• Teachable Moments: Managing Aggressive and Overly Involved Parents:
• Suicide, Social Problems and Anxiety: Managing Mental Health Issues on Campus:

If you experience any of these disruptive behaviors in your classroom, this webinar is for you:
arguing over test scores, bringing a child to class, talking or texting during class, loud debate, swearing, back-talking, misuse of laptop, phones ringing, smelling of alcohol and drugs on a student, comments about professor’s teaching style, leaving class early, eating in class, gathering up material at the end of class, sleeping, routine tardiness, poor personal hygiene, speaking without being recognized, threatening students or other faculty, harassing.

Managed well, these behaviors are opportunities to teach the student appropriate skills to be academically successful.  Managed poorly, these behaviors can lead to low performance evaluations, a poor learning environment for all students and potential violence in the classroom.

This practical session is designed for new and experienced faculty members who are looking for new tools to manage difficult student situations in their classrooms. The program will demonstrate techniques to re-direct, manage and calm the disruptive students. The presenter will focus on the techniques of motivational interviewing to offer faculty members an underlying theory and clear examples of how to address today’s classroom problems.

• This program will benefit faculty by offering them practical skills, theory and examples of how the tool s can be applied in their classrooms. After the seminar, participants will have an understanding of how to work with difficult students within the classroom setting.
• The basic concepts of motivational enhancement therapy (or motivational interviewing) will be discussed as they apply to the classroom setting.  These objectives will help participants understand the theory behind working with difficult and unmotivated students, why these skills are important in the classroom and how the professor can apply these skills their everyday work.
• Discussions of do’s and don’ts when working with students who are frustrated and unmotivated.
• Participants will gain an understanding on how to better access university resources through referrals to counseling, academic affairs, athletics and the residential life.
• Participants will learn the importance of establishing early classroom rules and etiquette to “get out ahead” of potential violent and disruptive behaviors

• Faculty and Staff concerned about how to better manage difficult behavior
• Deans, VP of Student Affairs, Health Directors, Counseling Directors
• Directors of Housing, Resident Directors
• Seasoned Faculty
• New Faculty (use as part of your new faculty orientation)
• Academic Affairs Staff
• Adjunct Faculty looking for additional training
• Support staff, Registrar, Financial Aid

Dr. Van Brunt has worked in the counseling field for over fifteen years and has recently begun serving as the president of the American College Counseling Association. He served as Director of Counseling at New England Collegefrom 2001-2007 and currently serves as Director of Counseling and Testing at Western Kentucky University. His counseling style draws from a variety of approaches, though primarily from the humanistic/person-centered style of treatment with its emphasis on warmth, compassion, empathy, unconditional positive regard, individual choice and personal responsibility. He is a certified QPRsuicide prevention trainer and trained in BASICS alcohol intervention. Brian is also a certified trainer in John Byrne's Aggression Management program

Brian has presented nationally on counseling ethics, mandated counseling, and testing and assessment for the American College Counseling Association (ACCA), Association of College and University Counseling Center Directors (AUCCCD), American College Personnel Association (ACPA) and the National Association of Forensic Counselors (NAFC). He has presented on web site design at the Georgia College Counseling Association (GCCA) conference in 2007 and was awarded the American College Health Association Innovation Grant for his work on New England College’s website. He has taught graduate classes in counseling theory, ethics, testing and assessment and program evaluation. He has taught undergraduate classes in adjustment and personal growth, deviance and counseling theory.

He completed his doctorate from Argosy Universityin Sarasota Florida (formerly the University of Sarasota) in counseling psychology, finished his master’s degree from Salem State Collegein counseling and psychological services and received a bachelor’s in psychology from Gordon College.