1. MARYANN RAYBUCK, LCSW NOVACARES OFFICE

2. IS IT JUST STRESS? When is it more than stress and becomes concerning behavior? Are you seeing a marked deterioration in the individual’s academic performance? Have you begun to worry about the individual’s emotional state of mind? Do you have concerns about the individual’s safety or the safety of others? Does the behavior cause you to worry or to feel distress?

3. TYPES OF BEHAVIORS THAT MAY INDICATE SERIOUS DIFFICULTIES Exaggerated emotional response. Emotional withdrawal or isolation Physical indicators such as excessive fatigue, weight changes, drunkenness, or noticeable injuries Concerning communications Poor or deteriorating school performance

4. BEHAVIORAL & EMOTIONAL INDICATORS Direct statements indicating distress or loss Emotional outbursts that are disruptive to the learning environment More exaggerated or erratic than normal (i.e. extremely withdrawn, agitated, or animated) Excessively demanding or dependent behavior Aggressiveness (i.e. resentful, hostile, frustrated) Extreme sensitivity, or anxiety; inability to cope, feelings of hopelessness or worthlessness

5. Physical Indicators Visible changes in weight Deterioration in physical appearance/ personal hygiene Noticeable cuts, bruises, or burns Confusion; disorganized speech; excessive fatigue Shakiness, tremors, pacing

6. INDICATORS OF DISTURBANCE Hallucinations (Aural or visual) Persecutory beliefs. Bizarre/ irrational thinking or behavior. Profound withdrawal or lack of expression (flat affect). Extremely animated or agitated.

7. CONCERNING COMMUNICATIONS Inappropriate/disturbing verbal or written communications. Communication suggesting delusion, obsession, or a preoccupation with weapons or violence. Language suggesting abuse/ suicide ideation/ coercion/ or desperation.

9. The Power of You Staff & Faculty are frequently in the best position to notice and report student behavior. Reporting low level concerns allows for intervention before a behavior becomes more serious Your reports allow for early intervention which is critically important in student retention and in keeping the college safe.

10. EMERGENCIES When an individual Is expressing a direct threat to themselves or others, is acting in a bizarre and disconnected manner, Or becomes highly agitated and irrational, TAKE STEPS TO ENSURE YOUR SAFETY AND CALL CAMPUS POLICE!

11. EXPLORING YOUR CONCERNS Address the situation on a more personal level. Be nonjudgmental. Gently voice your concerns. Ask questions. Offer validation or assistance. Share information in a NOVACARES report.

12. NOVACARES Please report your concerns on the NOVACares website. Reports may be filed anonymously Concerns about distressed students are forwarded to your campus CARE team. Your report enables NOVA to assess risk and flags individuals with multiple reports across multiple campuses.

13. NOVACARES Campus Assessment, Response, and Evaluation

14. CAMPUS CARE TEAMS A CARE team on every campus. Responds to the concerns of faculty, staff and student Assesses risk level Develops and oversees the implementation of a response plan CARE Team Members: Coordinator of Counseling (chair), Police, Student Services, Faculty, and Staff

15. WHY REPORT? Prevents silos of information within departments and/or campuses. Increases the safety of our College. Encourages a way to consistently respond to individuals of concern. Allows us to identify individuals in need who might otherwise be overlooked.

16. NOVACares Website File a NOVACares report Find referrals to social service agencies and community resources Faculty resources including “Recognizing and Responding to Students In Distress : A Faculty Handbook”. Obtain information on sexual assault services including a Students’ Bill of Rights.

17. NOVA Resources NOVA SAS: Free & Confidential assistance for sexual assault, partner violence, stalking ACCESS HOPE: Free or Low cost counseling WOUNDED WARRIOR PROGRAM: Assistance for Veterans, Spouses and Dependents.