Matt Lamsma Associate Director of Residence Life & Jill Yashinsky-Wortman Student Life Case Manager

 Learn about the emerging field of Case Management in Higher Ed  Examine the integrated role of case management  Discover how every professional serves as a Case Manager  Discuss practical “case management” steps that every professional can use

 Typical “Challenged” Behaviors  Typical “Challenging” Behaviors

CHALLENGEDCHALLENGING  Acute, Short Term  Emergency Related  May use multiple services  May involve parents  One time impact on community  Chronic / Ongoing  Using multiple services  Co-existing Issues  May involve parents  Longer term “Community Chaos”

 Case management is a role of all student affairs professional.  We are all called to help students develop and grow.

Questions:  Who are your allies / resources on campus?  What do you need to do immediately or in the short term?  What is your longer term plan for this student?

 programmed to go out to 30 friends after attempted suicide  Two students come to you concerned because they had received the .  Friends concerned because BOB has been using drugs  Perception that BOB has the ability to “call in favors” to have people hurt.

Questions:  Who are your allies / resources on campus?  What do you need to do immediately or in the short term?  What is your longer term plan for this student?

 Case management aims to: Connect a student with resources Help students move beyond behavioral issues Provide accountability Offer a framework for good self care and self advocacy

 Post Virginia Tech  Rise of Behavioral Intervention Teams/Student of Concern Committees  Rise in numbers of students coming to college with pre-existing conditions

 High needs students are draining on the residential staff  High needs students tend to “pop” all over campus  Consistency of response to high risk/needs students Distinguish between behavior and disability

Type of BehaviorWhat You SeeExamples Rebellious Disruptive Intentionally defiant, annoying, disrespectful behaviors Antagonistic behaviors, questioning the rules, finding the loop holes, continuous disregard for others, pranks. etc Emotionally Disruptive Unintentional behaviors usually precipitated by an underlying emotional crisis Emotional outbursts, hygiene or behavioral changes, isolation, self harm threats SOURCE: Hernandez & Fister, Journal of College Counseling, Spring 2001

ON CAMPUSOFF CAMPUS  Counseling Center  Disability / Accessibility Office  Health Center  Academic Advising  International Student Programs  Study Abroad  Security  Residence Life  Behavioral Intervention Team  Sexual Assault Advocacy Agencies  Domestic Violence Advocacy Agencies  Local hospitals & clinicians Psychiatric Eating Disorders Etc……  Substance Use Counselors

 Res Life is the first level of Case Management: Lowers the resistance Offers resources/provides a connection Great practice at low level difficult conversations

 How are they the same? Care of the whole person Focused on student success Work within institutional structure and resources Balance the needs of the community versus the needs of the individual

CASE MANAGER RESIDENCE DIRECTOR  Relationship based on referral  Works with students over a long period of time  High needs students  Constant communication with on and off campus agencies for specialized resources  Point person for putting the puzzle together  Relationship with student rooted location  Short term problem resolution  Lower overall needs  Less communication for specialized resources  Student doesn’t necessarily have a puzzle that needs to be put together.

Questions:  Who are your allies / resources on campus?  What do you need to do immediately or in the short term?  What is your longer term plan for this student?

 Community members come to you with concerns about a roommate who they think has an eating disorder.  They do NOT want you to talk with JUDY, but it is obvious that this is stressful to them.

Questions:  Who are your allies / resources on campus?  What do you need to do immediately or in the short term?  What is your longer term plan for this student?

 Learn how to accurately assess a high and low risk situation quickly and accurately  Learn University & Departmental policies and practice  Understand and articulate the balance of support & accountability