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Anything that interferes with the flow of the educational process. Examples: Aggression Attention-eliciting behavior (noise, poor hygiene, intoxication,

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Presentation on theme: "Anything that interferes with the flow of the educational process. Examples: Aggression Attention-eliciting behavior (noise, poor hygiene, intoxication,"— Presentation transcript:


2 Anything that interferes with the flow of the educational process. Examples: Aggression Attention-eliciting behavior (noise, poor hygiene, intoxication, mannerisms etc.) Laughter Distraction 2

3 309.81 Posttraumatic Stress Disorder 312.34 Intermittent Explosive Disorder 309.0 Adjustment Disorder, Unspecified 301.xx Personality Disorders 3

4 4 Threat Assessment Disruptive Behavior Active Shooter Any situation can escalate

5 An Exciting, Thrilling Systemic Approach to Managing Aggression No, this is not electronic engineering! 5

6 Academic programs or majors 4.85 Admission requirements4.78 Tuition and fees 4.77 Campus safety 4.76 ______________________________________________ Financial aid 4.64 Information for parents of prospective students 4.62 Accreditation 4.61 Information for accepted students 4.59 Visiting campus 4.56 Payment plan options 4.49 Housing and residence life 4.48 Faculty and teaching 4.44 Graduation rates 4.43 Student life and activities 4.40 Job placement rates 4.27

7 Static Factors: Stable, characteristic, typically do not change. Dynamic factors: Ever changing, have a story line.

8 Early 20s and 30s (peaks) Male Lower Social Class Low IQ Major Mental Illness OBS Past History of Violence History of Violent Suicide Attempts Interrupted Work History Prior Criminal History Access to Lethal Weapons Use of Alcohol and Other Drugs


10 24% Desire for attention/recognition 27%Suicidal or desperation. 34%Attempt to solve a problem. 54%Multiple motives. 61%Desire for revenge. 71%Feels bullied/persecuted/threatened by others (retaliation theme).

11 Bensimon (1994) ; FBI (2007): 20s, 30s or 40s. Threat (or perceived) of being dismissed (75 %). Believe s/he has been treated without respect they deserve- Recall the movie, Falling Down. Feels humiliated/dehumanized. Does not accept Authority. With the above aspects present, mental illness or substance use does not necessarily increase the violence risk factor.

12 Active Duty Inactive Duty Reserves National Guard Spouses Children

13 May lack direction Stimulation-seeking Are critical Short attention spans Confused Statistically, few have PTSD (12 to 21%) [ Milliken, 2007; ] Boundary issues Dangerous and at-risk triggers for acting out Domestic violence engaged at home Affection issues Untapped grief

14 14 Army Service Member with TBI and PTSD

15 Who becomes impaired and in what way? All members: 18.5 % develop either PTSD or Major Depression. 19.5 % have possible TBI. 20 % have depression or a stress disorder and more than half do not get treatment. Women: 41% sexually assaulted. 13 to 30 % experienced rape. 22% have PTSD More women in military likely to be raped than shot 41% of women who present to VA TX centers report being victims of military sexual assault.

16 Aspergers Disorder : On the Autism Spectrum of Disorders Social interaction difficulties. Little interest in dating. Rigid, linear in thinking: Point A to Point B. Stereotypic behaviors. Flat affect.

17 Often average to above IQ. Commonly had IEP in high school. Lacks expressed empathy, but emotional acting out. Oddities in voice intonation, loudness, verbose. Goal-driven If you have seen one, you have seen one.


19 Donts Its a technological society (distance learning, online courses, impersonal, transient, they only want informationnot a friend) We are BIG; we are BUSY!! People enrollno matter what.

20 Dos o Be Professional o Be Kind o Be Respectful, Student-Centered o Be Calm o Know that you are only as good as your last performance…


22 Understand that--no matter who, no matter what…

23 Individuals were like the way they are before they met you…

24 and so, there is no sense in taking their behavior

25 … personally.


27 After the first point of conflictual contact, Get out of your head, and into theirs. Because…

28 Alleviates fear and serves to buffer your emotions (detachment) Helps you understand as opposed to be defensive May help problem-solve rather than be judgmental Separates WHAT they want from WHO they are


30 To be vigilant… Do not ever assume that a situation is harmless: You do not know what is going on at present You do not know their recent history You do not know their agenda necessarily You do not know their stability (The 82 ¢ mistake) You do not know what their triggers are You do not know if they are a frequent flier

31 Protect yourself Take care of your needs Customer service Protectionism (survival)

32 Protect Yourself! Barriers Doors Lobby Other people Communication Phrase Codes Panic Buttons Buffers Other Staff Members Diffusion Posturing Distraction Boundaries

33 Tips for controlling the learning environment

34 Whatever you do, do it in the first or second class. Set the tone of your class environment immediately. Clearly convey your expectations. When a situation arises, address it NOW! This College… instead of I… Learn how to define disruption Be aware of the 15/1 rule Consult!

