Transcript Document

Presenters:
Oscar Lopez, Vice President of Student Affairs
Beverly Neu Menassa, Assistant Dean, Student Support Services
Dr. Rhonda Dalrymple, Professional Counselor
John Klingensmith, Police Chief
Monique Mannering, Reading Faculty
 Brookhaven College CARE Team
 Premise
 Timeline
 Creation and Membership
 CARE Team Collaborative Relationships
 College Police
 Counseling
 Faculty
 Risk Classifications and Outcomes
 Case Studies
 Identify and assess low level behaviors BEFORE they become
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high level behaviors
Increase information sharing
Establish baseline for behaviors and gather information
Understand aggression and how to assess for risk
Train and educate the community on what and how to report
Utilize mandated psychological assessment
Foster collaboration
Kimveer Gill, September 13, 2006, Killed 1,
Wounded 19, Dawson College,
Westmount Quebec
Jared Loughner, Former Pima College Student;
January 8, 2011, Killed 6, Wounded 14,
Tucson, AZ
Seuing-Hui Cho, April 16, 2007 Killed 32 Wounded 25 Virginia Tech
 Timeline of Worldwide School and Mass Shootings
Suicide Threat Sparks Brief Brookhaven College Lock Down
Posted: Oct 04, 2010 12:28 PM CDT
Brookhaven College was briefly locked down
on Monday because of reports of an armed
intruder.
According to Dallas and Farmers Branch police, a young man who identified himself as a
Brookhaven student told several witnesses at an apartment complex that he planned to kill
himself.
Investigators then contacted Brookhaven College Police, who initiated the lock down at
about 12:15 p.m. on the school's main campus at 3939 Valley View Lane.
The school sent out a notice to all students registered with the college emergency alert
system urging them to remain inside or find a secure place until police gave an all clear.
Police were able to locate the suspect. He was transported to Parkland Hospital for a mental
evaluation.
 Fall 2010, after the lockdown, the Planning and Safety Committee
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began creating the BIT/CARE Team.
Viewed Webinars hosted by the National Behavior Intervention Team
Association (NaBITA)
Attended the University of North Texas (UNT) Law Conference – UNT
presented their Standard Operating Procedures for a CARE Team
Researched the structure and formation of teams at other Colleges and
Universities
Met with W. Scott Lewis, J.D., a partner with the National Center for
Higher Education Risk Management (NCHERM)
Vice President and Assistant Dean attended the NaBITA Conference –
returned and trained CARE Team members on threat assessment and
using the NaBITA Rubric.
 NaBITA recommends a small team, consisting of 5 to 6
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members.
Brookhaven has a rather large team.
During the Spring 2011 employee Convocation,
presented the idea of a Brookhaven Behavior
Intervention Team and asked for volunteers.
18 employees volunteered and began meeting.
Standard Operating Procedures were created.
16 members remain and we just celebrated our 3 year
anniversary.
 Vice President of Student Services (co-chair)
 Assistant Dean of Student Support Services (co-chair)
 Chief of Police
 Professional Counselor
 Disability Services Representative
 2 Police Officers
 Human Resources Director
 Health Center Nurse
 5 Faculty Members (Reading, Math, Nursing, & Radiology)
 Testing Center Director
 Continuing Education Representative
 Forming a team takes time and members often go through
recognizable stages as they change from being collections of
strangers to united groups with common goals.
 Forming – team members are positive, polite, anxious, excited; may not
fully understand the work the team will do; make an effort to get to
know colleagues.
 Storming – team members push against the boundaries established in
the forming stage. (police vs. counselor vs. faculty vs. administrator)
 Norming – team members resolve their differences, appreciate
colleagues strengths, socialize, ask for help, and develop a strong
commitment.
 Performing – team members work hard, without a lot of friction, to
achieve the team’s goal.
October 4, 2011, a Brookhaven student told math
instructor he was very angry and felt like he might
explode. He stated he wanted “to attack this math
with an AK47.”
 October 6, 2011, student got upset in his Speech class.
Instructor accompanied him to my office.
 He also said, “I feel like demonstrating violent
aggression.” “I have lots of thoughts of carnage.”
 He told me he needs help, so he doesn’t “end up on
death row.”
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Implementation
Acquisition
Planning
Ideation
Adopted from: Deisinger, G., Randazzo, M., O’Neil, D., Savage, J. (2008). The handbook for
campus threat assessment & management teams. Boston, MA: Applied Risk Management.
 Initially, police officers viewed the Team as minimally beneficial.
