is familiar and predictable for your students so that they feel more comfortable sharing their thoughts and experiences.<\/li>\n<\/ul>\n
you may even want to identify or even facilitate a way to help those most affected by the crisis<\/strong>, such as collecting money, donating goods, volunteering to help at the crisis site, or other ways of supporting rescue and relief efforts.\u00a0 such \u201cproblem-focused coping\u201d is among the most helpful responses identified by students and one explanation for the \u201clower levels of long-term stress\u201d among people \u201cindirectly affected\u201d by 9\/11 (huston & dipietro, 2007, p. 216-218).<\/p>\n
remember that it is not necessarily your role to help students through the crisis, and, in fact, it may be counter-productive for the students if you bring up emotionally difficult issues without providing appropriate support and assistance<\/em><\/strong>.\u00a0 see the resources below.<\/p>\n
providing resources<\/strong><\/h4>\nif you are unsure of your ability to provide emotional support but feel the need to show that you are aware of its impact on your students,\u00a0acknowledge the crisis by providing your students with resources for dealing with it.\u00a0 below are a few suggestions:<\/p>\n
\n- ask a professional from the university counseling center (ucc)<\/a> to come talk to your students.<\/li>\n
- provide the class with the contact information for local counseling, support, or action centers.\u00a0 (see \u201ccampus resources\u201d below.)<\/li>\n
- share with students the apa\u2019s \u201ctips for college and university students:\u00a0 managing your distress in the aftermath of the virginia tech shootings,<\/a>\u201d even if the crisis is unrelated to campus shootings.<\/li>\n<\/ul>\n
<\/p>\n
depending on the nature of the crisis, the following offices on vanderbilt\u2019s campus may be able to offer individual support to your students or be willing come to class to speak to your students as a whole:<\/p>\n
\n- university counseling center<\/a><\/strong> (322-2571): offers counseling services to individuals and to groups.\u00a0 free to all students.<\/li>\n
- office of active citizenship & service<\/strong><\/a> (343-7878): can provide resources and information for volunteering time and money.<\/li>\n
- student health services<\/strong><\/a> (322-2427): supports both physical and mental health with doctors, nurse practitioners, and psychiatrists.<\/li>\n
- the office of religious life and affiliated ministries<\/a><\/strong> (322-2457): staffed by the director of religious life and affiliated professionals representing several religious traditions, the office offers emotional and spiritual support to the university community.<\/li>\n<\/ul>\n
<\/p>\n
for crises that evoke particularly sensitive issues, there are various offices that may be able to offer information, programming, and\/or discussion facilitators:<\/p>\n
\n- office of leadership development & intercultural affairs<\/a> <\/strong>(322-4367)<\/li>\n
- margaret cuninggim women\u2019s center<\/a> <\/strong>(322-4843)<\/li>\n
- office for gay, lesbian, bisexual, and transgendered life <\/strong><\/a>(322-3330)<\/li>\n
- vanderbilt medical center eating disorder program<\/a><\/strong> (936-8200)<\/li>\n<\/ul>\n
the 2022年世界杯中国小组赛积分\u2019s library<\/a> also has books on how to handle difficult conversations that are available for check-out.<\/p>\n
\nadditional resources for faculty<\/h2>\n\n- creating safe spaces for communication: <\/a><\/strong>this article by julia chaitin comes from the website of the beyond intractability project<\/em>, which is dedicated to conflict intervention and successful communication.\u00a0 see especially \u201cthe creation of safe places for open communication\u2014some ground rules and useful guidelines\u201d in chaitin\u2019s article for an expansion of the suggestions listed above.<\/li>\n
- \u201cworking with the emotionally distressed student<\/a><\/strong>\u201d: a booklet from the counseling and psychological services of san diego state university<\/li>\n
- grievingstudents.org<\/strong><\/a>:\u00a0 website from the coalition to support grieving students with resources and advice for how to respond to students dealing with loss (written for k-12 students, but the experiences of grief and compassion don’t magically change at 18 yrs old); see this npr story<\/a><\/li>\n<\/ul>\n
<\/p>\n<\/div>\n
references<\/h2>\n\n- chaitin, julia. \u201ccreating safe spaces for communication<\/a>.\u201d beyond intractability. eds. guy burgess and heidi burgess. conflict research consortium, university of colorado, boulder. posted: july 2003.<\/li>\n
- shmueli, deborah. \u201cconflict assessment<\/a>.\u201d beyond intractability. eds. guy burgess and heidi burgess. conflict research consortium, university of colorado, boulder. posted: october 2003.<\/li>\n