35 Anything that interferes with the flow of the educational process. Aggression Attention-eliciting behavior (noise, poor hygiene, intoxication, mannerisms etc.) Laughter Distraction 35

36 Applied Interventions 36

37 37 History and Potential for Violencebaseline functioning, in Control Sense discomfort, out-of- character, tension Informal intervention HERE Acting out, verbal or physical; External control is required


39 Diffusion- taking the intensity down. Diversion- changing direction of the flow. Distraction- disrupting the thought process. 39

40 Remain calm, remain calm, remain calm. Empathize. Invest some time. Establish students need; understand him/her. Be goal-oriented, strive for results, options. Maintain space; use non-aggressive posture. Be assertive, not aggressive. Only use power as trump as a last resort. Think win-win. Allow for saving face. 40

41 Watch their eyes. Watch their hands. Listen to their voice intonation. Listen to their pace of speech. Watch their body posture. Monitor to see if they are not responding to your intervention. Separate Anger from Aggression. Point out consequences. 41

42 The process of influencing a decline in emotional intensity and likelihood for acting out.

43 Reflection of Feelings Guidance Breathing & Behavior Pacing Tempo Paraphrasing Perceived Problem Watch Hands & Eyes; Posture Be Supportive (Challenge: How can we be supportive within the scope of hostility?)

44 There is no one standard approach… Ask for his/her help; engage them. Briefly ask about their educational goals. Focus on what you can do for them. 44

45 Shift topics; get off track for a minute. Keep the student off balance. Candy bar example 45


47 The magazine The beverage The candy bar

48 Take Care of Your Needs (before and after an incident) Communicate directly & timely. Learn how to end sessions/conversations. Consult with others. Take control of the contact/limit-setting. Set boundaries Get into your comfort zone; be empowered. Get additional training.

49 Provide Excellent Customer Service Value the student as an individual. Best game face on. Realize the student may want the same thing as you. Empathize, reflect feelings. Learn how to apologize. How can we make it right? Think Developmental. Think Win-Win.

50 50 The Encounter Employee Factors: Training Personality Concurrent Stress Emotion focused Student Factors: Behavior Personality Tainted? Agenda Employee Appraisal: Primary- Redirect/solve Secondary - Resources Threat- Intervention Problem focused

51 (U S R) People Need To Feel Understood & Valued; Which is Satisfying; Which then leads to Retention* * Noel-Levitz

52 Kellie Brennan, J.D., Student Conduct Coordinator, 614-287-2117 Wayne Cocchi, MA., Dean, Student Life, 614-287-5004 Mark Querry, Ph.D., Psychologist, Coordinator, Mental Health & Drug Prevention Counseling Services, 614-287-5416

53 # 1 A student comes to your class with, what smells like, alcohol on his breath. As he walks by you to take his seat, his odor strongly gets your attention. o Should you consider addressing your perceptions? Why or Why Not? o What do you do?

54 # 2 You have told Sally in class twice now, not to wear her IPOD headphones in class. Today she came in wearing her head phones. Why do you think she is wearing them? What do you do?

55 #3. Raul is talking to his classmate in the back of your room. He has not responded to your request to raise his hand to speak and keeps chattering and laughing. What would you do? How would you do it?

56 #4. A dissatisfied student shows up in your office. He is blatantly irritated, seemingly with you. He alleges that your test was not reflective of the class material and tells you that you need to grade him on the curve, or do something to make sure I get at least a C. He tells you that he is damned sure not going to lose his financial aid because of your incompetent teaching ability. His voice is noticeably escalating and you are deep in your office, behind your desk. He then throws a book your way. What are your specific concerns? What do you do?

57 #5. A student in row 4 is constantly dropping papers, pencils, blurting out irrelevant comments and randomly laughing. When you encourage her to try to think about her comments before she speaks, she states, I am Bipolarwhat do you expect? Now what happens, what do you say or do?

58 #6. Two students engage in an argument within a class discussion on social issues. They get to the point of putting down each other and have monopolized the class. Some students laugh; others freeze up and are uncomfortable. When you intervene with them, one barks back, This is free speech. I am not cussing and allowed to say my opinion--and--continues to argue. What can you do?

59 Should you be concerned? Why or why not?



62 Bensimon, H.F. (1994, January). Violence in the Workplace. Training and Development, 48, 27-32. Federal Bureau of Investigation. (2000; 2007). Uniform crime reports for the United States, 1998. Washington, D.C.: U.S. Government Printing Office. Johnson, P.R. and Indvik, J. (1996). Stress and Workplace: It takes Two to Tango. Journal of Managerial Psychology, Vol. 11, Issue 6., p18-27. Marcus, R.F. and Swett, B. (2003). Multiple-Precursor Scenarios: Predicting and Reducing Campus Violence. Journal of Interpersonal Violence, Vol. 18, Issue 5., p553-571. Milliken, C., Auchterlonie, J., & Hoge, C. (2007). Longitudinal assessment of mental health problems among active and reserve component soldiers returning from the Iraq war. JAMA 298 (18) pp. 2141-2148.

63 Mohandie, K. (2002). School Violence Threat Management. (FBI). Noel-Levitz, Inc. (2008).E-Expectations: Circling over enrollment: Te E-Expectations of the parents of college-bound students. Noel-Levitz, Inc. Resnick, P.J. and Kausch, Otto. (1995). Violence in the Workplace: The Role of the Consultant. Consulting Psychology Journal: Practice and Research, 4, NO.4, 213-222. University of Iowa, Injury Prevention Research Center. Workplace Violence: A Report to the Nation (Feb., 2001). Iowa City, Iowa.

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