Managing Conflict and Crisis
Graduates should have the ability to deal effectively with interpersonal conflict and
campus crises. Specifically, students should be able to:
a) provide leadership and positive solutions to resolving interpersonal conflict,
b) demonstrate knowledge of basic principles and practices to prepare for and respond to campus crises,
c) provide support to individuals, both students and employees, who have been adversely affected by
interpersonal conflict or a campus crisis.
campus crises. Specifically, students should be able to:
a) provide leadership and positive solutions to resolving interpersonal conflict,
b) demonstrate knowledge of basic principles and practices to prepare for and respond to campus crises,
c) provide support to individuals, both students and employees, who have been adversely affected by
interpersonal conflict or a campus crisis.
Class Discussion: Eating Disorders
In “Counseling Issues and Practices” course I was assigned to work with a group to lead a class discussion on two peer-reviewed articles that are relevant to student mental health issues. Researchers have documented a high prevalence of maladaptive eating practices, weight concerns, and actual eating disorders in college women (Choate, 2010). We facilitated discussion regarding the research about eating disorders and how and what triggers women to develop the disorder. Our goal of the group discussion was to help our class understand the severity of the disorder and engage in dialogue of how we, as student affairs professionals can work with students in crisis to receive the proper treatment.
Choate, L. H. (2010). Counseling College Women Experiencing Eating Disorder Not Otherwise Specified: A Cognitive Behavior Therapy Model. Journal Of College Counseling, 13(1), 73-86.
In “Counseling Issues and Practices” course I was assigned to work with a group to lead a class discussion on two peer-reviewed articles that are relevant to student mental health issues. Researchers have documented a high prevalence of maladaptive eating practices, weight concerns, and actual eating disorders in college women (Choate, 2010). We facilitated discussion regarding the research about eating disorders and how and what triggers women to develop the disorder. Our goal of the group discussion was to help our class understand the severity of the disorder and engage in dialogue of how we, as student affairs professionals can work with students in crisis to receive the proper treatment.
Choate, L. H. (2010). Counseling College Women Experiencing Eating Disorder Not Otherwise Specified: A Cognitive Behavior Therapy Model. Journal Of College Counseling, 13(1), 73-86.
Counseling Grieving Student
During one of my counseling sessions at Chaffey Community Colleges I met with a student. As I called him into my office to assist him I asked him how he was doing. He immediately told me he was not doing well and I knew by the tone and quivering in his voice he was not being dramatic. The student wanted to know how to drop his courses because his younger thirteen-year-old brother passed away four days ago and needed to help his mother in the next few months. As he told me the traumatic story he began to cry. I quickly reverted to the techniques I had practiced in my counseling courses. I knew this student needed a grievance counselor but also knew I needed to listen to his story. I was able to bring in our grievance counselor to properly help the student. Before the counselor stepped in I wrote down information on the food pantry at Chaffey, which helps struggling students with groceries since he voiced his concern with money and food for his mother and him. He also gave me a flyer for personal donations to his family. This experience allowed me to further develop my crisis management skills. I had to actively listen, affirm the students’ feelings and guide him to the recourses he needed.
During one of my counseling sessions at Chaffey Community Colleges I met with a student. As I called him into my office to assist him I asked him how he was doing. He immediately told me he was not doing well and I knew by the tone and quivering in his voice he was not being dramatic. The student wanted to know how to drop his courses because his younger thirteen-year-old brother passed away four days ago and needed to help his mother in the next few months. As he told me the traumatic story he began to cry. I quickly reverted to the techniques I had practiced in my counseling courses. I knew this student needed a grievance counselor but also knew I needed to listen to his story. I was able to bring in our grievance counselor to properly help the student. Before the counselor stepped in I wrote down information on the food pantry at Chaffey, which helps struggling students with groceries since he voiced his concern with money and food for his mother and him. He also gave me a flyer for personal donations to his family. This experience allowed me to further develop my crisis management skills. I had to actively listen, affirm the students’ feelings and guide him to the recourses he needed.
Self Harm Workshop at Occidental College
I, along with a few other members of my cohort, created a workshop aimed at student affairs professionals, and current college student leaders at Occidental College. We prepared a 45-minute presentation on self-harm and included information on how the issue affects students on the campus, what resources students could use in order to receive support on this issue, and how one’s role in student affairs should interface with this topic. The workshop included a 20-30 minute presentation, a 15-minute interactive exercise, and time at the end of the workshop for questions and filling out an evaluation form. Our goal was to educate student leaders about self-harm and how they can support students dealing with this issue. Self-harm is designed to provide temporary relief of tension, engaging in self-harm often results in shame and guilt and the perpetuation of a cycle of positive reinforcement, punishment, and escape-avoidance behaviors (Flet et al. 2012).
Flett. G., Goldstein, A., Hewitt, P. & Wekerle, C. (2012). Predictors of Deliberate Self- Harm Behavior Among Emerging Adolescents: An Initial Test a Self Punitiveness Model. Current Psychology, 3(1), 49-64.
I, along with a few other members of my cohort, created a workshop aimed at student affairs professionals, and current college student leaders at Occidental College. We prepared a 45-minute presentation on self-harm and included information on how the issue affects students on the campus, what resources students could use in order to receive support on this issue, and how one’s role in student affairs should interface with this topic. The workshop included a 20-30 minute presentation, a 15-minute interactive exercise, and time at the end of the workshop for questions and filling out an evaluation form. Our goal was to educate student leaders about self-harm and how they can support students dealing with this issue. Self-harm is designed to provide temporary relief of tension, engaging in self-harm often results in shame and guilt and the perpetuation of a cycle of positive reinforcement, punishment, and escape-avoidance behaviors (Flet et al. 2012).
Flett. G., Goldstein, A., Hewitt, P. & Wekerle, C. (2012). Predictors of Deliberate Self- Harm Behavior Among Emerging Adolescents: An Initial Test a Self Punitiveness Model. Current Psychology, 3(1), 49-64.