How to explain a bad grade to a delusional student? I guess this comes up quite often in educational context. There is a student who attended a seminar where they were supposed to study an assigned research paper and deliver a presentation to the class. The presentation delivered by the student was very low quality as was also reflected by the low grade given by a group/committee of seminar tutors (from post-doc to associate professor level). The evaluation turned out to be a big blow to the student's ego and even after several weeks, the person can't digest the failure, despite very careful explanation on the spot, as well as several interactions and (failed) attempts to "better the grade by performing some extra work". The student is all the time coming back with requests for additional explanation of particularities of the failure.

What is/are the right pedagogical technique(s) to handle such a situation?


clearly, the student has a high self-esteem and opinion about him/herself
probably did not face a situation of a miserable failure before in the past
the student does not seem to see/accept the relative difference in his/her performance and the rest of the peer group
the committee of tutors was very careful in assigning the grade and went through a thorough discussion. This is not a question of the grade fairness, but a question of student's self-perceived feeling of receiving an unfair treatment
My first question to you would be


  Did you lay out the assignment expectations and how the grade would be determined when you gave the assignment?


If the answer is "yes" (and I expect that it is), I would use that as a starting point for explaining to the student why he/she did poorly.

That aside, it seems that either (1) the student didn't understand what was expected (regardless of the question above), and/or (2) the student isn't prepared for the type of work required, and/or (3) the student had a bad day.

It sounds to me like the answer is firmly #2, as repeated attempts to improve the grade hasn't worked.  Given that you've already spent a good deal of time with the student, it might be time to have a heart-to-heart discussion and say that it is time to stop thinking about that grade and to move on.  Obviously, you need to do this diplomatically, but (as they say), to make an omelet you need to break some eggs, and sometimes a firm and diplomatic "get over it" is appropriate.  I would pose the following questions to the student:


Do you have a clear set of goals that you are working on for the class?  
Do you know what other grades are going to be part of the final grade for the class, and do you have a plan for making sure you are ready for each assignment / talk?
Do you conduct practice talks with other students in order to get constructive feedback? (if not, you should!)
(If the problem is English language skills) Have you sought out on-campus help with your writing or speaking skills? (this is available at many larger universities in the States)


Depending on how much time you are willing to devote to helping the student improve, you could also offer to sit in on any future practice talks to give pointers and feedback.  Likewise for written work -- you could offer to pre-read assignments.  This is a slippery slope, so tread carefully.  You want to avoid having the student see you as an always-available tutor, but there are times when providing such support is just part of the job.

Finally, I would stress to the student that one bad grade does not make or break a student, and it is better to make mistakes while in school than later when they might mean more in the bigger picture.  School is about learning, and you learn from mistakes.