Transcript Slide 1

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Working with Students who
have Psychiatric Disabilities
November 2013
Carolyn Roney
Sr. Director Disability Services
Objectives
• Describe types of psychiatric disabilities
• Review the general process of implementing
accommodations to students
• Answer common questions and concerns
• Answer un-common questions and concerns
• Provide resources for faculty
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Overview of Disability Services
• Serve as university community’s expert on
disability.
• Establish eligibility, and arrange for
accommodations for students with disabilities.
• Currently 950 students registered with the
office
• 3 full time staff members
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Our Students
• The students we know:
Students Served by School: 2013 Second Quarter
300
297
272
Number of Students
250
200
189
166
150
100
121
111
74
50
35
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1
INFO S&T
Engineering
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EDU
Health
Nursing
Counseling
Psyc
PPA
SW and HS
MGNT
UG
Number of Students
100
90
80
70
60
50
40
30
20
10
0
Systemic
physical
vision
hearing
Psychiatric
LD
Counseling
Psychology
College
Educ
What is a Psychiatric Disability?
Psychiatric disorders are a pattern of
behavioral or psychological symptoms that
may profoundly disrupt a person’s ability to
think, feel, and relate in a healthy or
appropriate manner. This may impact a
behavior toward others or his/her
environment and/or create distress for the
person experiencing these symptoms.
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Most Common Psychiatric Disorders in College
Settings
• Depression
• Bipolar Disorder (formerly known as manic
depression)
• Alcohol Abuse
• Eating Disorders
• Anxiety Disorders
 Generalized Anxiety Disorder/Panic/Phobias
 Obsessive-Compulsive Disorder (OCD)
 Post-Traumatic Stress Disorder (PTSD)
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While a student may have a psychiatric
disorder, which may or may not be readily
apparent, that does not necessarily mean that
the student will be impaired or disruptive in
the classroom.
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Psychiatric Disorders are Recognized by the
Rehabilitation Act and ADA
According to the Rehabilitation Act of 1973 and
the American with Disabilities Act of 1990
“Qualified students cannot be excluded from
participation in, be denied the benefits of, or be
subjected to discrimination under any program
activity receiving Federal financial assistance.”
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Possible Signs of Psychiatric Disorders
• Reluctance to participate
• Relaying negative self-concept or lack of
confidence
• Excessive posting in the classroom
• Disorganized thoughts patterns and/or
comments in classroom
• Absence from the course
• Easily angered
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Process of Implementing Accommodations
• Student registers with Disability Services by providing
medical documentation and making specific requests
for accommodations.
• Director determines appropriate accommodations
and confirms in writing.
• Disability Services notifies instructors
– if a “need to know”
– students have a role/responsibility to initiate
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Common Questions Regarding the Typical
Process of Implementing Accommodations
• What if a student requests accommodations without
approval from Disability Services
• When does “extra time” become “too much time”?
• Can I deny an accommodation? When? How?
• How do I implement a (confidential) accommodation
in a group project?
• What if the accommodation conflicts with my
grading deadline?
• Can I know specifics about the disability?
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Un-Common Questions Regarding the Typical
Process of Implementing Accommodations
• How do I discourage a student who discloses
too much personal (disability) information?
• What if the student abuses accommodations?
• What if the student threatens legal action?
• What if the student’s behavior is disruptive to
me?
• What if the student’s behavior is disruptive to
the class?
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What to Do When a Student’s Psychiatric
Disability Results in Inappropriate Behavior
• While being sensitive to the psychiatric disorders
that students may have, it is equally important to
recognize that the general rules of Walden’s
official code of conduct apply to all students,
regardless of presence of documented disability.
There is no obligation to modify the institution’s
code of conduct.
• Walden may handle the inappropriate conduct in
the same manner as they handle such conduct
when engaged in by students who do not have a
disability.
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What to Do if a Student Expresses Suicidal
Ideations
• Policy is being written (waiting approval from
Legal Team)
• Send the student an appropriate response via
email.
• Immediately notify your Program Director or
Manager for further action and direction.
• Observe boundaries
– (faculty role is limited)
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The Importance of Boundaries
• Appropriate boundaries are important for all
students, faculty, and staff at Walden
• Faculty are responsible for recognizing if and
when boundaries are being crossed
• Being able to recognize when an individual has
crossed appropriate boundaries is necessary,
especially with someone suffering from a
psychiatric disorder
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Q&A
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In Conclusion
• When in doubt, contact Disability Services
[email protected]
[email protected]
Disability Services
https://my.campuscruiser.com/PageServlet?pg=clubs_welcome&
tg=ClubWelcome&cx=22.295-5.1000328
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