- huston, therese a., & dipietro, michele. (2007).\u00a0in the eye of the storm: students perceptions of helpful faculty actions following a collective tragedy<\/a>.<\/em> in d. r. robertson & l. b. nilson (eds.)\u00a0to improve the academy: vol 25. resources for faculty, instructional, and organizational development.<\/em> bolton, ma: anker.\u00a0pp. 207-224.<\/li>\n
- american psychological association\u2019s \u201ctips for college and university students:\u00a0 managing your distress in the aftermath of the virginia tech shootings<\/a>\u201d (2004).<\/li>\n<\/ul>\n
<\/p>\n
\n<\/a>
\nthis teaching guide is licensed under a creative commons attribution-noncommercial 4.0 international license<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"
huston and dipietro cite specific activities that helped students cope after 9\/11:\u00a0 \u201ccollege students who participated in a journal writing exercise<\/strong> or who listened to a story that addressed themes relevant<\/strong> to the terrorist attacks showed greater improvements and fewer signs of trauma\u201d (p. 209). consider how you may \u201cuse the lens of [your] discipline to examine the events surrounding the tragedy<\/strong>,\u201d such as assigning a relevant poem, connecting it to a similar historical moment, or examining the engineering concepts involved in a relevant structure (p. 219).<\/p>\n
facilitating a discussion<\/h4>\nif you would like to talk directly with your students about the crisis<\/strong>, you might consider contacting the university counseling center (ucc)<\/a> for ideas on how to approach such a conversation. additionally, the information below may also be useful in discussing a tragedy with your students.\u00a0 there are a number of factors that can affect how a conversation about a crisis might go.\u00a0 as deborah shmueli (2003), a professor at haifa university in israel, has suggested, some things to take into consideration are as follows:<\/p>\n
\n- students\u2019 perceptions about how the crisis has affected them personally<\/li>\n
- students\u2019 perceptions about others whom they consider to be affected<\/li>\n
- issues deemed important to each person or group<\/li>\n
- institutional, financial, and other impediments to successful communication<\/li>\n<\/ul>\n
taking these factors into account, researchers and practitioners who study communication make the following suggestions for difficult conversations (chaitlin 2003):<\/p>\n
\n- consider how much time the conversation might take:<\/em> teachers who wish to create safe places for communication need to consider how much time a difficult conversation will take and how much time they can provide for that conversation within the semester. since a single conversation may not be enough to address the issue fully, teachers should be willing to be flexible, extending the conversation into future class sessions or over the course of the semester, as needed. the teacher should allow enough time for each conversation so that students who have difficulty opening up to the class or who need time before they can begin talking about their experiences may also be included.<\/li>\n
- acknowledge both verbal and nonverbal communication:<\/em> in a discussion or conversation, silence can make a teacher feel uncomfortable, but silence and other non-verbal behaviors can be just as vital to a productive conversation as words are. it is tempting to fill silence with variations on the question asked, but doing so can inhibit students\u2019 abilities to think through the issue and to prepare to share their thoughts with their classmates. if students repeatedly need extremely long silences, however, the teacher should invite conversation as to why students do not feel comfortable sharing with their classmates.<\/li>\n
- let students set the ground rules:<\/em> allowing students to set the ground rules not only can help students create a space where they feel safe to share their thoughts, emotions, and ideas, but can also help students find power at a time when the crisis has left them feeling powerless. ground rules should be set before the conversation begins and reiterated every time thereafter that the conversation is continued.<\/li>\n
- encourage students to be empathetic listeners: <\/em>in conversation, people are often thinking about what they want to say in response rather than fully listening to the individual who is talking. in addition, if the crisis at hand is difficult to handle emotionally or if classmates feel defensive, empathic listening becomes all the more challenging. pointing out such dynamics to students can at least encourage them to think about their positions as listeners.<\/li>\n
- allow freedom of participation:<\/em> if students feel uncomfortable, allow them to leave. if they feel coerced into the conversation, then they are likely to withdraw from the conversation or guard closely what they say.<\/li>\n
