WAYS TO SUPPORT A STUDENT WHO MAKES A DISCLOSURE
Educators may receive disclosures about violence in the home from students, but feel they don't have the skills and comfort level needed to support these young people. The following guidelines are offered to enchance your ability to respond in ways that help students when disclosures occur.
1. Make sure you kno and understand the limits of legislation and your own school board policies
2. Allow the student to tell his / her story.
It usually helps young people to talk with a trusted adult about the violence or troubling events in their lives.
3. Do not pressure the student to talk.
It is important to remember your role is not to gather evidence or to investigate the situation. Your role is to listen and acknowledge the feelings the student is sharing.
4. Reassure the student
If students disclose a troubling incident or pattern at home directly to you, reassure them by validating their feelings ("Sounds like that was scary for you. Are you okay?") Depending on the situation, it may also be helpful to let them know that you are glad they told you, that the violence is not their fault, and that no one should be hurt.
5. Let the student know the limits of confidentiality
Inform students when you cannot keep information confidential (if a child is being abused, if someone plans to harm self or others). What you say will be influenced by the legislation in your jurisdiction and school policies.
6. Inform the student of what you are going to do
Students are likely to feel relieved but vulnerable following a disclosure. The situation they are dealing with may also leave them feeling powerless. Letting students know what steps you are taking and when you will talk to them again can decrease their anxiety.
Students may ask you not to say anything to anyone about what they have told you. It is important for you to explain your legal responsibilities and how you will carry them out. Let them know why, what, and when you need to tell an authority.
Educators are accessible, respected, trusted adults. Students maybe more comfortable and likely to talk with educators when concerns arise. Teachers can offer to be available if the students want to chat. Educators can play a role in helping students explore their options.
7. Support the student in making choicse whenever possible
Students do not have control over the troubling situation. You can increase their sense of control by offering them choices. For example, some students may want time away from the class immediately after making a disclosure (may prefer to sit in a library while waiting for a case worker to arrive). Others may wish to rejoin their class. Whenever possible, support the students' sense of what they need at this time, while preventing the development of self-defeating patterns (ongoing excused absences that impede academic achievement ). Inform and consult with other educators, the guidance counsellors, and / or administrative support personnel.
8. Do not criticize or speak negatively about the abusive parent
Young people often have confused or mixed feelings about the abusive parent. They may hate the abuse but like the "fun" times they also share with the abusive parent. Children and adolescents can feel very angry at and loyal to a parent at the same time. If you judge or criticize the offending parent, feelings of loyalty and protectiveness towards the parent may cause the youth to feel he/she cannot talk about the abuse.
9. Do not make commitments to teh student that you cannot honor
Sometimes educators are so moved by a student's situation and want so much to protect and reassure the youth, they make statements that they cannot fllow through on. Examples include such as;
"I will keep you safe;"
"I won't let him hurt your mother anymore!"
"I won't tell anyone what you told me."
While clearly well-intended, such commitments can deminish a student's trust in others when he/she discovers the statements are untrue. This may cause a young person to believe that no one can help and it's not worth telling anyone about the upsetting thigns happening at home.
Listen to students, validate their feelings ("Sounds upsetting, are you okay?") Reassure, let them know you are glad they told you, and let them know what you are going to do, (explain how you will carry out your legal responsibilities, describe school supports).
The student may choose this time to disclose because changes in circumstances have tipped the balance that the youth typical coping strategies are strained, respond supportively;
listen
validate feelings
reassure
inform
This may increase a student's sense of security and his/her willingness to share concerns or seek help in the future.
No comments:
Post a Comment