1. Distressed, Disruptive, Dangerous C.A.R.E Team Coordination, Assessment, Response and Education

2. What is C.A.R.E? ➔ Support and advocate for students in distress ➔ Prevent or respond to emergency situations in order to promote a healthy and safe campus community ➔ Educate members of our community about resources, strategies and responses for various situations The C.A.R.E. Team's purpose is to be proactive, responsive and supportive.

3. Assistant Dean and Director of Conduct C.A.R.E. Team C.A.R.E. Team Case Manager Dean of Student Life Lieutenant, CPSO Director, Housing and Residence Life Director, Women’s Resource Center Executive Director, Center for Student Health and Counseling Director, CPSO Director, Counseling Services

4. CARE Origins ➔ Virginia Tech tragedy. ➔ Completing the puzzle. ➔ Educating our campus partners (see something, say something). Creating a network of support.

5. OUR PROCESS CASE MANAGER ASSESSMENT/ INTERVENTION FOLLOW UP WITH REPORTER REPORT MADE: online link, phone call, email, walk-in (DOSL). C.A.R.E TEAM ASSESSMENT/ INTERVENTION

6. High- time sensitive, immediate safety risk. CPSO and CARE convene to develop safety management plan. Low- academic, medical, etc. Case manager responds. Mid- multi-faceted, complex concern CARE Team uses interdisciplinary case management model to respond.

7. Distressed, Disruptive or Dangerous? ➔ Distressed: Behavior that causes us to feel alarmed, upset, or worried (most common). ➔ Disruptive: Behavior that interferes with or interrupts the education process of other students or the normal business functions of the university. ➔ Dangerous: Behavior that leaves us feeling frightened and in fear for our personal safety or the safety of others.

8. General Indicators Academic IndicatorsPhysical IndicatorsPsychological IndicatorsSafety Risk Indicators ➔ Sudden decline in quality of work and grades ➔ Repeated absences ➔ Disorganized performance ➔ Multiple requests for extensions ➔ Overly demanding of faculty and staff time and attention ➔ Bizarre content in writings or presentations ➔ You find yourself doing more personal rather than academic counseling during office hours ➔ Dramatic changes in self- care (eating, sleeping, hygiene) ➔ Excessive fatigue/sleep disturbance ➔ Intoxication, hangovers, or smelling of alcohol ➔ Disoriented or “out of it” ➔ Garbled, tangential, disconnected, or slurred speech ➔ Behavior is out of context or bizarre ➔ Isolation ➔ Self-disclosure of personal distress such as family problems, financial difficulties, grief ➔ Mention of self-harm ➔ Unusual/ disproportional emotional response ➔ Excessive tearfulness, panic reactions ➔ Irritability or unusual apathy ➔ Verbal Abuse (e.g, taunting, badgering, intimidation) ➔ Expressions of concern about the student by their peers. ➔ Bizarre, tangential, or paranoid communication ➔ Unprovoked anger or hostility ➔ Physical violence (shoving, grabbing, assault, use of weapon) ➔ Implying or making a direct threat to harm self or others ➔ Academic assignments dominated by themes of extreme hopelessness, rage, worthlessness, isolation, despair, acting out, suicidal ideations/violent behaviors ➔ Stalking or harassing ➔ Communicating threats via email, text or phone calls

9. Case Study A student in your course seems distant and rarely participates in groups. They have submitted most of the assignments on time, though their self-reflections have seemed melancholy. Their latest paper is about their knowledge of guns and a descriptive history of school shootings. HOW DO YOU RESPOND?

10. Disruptive Behavior Continuum

11. Case Study A student is quietly drinking what appears to be a 16 ounce beer in the back of class. You approach the student and indicate they can’t have alcohol in the class. They respond by yelling “This is none of your business, I’m 25”. They then proceed to throw the half-full can across the room and sit back down. How do you respond?

12. De-escalating Strategies Do… Remain calm Use positive body language Listen/reflect Use “I” statements Offer choices Be gracious Don’t… Raise your voice/argue Use negative body language. Use “You” statements Give ultimatums Use sarcasm to defuse situation

13. Disruptive Student: managing the classroom ➔ Correct innocent mistakes and minor first offenses. ➔ Give a general word of caution to the class ➔ Ask the student to discuss matter with you after class ➔ Ask student to leave premises until they are able to engage in an appropriate manner. ➔ If the student refuses to leave, let them know you will be contacting CPSO ➔ Follow up with a conduct complaint or CARE report, as appropriate.

15. Dangerous Behavior: what it isn’t ➔ Disagreements or differences of opinion ➔ Cultural differences ➔ Situational frustration ➔ Dealing with stress and emotion ➔ Needing extra time or attention for a special reason.

16. How To Prepare? ➔ Does your office have a safety protocol? ➔ Be aware of your surroundings: know where the stairs, restrooms and phones are in the buildings. ➔ Know the address of your building. ➔ Consult, consult consult- CPSO, SHAC, DOSL.

17. CONSULT CARE, SHAC, and CPSO can help you: ➔ Assess the seriousness of the situation. ➔ Intervene when appropriate. ➔ Suggest potential resources. ➔ Suggest the best way to make a referral. ➔ Help clarify feelings about the student and the situation.

18. Dean of Student Life Office 503-725-4422 Campus Public Safety Office 503-725- 4404