- balance the power in the classroom as much as possible:<\/em> ensure that no one student or group of students has more rights than others and take care that all receive equal respect.<\/li>\n
- provide a predictable forum:<\/em> for continuing conversations, provide a format and space that is familiar and predictable for your students so that they feel more comfortable sharing their thoughts and experiences.<\/li>\n<\/ul>\n
you may even want to identify or even facilitate a way to help those most affected by the crisis<\/strong>, such as collecting money, donating goods, volunteering to help at the crisis site, or other ways of supporting rescue and relief efforts.\u00a0 such \u201cproblem-focused coping\u201d is among the most helpful responses identified by students and one explanation for the \u201clower levels of long-term stress\u201d among people \u201cindirectly affected\u201d by 9\/11 (huston & dipietro, 2007, p. 216-218).<\/p>\n
remember that it is not necessarily your role to help students through the crisis, and, in fact, it may be counter-productive for the students if you bring up emotionally difficult issues without providing appropriate support and assistance<\/em><\/strong>.\u00a0 see the resources below.<\/p>\n
providing resources<\/strong><\/h4>\nif you are unsure of your ability to provide emotional support but feel the need to show that you are aware of its impact on your students,\u00a0acknowledge the crisis by providing your students with resources for dealing with it.\u00a0 below are a few suggestions:<\/p>\n
\n- ask a professional from the university counseling center (ucc)<\/a> to come talk to your students.<\/li>\n
- provide the class with the contact information for local counseling, support, or action centers.\u00a0 (see \u201ccampus resources\u201d below.)<\/li>\n
- share with students the apa\u2019s \u201ctips for college and university students:\u00a0 managing your distress in the aftermath of the virginia tech shootings,<\/a>\u201d even if the crisis is unrelated to campus shootings.<\/li>\n<\/ul>\n
<\/p>\n
depending on the nature of the crisis, the following offices on vanderbilt\u2019s campus may be able to offer individual support to your students or be willing come to class to speak to your students as a whole:<\/p>\n
\n- university counseling center<\/a><\/strong> (322-2571): offers counseling services to individuals and to groups.\u00a0 free to all students.<\/li>\n
- office of active citizenship & service<\/strong><\/a> (343-7878): can provide resources and information for volunteering time and money.<\/li>\n
- student health services<\/strong><\/a> (322-2427): supports both physical and mental health with doctors, nurse practitioners, and psychiatrists.<\/li>\n
- the office of religious life and affiliated ministries<\/a><\/strong> (322-2457): staffed by the director of religious life and affiliated professionals representing several religious traditions, the office offers emotional and spiritual support to the university community.<\/li>\n<\/ul>\n
<\/p>\n
for crises that evoke particularly sensitive issues, there are various offices that may be able to offer information, programming, and\/or discussion facilitators:<\/p>\n
\n- office of leadership development & intercultural affairs<\/a> <\/strong>(322-4367)<\/li>\n
- margaret cuninggim women\u2019s center<\/a> <\/strong>(322-4843)<\/li>\n
- office for gay, lesbian, bisexual, and transgendered life <\/strong><\/a>(322-3330)<\/li>\n
- vanderbilt medical center eating disorder program<\/a><\/strong> (936-8200)<\/li>\n<\/ul>\n
the 2022年世界杯中国小组赛积分\u2019s library<\/a> also has books on how to handle difficult conversations that are available for check-out.<\/p>\n
\nadditional resources for faculty<\/h2>\n\n- creating safe spaces for communication: <\/a><\/strong>this article by julia chaitin comes from the website of the beyond intractability project<\/em>, which is dedicated to conflict intervention and successful communication.\u00a0 see especially \u201cthe creation of safe places for open communication\u2014some ground rules and useful guidelines\u201d in chaitin\u2019s article for an expansion of the suggestions listed above.<\/li>\n
- \u201cworking with the emotionally distressed student<\/a><\/strong>\u201d: a booklet from the counseling and psychological services of san diego state university<\/li>\n
- grievingstudents.org<\/strong><\/a>:\u00a0 website from the coalition to support grieving students with resources and advice for how to respond to students dealing with loss (written for k-12 students, but the experiences of grief and compassion don’t magically change at 18 yrs old); see this npr story<\/a><\/li>\n<\/ul>\n
<\/p>\n<\/div>\n
