1. W. Scott Lewis, JD Partner, The National Center for Higher Education Risk Management WWW.NCHERM.ORG Assoc. General Counsel, Saint Mary’s College ©2010: This presentation is the intellectual property of the presenter and may not be used without express written permission.

2. Staff & Faculty are frequently in the best position to notice and report student behavior. You find yourself on the “front lines.” The events at Virginia Tech, NIU, etc. impress upon us all the necessity of being vigilant.

3. The 2009 National Survey of Counseling Center Directors found that: 48.4% of clients have severe psychological problems; 7.4% of these have impairment so serious that they cannot remain in school 260 college counseling centers hospitalized an average of 8.5 students per school for psychological reasons during the past year Directors reported 103 suicides in the past year

5. Overlays on to this graph:  Students Prescribed Medication  Students Engaged in Therapy Prior to College  AOD Hospitalizations  Suicidal Ideation  Self Injurious Behaviors

6. It will go away on its own Nothing will happen if I tell anyone anyway I will get in trouble if I report this or it will make me look bad I am afraid of retaliation I don’t want to be viewed as a “rat” or “Intolerant” or “unkind” I don’t want to be responsible for pushing someone “over the edge.”

7. Duty Breach Causation Injury

8. Disruptive Distressed Disturbed Dysregulated Medically Disabled

9. Emotionally troubled Individuals impacted by situational stressors and traumatic events May be moving toward crisis Some Psychiatric Symptoms

10. Behaviorally disruptive, unusual, and/or bizarrely acting Showing indications of a lack of touch with reality Destructive, apparently harmful to others Possibly substance abusing Showing a complete lack of social norms in their behavior

11. Suicidal Parasuicidal (self-injurious, eating disordered) Individuals engaging in risk-taking behaviors (e.g., substance abusing) Hostile, aggressive, relationally abusive Individuals deficient in skills that regulate emotion, cognition, self, behavior, and relationships

12. Anything that causes you concern. Anything that prevents you from being able to effectively perform your duties. When in doubt, err on the side of caution and let the appropriate officials make the determination on the level and type of intervention.

14. “An ounce of prevention is worth a pound of cure.” Set the tone Their rights and responsibilities. Establish YOUR expectations

15. How to be recognized How to debate “Negotiate” negotiable items, How to address you

16. Attendance and punctuality Behavioral Standards Academic Integrity Consequences Campus resources (e.g., Counseling Center)

17. “It’s better to be respected than liked!” Role Modeling Classroom techniques

18. Talk to each other Know your resources Professional Development

19. ID the behavior Remain calm Listen Acknowledge feelings not behavior Allow some expression Identify concern/issue. Offer a resolution

21. DO NOT: Raise your voice Argue with the student Challenge or threaten the student Get too close to the student (personal space) Allow the student to get too close to you Touch the student (EVER!) Point or use gestures that are challenging or threatening Use any abusive or derisive language Humiliate the student

22. Document, Document, Document Including:  What  When  Where  Who Follow-Up The “Don’t Include” List

23. Be cautious when meeting with these students. Have someone else present, leave the door open with someone within easy hearing/seeing distance, etc.

26. For more information on training and/or CUBIT or policy development, contact W. Scott Lewis, JD at Scott@NCHERM.ORGScott@NCHERM.ORG or www.NCHERM.orgwww.NCHERM.org 610-993-0229 This presentation is the intellectual property of the presenter and may not be used without express written permission.