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November 14, 2017
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FAB: Managing Emotional Challenges of Online Students
Hi All!
My name is Mike Considine and I will be facilitating the discussion in this thread which is being sponsored by the Faculty Advisory Board (FAB). This discussion is presented as a part of the Faculty Training Culture Initiative.
The digital age creates more opportunities for online learners, however, there is an ambiguity that still exists. As online instructors, it is difficult to see the struggles that students might be experiencing. While some students might be more open about personal struggles, student struggles can also be inferred by how, for example, they respond to a discussion question.
As instructors, we want our students to succeed. However, emotional indicators may exist that prevent otherwise competent students from succeeding.
This discussion will focus on how we can respond to students that might be struggling emotionally. The workshop helps instructors to recognize, and respond to, students who might be experiencing stress, depression, and/or anxiety. Although we are not in a position to diagnose and treat a student, an empathic instructor might be just what the student needs to successfully complete a class.
In my experience as an online instructor and mental health clinician, I would say that I can most sense depression and anxiety with students. While I would never diagnose a student with a disorder, the tone of their correspondences allude to the experience of such emotions.As online instructors, we want to minimize the impact emotional struggles as it can cloud the intellectual abilities of students.
As an opening question, what are some of your experiences with students who are having a difficult time? How do you respond to them in general?
Throughout the month, I will be posting articles and resources as a springboard to our discussions. I will also be posting “correspondences” from “students” as an exercise in how to best respond to them.
Please let me know if you have any questions and/or suggestions throughout the next four weeks
Yours in learning
Mike Considine, PsyD
1 Conclusion
I would like to know how we should use tone and language with some students. It seems some students with anxiety are more likely to read into your feedback as though you are yelling or talking down to them. In your experience are there "trigger" words that should be avoided?
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Hi All,
When considering any emotional challenges to online students, there are indications of anxiety and depression in their correspondence.
This is not a "hard and fast" rule, but a student will start off with a topic based upon their assignments or other academic concerns. However, you can see a "trailing off" from the original subject.
For those who might be experiencing anxieties, the students will start to forecast into the future:
"I'm sorry that my assignment was late, it's just that I have a lot going on and I was just called in for overtime. Between school, my job, and my family, I have no idea when I'll be able to catch up."
For those who might be experiencing depression, the students will start to go into the past
I'm sorry that my assignment was late, it's just that I have a lot going on. I have taken this class once before and it didn't go so well. School is something that I try and make time for but something always gets in the way.'
Here's a tip:
When students start to drift to the past or the future, bring them to the present! The present moment is the only one we have control over. A good formula to subscribe to includes:
An empathic tone, an acknowledgement of what the student is experiencing, a present focused suggestion
Response:
Dear student,
It sounds like you are going through a lot and I admire that you continue to pursue your studies. In order for you to do as well as I you can, I might suggest that you make an appointment for yourself to sit and work with the class. For example, pick the best time out of your day and set an alarm to go off in 45-60 minutes. After the alarm goes off, stop working. I would like to see you do this two or three times per week.
Let me know how you are doing in a few days. I look forward to reviewing your work
Warmly
Mike Considine
Good idea Mike! Thanks for sharing! I often struggle with the idea of making accommodations since I don't like to put myself in a position to distinguish between a "good excuse" and a "not as good excuse", so i tend to favor applying the rule equally to all. Since in my opinion, EVERYONE that misses an assignment had something going on in their lives. So, I try to balance empathy with application of the rule. I really appreciate this template you've provided for the email.
Whitney and Mike
Good day
Thanks for sharing.
I, too, appreciate the template you provided for answering students.
As Whitney says,
"Since in my opinion, EVERYONE that misses an assignment had something going on in their lives. So, I try to balance empathy with application of the rule. I really appreciate this template you've provided for the email.."
As an online instructor, we have time to collect our thoughts - and thus, we can double our efforts to make sure that we balance empathy and fairness - which is a good rule of thumb.
Learning to become a compassionate educator is a delicate balance - as ultimately, we are grading our students - and we must recognize that our decisions can be life-changing.
Thanks for leading this important line of thinking...
Jeffrey Kaplan
GCU Methodologist, College of Doctoral Studies, 11/19/2017
GCU Methodologist, College of Doctoral Studies, 11/19/2017
Hi Whitney
I agree that there is a line between being accommodating while adhering to the demands of the class. This is percisely why we want to respond with empathy and a plan.
There is a phrase that says, "like thoughts attract like thoughts." This means that, if I feel depressed, anxious, and/or overwhelmed, I going to attract similarly themed thoughts. It becomes this vicious cycle where thoughts create emotions, which intensify thoughts even more, which intensify emotions.
So, the idea behind providing a plan and empathy is that it, hopefully, "grounds" the student and allows him or her to refocus.
Best
Mike Considine
Hi Jeffrey
Thank you for contributing to this discussion. This is my first time facilitating and I hope it goes well.
Anyway. you hit on a key phrase, "time to collect our thoughts." I think this is an example of how we respond to students. However, when we have nervous or anxious students, they can react. So, I agree that all students miss assignment. However, a highly reactive student can take a missed assignment and start to think about he or she will be judged in the eyes of the instructor. The student may be inaccurate in thinking that he or she is being judged, but the mind is a funny thing. The mind can tell us something is or isn't true and we believe it.
I agree that there should be a balance of empathy and fairness in responding to students. This is a perfect way for students to know that some of their distortions of thought (the instructor thinks I'm a slacker; I just ruined any chance of getting an A) are just that.
Best
Mike Considine
How to handle students who are having a hard time understanding the grading policy? What steps should be taken if written messages are failing to get the point across and the student is not willing to talk over the phone?
Beyond being accommodating and conveying support, are there any GCU resources you'd recommend us to refer the student to who is having emotional issues that might signal depression?
I would like to know how we should use tone and language with some students. It seems some students with anxiety are more likely to read into your feedback as though you are yelling or talking down to them. In your experience are there "trigger" words that should be avoided?