references<\/h2>\n\n- chaitin, julia. \u201ccreating safe spaces for communication<\/a>.\u201d beyond intractability. eds. guy burgess and heidi burgess. conflict research consortium, university of colorado, boulder. posted: july 2003.<\/li>\n
- shmueli, deborah. \u201cconflict assessment<\/a>.\u201d beyond intractability. eds. guy burgess and heidi burgess. conflict research consortium, university of colorado, boulder. posted: october 2003.<\/li>\n
- huston, therese a., & dipietro, michele. (2007).\u00a0in the eye of the storm: students perceptions of helpful faculty actions following a collective tragedy<\/a>.<\/em> in d. r. robertson & l. b. nilson (eds.)\u00a0to improve the academy: vol 25. resources for faculty, instructional, and organizational development.<\/em> bolton, ma: anker.\u00a0pp. 207-224.<\/li>\n
- american psychological association\u2019s \u201ctips for college and university students:\u00a0 managing your distress in the aftermath of the virginia tech shootings<\/a>\u201d (2004).<\/li>\n<\/ul>\n
<\/p>\n
\n<\/a>
\nthis teaching guide is licensed under a creative commons attribution-noncommercial 4.0 international license<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"
taking these factors into account, researchers and practitioners who study communication make the following suggestions for difficult conversations (chaitlin 2003):<\/p>\n
- \n
- consider how much time the conversation might take:<\/em> teachers who wish to create safe places for communication need to consider how much time a difficult conversation will take and how much time they can provide for that conversation within the semester. since a single conversation may not be enough to address the issue fully, teachers should be willing to be flexible, extending the conversation into future class sessions or over the course of the semester, as needed. the teacher should allow enough time for each conversation so that students who have difficulty opening up to the class or who need time before they can begin talking about their experiences may also be included.<\/li>\n
- acknowledge both verbal and nonverbal communication:<\/em> in a discussion or conversation, silence can make a teacher feel uncomfortable, but silence and other non-verbal behaviors can be just as vital to a productive conversation as words are. it is tempting to fill silence with variations on the question asked, but doing so can inhibit students\u2019 abilities to think through the issue and to prepare to share their thoughts with their classmates. if students repeatedly need extremely long silences, however, the teacher should invite conversation as to why students do not feel comfortable sharing with their classmates.<\/li>\n
- let students set the ground rules:<\/em> allowing students to set the ground rules not only can help students create a space where they feel safe to share their thoughts, emotions, and ideas, but can also help students find power at a time when the crisis has left them feeling powerless. ground rules should be set before the conversation begins and reiterated every time thereafter that the conversation is continued.<\/li>\n
- encourage students to be empathetic listeners: <\/em>in conversation, people are often thinking about what they want to say in response rather than fully listening to the individual who is talking. in addition, if the crisis at hand is difficult to handle emotionally or if classmates feel defensive, empathic listening becomes all the more challenging. pointing out such dynamics to students can at least encourage them to think about their positions as listeners.<\/li>\n
- allow freedom of participation:<\/em> if students feel uncomfortable, allow them to leave. if they feel coerced into the conversation, then they are likely to withdraw from the conversation or guard closely what they say.<\/li>\n
- balance the power in the classroom as much as possible:<\/em> ensure that no one student or group of students has more rights than others and take care that all receive equal respect.<\/li>\n
- provide a predictable forum:<\/em> for continuing conversations, provide a format and space that is familiar and predictable for your students so that they feel more comfortable sharing their thoughts and experiences.<\/li>\n<\/ul>\n
you may even want to identify or even facilitate a way to help those most affected by the crisis<\/strong>, such as collecting money, donating goods, volunteering to help at the crisis site, or other ways of supporting rescue and relief efforts.\u00a0 such \u201cproblem-focused coping\u201d is among the most helpful responses identified by students and one explanation for the \u201clower levels of long-term stress\u201d among people \u201cindirectly affected\u201d by 9\/11 (huston & dipietro, 2007, p. 216-218).<\/p>\n
