Transcript MTAT BS: 2nd Gen Best Practices Power Point

2ND GENERATION
BEHAVIORAL INTERVENTION
BEST PRACTICES
Presented by:
BRETT A. SOKOLOW, JD
W. SCOTT LEWIS, JD
www.ncherm.org
© 2009. All Rights Reserved.
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• Can a text message protect you? MAYBE
• Can a lockdown protect you? MAYBE
• Can a complex Emergency Management Plan
protect you? MAYBE
• Can a locked classroom door protect you? MAYBE
• Can a metal detector protect you? MAYBE
• Can an unmonitored (taped) security camera
protect you? MAYBE
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IS MAYBE GOOD
ENOUGH FOR
YOUR COLLEGE OR
UNIVERSITY?
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• There are no guarantees, but the best chance
comes from a well-developed behavioral
intervention capacity designed for early detection
and engagement.
• The key principle is that by being proactive, we
can prevent violence.
• It is simply easier to dodge a snowball than to
outrun an avalanche.
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• Nearly 80% of school (k-12 & college) violence
perpetrators raised serious concerns about the
potential for violence amongst friends, family,
peers, or other community members prior to their
acts
• Nearly 80% of campus shooters/violent actors
shared their plans, or parts of their plans, with
others prior to their shootings.
• -- Source, Marisa Randazzo, Ph.D.
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Is an active shooter red in the face?
Are they about to “go postal”?
Are they sweating?
Are they angry and out-of-control?
Wearing a trenchcoat or hoodie?
Can’t you see one coming?
Not when your mental image
is skewed by media-driven stereotypes.
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What does an “active shooter” really look like?
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A cognitive aggressor plans, executes methodically,
and is emotionally disengaged.
Someone who is willing to give their life for their
cause shows a profound disconnection from their
own well-being… and yours.
Their body loses animation. Their face shows no
affect. Beware the “thousand-yard” stare.
-- Source: John D. Byrnes, The Center for Aggression Management
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Esquire Kazmierczak Profile
“He stands for the briefest of moments looking
at the class, then he raises the shotgun… He
stands in place, not panicking, not rushing…
There was no change of expression, not even
excitement. It was like if you’re repainting a
room at home, painting the walls, and you
realize you missed a few spots, it was that
mechanical.”
Source: Esquire Magazine, July 16th 2008
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The VT Governor’s Panel Report
IV-4 :
“Incidents of aberrant, dangerous, or threatening
behavior must be documented and reported
Immediately to a college’s threat assessment
group, and must be acted upon in a prompt and
effective manner to protect the safety of the
campus community.”
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A Focus on Proaction
• The post-Virginia Tech era shows a dramatic shift
to proactive prevention as the majority of
campuses move to implement or update
behavioral intervention team practices.
• As these teams evolve and become more
sophisticated, we must ask what best practices
are evolving and what future transformations are
in store?
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• CARE Teams and behavioral intervention
functions existed on college campuses before
Virginia Tech, of course.
• But, their nature, composition and function are
changing dramatically as campuses adjust to
new complexities of student mental illness and
increasing violence
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“Resolve Carpet Cleaner” Model
Limited function and scope
Little professional development/training
Limited recognition of pattern violence
Relied on law enforcement and/or counselors
for threat assessment
• Often lacked deliberate focus on mental health
and disability
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• What sets second-generation models apart
from prior intervention models can be
explained in twelve key elements that we
believe are the emerging best practices of a
newly forming field:
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1. 2nd generation behavioral intervention teams
use formalized protocols of explicit
engagement techniques and strategies;
– A policy tells you what you’ll do. A protocol
shows you how
– Short but thorough
– Clear within a year
– Answers “Why We Did What We Did” when the
Governor’s Panel starts asking tough questions.
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2. 2nd generation behavioral intervention teams
see their role as nominally to address threat,
and primarily to support and provide
resources to students;
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Threat assessment v. behavioral intervention
Tool of student success
Aid in retention
Non-threatening to the community
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3. 2nd generation behavioral intervention teams
utilize mandated psychological assessment’
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Define who will assess, when and for how long
Define what tools will be used
Define who pays for the assessment
Define what must be communicated to team
Define what will happen if student fails to comply
Define how assessment results will be used
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4. 2nd generation behavioral intervention teams
utilize voluntary/involuntary
medical/psychological withdrawal policies;
– Do everything you can to encourage voluntary
withdrawal first
– Direct threat determination under Section 504
– Applies to withdrawal from housing and/or the
institution
– Clear conditions for return
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5. 2nd generation behavioral intervention teams
are undergirded by sophisticated threat
assessment capacity, beyond law enforcement
and psychological assessment tools;
– Limitations of each discipline’s approach
– Example of the NaBITA Threat Assessment Tool
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6. 2nd generation behavioral intervention teams
use risk rubrics to classify threats;
– This enables us to treat all similar situated
students similarly
– A risk rubric allows for a consistent, objective
evaluation
– A risk rubric enables a common language across
the community
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7. 2nd generation behavioral intervention teams
foster a comprehensive reporting culture
within the institution;
– Your duty and your responsibility
– BIT sets a standard of care…it is expected to
know what members of the community know,
but can’t act on information it does not have
– When in doubt, err on the side of reporting
– Amnesty, Anonymous &Web-based reporting
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8. 2nd generation behavioral intervention teams are
technologically advanced; supported by
comprehensive databases that allow the team to
have a longitudinal view of a student's behavior
patterns and trends;
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“Red Flags” from Risk Aware www.riskaware.com
Comprehensive Maxient database www.maxient.com
Record retention policies & practices
FERPA
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9. 2nd generation behavioral intervention teams
train and educate the community on what to
report and how;
– We must create a common language for what is
concerning
– If you build it, they will come
– What if the concern is minor
– Impediments to training
– Campus Safety 101 from www.magnapubs.com
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10.2nd generation behavioral intervention teams
focus not only on student-based risks, but on
faculty and staff as well;
– 2008 Shooting in San Antonio – college librarian
shoots college librarian in the library
– Political hot potato
– Requires HR on team; bifurcated recordkeeping
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11.2nd generation behavioral intervention teams
intentionally integrate with campus and
community resources such as crisis
management plans, emergency response
procedures, CISDT protocols, and existing
campus risk management programs addressing
sex offenders, PFAs, criminal background checks
and admissions screenings.
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12.2nd generation behavioral intervention teams
utilize their databases to integrate a function
for “minding the gaps”
– Is a period of quietude cause of relief or cause for
alarm?
– We need to check in to see if the student is
tethered to our support structures and coping, or
quietly planning and trying to evade our detection
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•
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Fully implement all twelve 2nd gen BIT best practices
Empower a culture of reporting
Conduct Bystander Intervention Training
Ensure Adequate Mental Health Services
Train Faculty & Staff – new online course Campus
Safety 101 from MAGNA Publications
• Offer Suicide Gatekeeper Training (QPR, CC)
• Become an Aggression Manager
(www.aggressionmanagement.com )
www.ncherm.org/CUBIT.html
www.nabita.org
www.atap.org
www.magnapubs.com
www.maxient.com
www.riskaware.com