At least a few of us have dealt with criers--or students who are anxious, frustrated, or angry--and those tutoring sessions are never easy. This article, by Gayla Mills, gives us some pragmatic advice for dealing with very emotional students.
I agree with the author that giving students a few minutes to talk about what's bothering them may be the best option for getting them back on track. On the other hand, we need to acknowledge that we aren't therapists. When students have seemed deeply troubled, I have referred them to Madonna's counseling services (Amy Halstead, ext. 5766). I once had a student who seemed potentially suicidal, and I contacted MUBIT (Madonna University Behavioral Intervention Team) about him. -- I also like the author's suggestion that we offer the student the option of rescheduling.
When each tutoring session and student tutor is unique, how do we find the best balance? We're here to focus on writing, not emotional issues. Still, it would be inhumane to respond to a distraught student with a purely let's-get-down-to-business attitude. Yes, we want to address writing, but we're also called upon to offer some measure of comfort to another person's pain.
How have you dealt with emotional student writers?
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In the face of emotions entering the venue of MU's Writing Center, it could be essential to note that not all emotions or body language can be applied unilaterally. Some people use emotion to garnish attention, while others are inherently emotional beings. That being said, I concur with the author, Gayla Mills, regarding the fact that tutors are not counselors. Oftentimes, a smile, offering a cup of coffee or just a reassuring nod, after reading through the student's written assignment, acts as an indicator that the tutor understands the possible complexity of the assigned student's task and helps the tutored student to feel less pressured. If the student walked in with a "shoulder full" of personal problems, it is feasible for the tutor to briefly listen to the student and show signs of compassion and empathy. After all, we are the "patchwork of society™" 1999, L. Mitan. "We share common threads.™" Humanizing a writing center can be a good thing.
ReplyDeleteI agree, Lynette. I think students find a lot of warmth and humanity here at the Writing Center, and it's part of what brings them back.
ReplyDeleteI have personally not had sessions with any students that were as emotionally distressed as some of those this article documents. However, I do think the author makes some excellent points, and certainly the issue should be considered. Tutors are not counselors, but as long as the goal is accomplished- that of being aligned with the academic objective- the manner of accomplishing it doesn't matter. We should not be sitting with a student helping him or her to relieve emotions for minutes on end, because we do have to think in a practical sense and we must time manage. Everything is relative to the person. If a student is deeply distressed, we may need to reschedule. But we shouldn't have any scruples about being patient, or behaving as a compassionate person. I'm certain that it won't kill anyone to offer a tissue if a student needs one, or to talk with them for a few minutes. Truly, a session may be just as useful to a student if they are given the courtesy of just having someone to talk with. It is up to the tutor's discretion. All of the suggestions or methods to be used varies according to both the tutor that tutor's student. Bottom line: use good judgment. Consider your own ability of what you can give, as it will benefit the needs of the student.
ReplyDeleteGood point, Brooke. The key is finding that delicate balance.
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