remember that it is not necessarily your role to help students through the crisis, and, in fact, it may be counter-productive for the students if you bring up emotionally difficult issues without providing appropriate support and assistance<\/em><\/strong>.\u00a0 see the resources below.<\/p>\n
providing resources<\/strong><\/h4>\n
if you are unsure of your ability to provide emotional support but feel the need to show that you are aware of its impact on your students,\u00a0acknowledge the crisis by providing your students with resources for dealing with it.\u00a0 below are a few suggestions:<\/p>\n
- \n
- ask a professional from the university counseling center (ucc)<\/a> to come talk to your students.<\/li>\n
- provide the class with the contact information for local counseling, support, or action centers.\u00a0 (see \u201ccampus resources\u201d below.)<\/li>\n
- share with students the apa\u2019s \u201ctips for college and university students:\u00a0 managing your distress in the aftermath of the virginia tech shootings,<\/a>\u201d even if the crisis is unrelated to campus shootings.<\/li>\n<\/ul>\n
<\/p>\n
depending on the nature of the crisis, the following offices on vanderbilt\u2019s campus may be able to offer individual support to your students or be willing come to class to speak to your students as a whole:<\/p>\n
- \n
- university counseling center<\/a><\/strong> (322-2571): offers counseling services to individuals and to groups.\u00a0 free to all students.<\/li>\n
- office of active citizenship & service<\/strong><\/a> (343-7878): can provide resources and information for volunteering time and money.<\/li>\n
- student health services<\/strong><\/a> (322-2427): supports both physical and mental health with doctors, nurse practitioners, and psychiatrists.<\/li>\n
- the office of religious life and affiliated ministries<\/a><\/strong> (322-2457): staffed by the director of religious life and affiliated professionals representing several religious traditions, the office offers emotional and spiritual support to the university community.<\/li>\n<\/ul>\n
<\/p>\n
for crises that evoke particularly sensitive issues, there are various offices that may be able to offer information, programming, and\/or discussion facilitators:<\/p>\n
- \n
- office of leadership development & intercultural affairs<\/a> <\/strong>(322-4367)<\/li>\n
- margaret cuninggim women\u2019s center<\/a> <\/strong>(322-4843)<\/li>\n
- office for gay, lesbian, bisexual, and transgendered life <\/strong><\/a>(322-3330)<\/li>\n
- vanderbilt medical center eating disorder program<\/a><\/strong> (936-8200)<\/li>\n<\/ul>\n
the 2022年世界杯中国小组赛积分\u2019s library<\/a> also has books on how to handle difficult conversations that are available for check-out.<\/p>\n
\nadditional resources for faculty<\/h2>\n
- \n
- creating safe spaces for communication: <\/a><\/strong>this article by julia chaitin comes from the website of the beyond intractability project<\/em>, which is dedicated to conflict intervention and successful communication.\u00a0 see especially \u201cthe creation of safe places for open communication\u2014some ground rules and useful guidelines\u201d in chaitin\u2019s article for an expansion of the suggestions listed above.<\/li>\n
- \u201cworking with the emotionally distressed student<\/a><\/strong>\u201d: a booklet from the counseling and psychological services of san diego state university<\/li>\n
- grievingstudents.org<\/strong><\/a>:\u00a0 website from the coalition to support grieving students with resources and advice for how to respond to students dealing with loss (written for k-12 students, but the experiences of grief and compassion don’t magically change at 18 yrs old); see this npr story<\/a><\/li>\n<\/ul>\n
<\/p>\n<\/div>\n
references<\/h2>\n
- \n
- chaitin, julia. \u201ccreating safe spaces for communication<\/a>.\u201d beyond intractability. eds. guy burgess and heidi burgess. conflict research consortium, university of colorado, boulder. posted: july 2003.<\/li>\n
- shmueli, deborah. \u201cconflict assessment<\/a>.\u201d beyond intractability. eds. guy burgess and heidi burgess. conflict research consortium, university of colorado, boulder. posted: october 2003.<\/li>\n
- huston, therese a., & dipietro, michele. (2007).\u00a0in the eye of the storm: students perceptions of helpful faculty actions following a collective tragedy<\/a>.<\/em> in d. r. robertson & l. b. nilson (eds.)\u00a0to improve the academy: vol 25. resources for faculty, instructional, and organizational development.<\/em> bolton, ma: anker.\u00a0pp. 207-224.<\/li>\n
- american psychological association\u2019s \u201ctips for college and university students:\u00a0 managing your distress in the aftermath of the virginia tech shootings<\/a>\u201d (2004).<\/li>\n<\/ul>\n
<\/p>\n
\n<\/a>
\nthis teaching guide is licensed under a creative commons attribution-noncommercial 4.0 international license<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"