In our newly formed illustration group, we have a student who is emotionally demanding both on staff and students. Two specific incidents have occurred with the student that I will detail below.
During one session I was trying to solve a variety of different problems for a collection of students at the same time. They ranged from the conceptual resolution of project ideas to the changing of a scalpel blade. The student in question negotiated around the others like a speeding whippet to take precedence over anyone else’s concerns. This particular brief required careful and accurate cutting of formal typography. The student held up their work poised to ask a question and in an instant of looking at their progress I said something to the effect of “Your letters are not drawn properly you need to do it again.” Thinking little of the matter, during the lunch break, my line manager informed me that they had to calm the student down and the student had to be reassured that my feedback was from a place of good faith and with the intent of making the best possible work. My line manager suggested talking to the student later in the day and apologising.
I followed my duty and spoke to the student and explained that my actions came from the best of intentions.
Critical and constructive feedback is essential to a design practice. My own education was filled with honest pointed feedback, and I chose to seek those specific people for that experience and insight.
The second incident was during my day not teaching but in the studio. An important perk to the job has been free unfettered access to the print workshop. This allows me to make my own work with the benefit of showing students various approaches to printmaking during taught sessions. I usually use the print room outside of taught days but I may have to answer a few questions or help a student if they happen to be in, but this is mostly unusual.
On this occasion, the student came to work for the day. Shortly after settling down, they became vocally and visibly upset proceeding to shout “My workflow isn’t working!” Repeatedly. Not wanting to see someone in distress over a small inconvenience I tried to diagnose the problem eventually solving it. During this process, I had to be extremely calm and reassuring. However, being around a person who is emotionally volatile makes me uncomfortable and stressed. I’m thinking what scenario will happen, will this person lash out physically or verbally at me or another student? This person does have an ISA, and I have fulfilled the requirements during the taught sessions. However, this doesn’t mean I’m supplied with all of the knowledge skill, and psychological tools to support this person when they are in extreme distress.