As a vocal coach, you may encounter situations where a student tells you that they have been mistreated by another instructor. This could be verbal abuse, physical harm, unethical behavior, or any other form of inappropriate conduct. How should you handle this delicate and potentially serious issue? Here are some tips to guide you.
The first thing you should do is listen to your student and empathize with their feelings. Let them know that you are there to support them and that you take their concerns seriously. Ask them open-ended questions to understand the nature and extent of the mistreatment, and avoid making assumptions or judgments. Validate their emotions and acknowledge their courage to speak up.
The next step is to report the mistreatment to the appropriate authority, such as the school administration, the vocal association, or the police, depending on the severity and legality of the situation. You should also document the details of the incident, such as the date, time, location, witnesses, and evidence. Keep a record of your communication with the student and the authority, and follow up on the progress of the investigation.
The third step is to protect your student from further harm and advocate for their rights and interests. You may need to help them find a new instructor, a counselor, or a lawyer, depending on their needs and preferences. You may also need to intervene or mediate if there is any conflict or retaliation from the other instructor or their supporters. You should also respect your student's privacy and confidentiality, and only share information with their consent.
The fourth step is to educate yourself and others about the ethical standards and best practices of vocal coaching, and prevent similar incidents from happening in the future. You should familiarize yourself with the code of conduct, the policies and procedures, and the resources and support available for vocal coaches and students. You should also raise awareness and promote a culture of respect, professionalism, and accountability among your colleagues and peers.
The fifth step is to heal from the trauma and grow from the experience. You should take care of your own physical, mental, and emotional well-being, and seek help if you need it. You should also reflect on your own role and responsibility as a vocal coach, and identify any areas for improvement or learning. You should also celebrate your student's resilience and achievements, and encourage them to pursue their vocal goals.
The sixth step is to review and evaluate the outcome and the impact of the mistreatment and your response. You should follow up with your student and the authority, and check if the issue has been resolved satisfactorily and fairly. You should also solicit feedback from your student and others involved, and assess your own performance and satisfaction. You should also recognize and appreciate your own efforts and contributions, and reward yourself for your work.
I did all of the things & more when this actually happened--twice. Here's the thing: blowing a whistle in academia is a dangerous, dangerous thing. My reward was being targetted by colleagues, incl threats of tenure denial, & with it deportation. I would do it again. Having them come after me tells me as much. If they can do that to me, what might happen to someone with less access to power, less "leverage" & more precarity? That's why I had to speak up, had to be an advocate, had to blow that whistle. But it isn't easy.
That's v true, alas, Marc. As someone committed to doing the right thing, yet with less access to power, I'd still do *something* -- if possible, reaching out to the student directly with a supportive ear, to ensure that they're aware of their options, which they aren't always. What about the opposite scenario? Seems to involve power imbalances even more, I'd say.