 After the student threat on Oct. 2011, the Team and the Police
Officers/Chief realized the impact and benefit of mutual/open
communication among departments.
 Cross-Divisional Training/Understanding
 The Counselors had to understand the role of the Police Officers.
 The Police Officers had to understand the role of the Counselors.
(not just to APOWW the student)
 The Student Code of Conduct Officer (VP of Student Affairs) had to
take a step back and let the team work and make recommendations
to him.
 The police realized how important it is to track students and stay in
contact with the conduct officer and the CARE Team.
 Range of Involvement:
 Counselors and psychologists (working as
administrators and/or clinicians) are faced with a range
of choices when it comes to choosing what their
involvement should be when participating on a Team.
 No Involvement – Rules and Ethics
 Attend the meeting but say nothing.
 Attend and share information as needed. Have
students sign an informed consent form that gives
some permission to talk about them at a meeting if
there is an emergency.
 Brookhaven’s Professional Counselors
 Use an informed consent for permission to share
information with the Team.
 Will share: “we know the student and we are working with
him/her.”
 Or, if a student, who has made a threatening comment, is
referred from the CARE Team TO Counseling, we meet with
the student, assess, and we report weekly to the Team,
“student is/is not attending counseling sessions.”
 Or, we may say, for a student who we believe is stable,
“counseling will handle from here.” The CARE Team closes
the case.
 Faculty CARE Team members help promote the team.
 They speak at division meetings.
 They train Faculty what behaviors to refer.
 They teach Faculty how to make a referral.
 Sometimes Faculty are more comfortable speaking to another Faculty
about a student issue.
 Sometimes Faculty are more inclined to hear how to modify behavior
in the classroom if it comes from another Faculty member.
 Faculty provide a unique perspective on a situation. They have a good
understanding of their colleagues’ teaching styles and classroom
management techniques.
 The Faculty Care Team members remind the Team to follow up with
the Faculty who made the referral.
 Faculty may not really understand the role of the counseling staff on
campus. Initially, it may be perceived that the counselors are meeting with
students to work on their daily problems. Their work is MUCH more than
that. We have no idea of the severity of problems that students bring to the
counselors on a daily basis.
 This committee has helped us realize how to accept that we are no different
from any other campus that would ever not need to be concerned about
hostile intruders or other threats.
 Faculty may believe that they are being successful in the classroom
managing student behaviors by ignoring inappropriate conduct, body
language, change in attitudes, demeanor, etc. In some instances, this may
prove to be what is necessary to handle the classroom environment.
However, knowing about the CARE team and its role has helped faculty to
recognize when/if to refer a student based on the above-mentioned
behaviors.
 “After speaking with a student whose behavior and grades had changed
from the beginning of the semester, I learned that she was struggling
with many personal issues. I submitted a CARE team referral online
and very soon after, the student was contacted by Beverly. At least this
student knew that Beverly, Brookhaven, and I cared about her.”
~Speech professor
 “I have found that the interventions have made a significant impact to
the lives of the students and the safety of the college community. I have
run across a variety of situations, from sexual harassment to the threat
of mass violence. All I can say is that I am thankful we have a process in
place and the professionals who know how to handle all of these
situations. I have learned a lot from them and really appreciate their
work.” ~History professor
 “I pretty much coped with students in my classes. I thought
that unless the student was a serious threat to the safety of
the class, I had no options but to keep that person. After
serving on the committee, I realized I was not alone and
that I didn’t have to let one person disrupt the learning of
the rest. Documentation was key, and once I presented a
list of the student’s disturbing behaviors to Beverly and
Oscar, they took action swiftly and compassionately. I felt
supported and appreciated.” ~Developmental Reading
professor
CARE Team Risk Classifications
Fall 2011 - Fall 2014
Extreme
Severe 3%
9%
Elevated
12%
Moderate
14%
Mild
62%
CARE Team Outcomes
Fall 2011 - Fall 2014
Hospitalization
4%
Involuntary
Withdrawal
5%
Referral to DSS
8%
Resolved
30%
Referral to
Counseling
21%
Voluntary
Withdrawal
8%
Monitoring &
Case
Management
24%
Brookhaven College CARE Team
Students
*Contacts
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354
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Axis Title
*Contacts refer to the case management that happens after a referral is made.
(For example, every email, phone conversation, individual meeting, etc. is counted as a contact.)
 CARE Team receives online incident reporting form
 Co-Chair gathers necessary information from
student(s), witnesses, and the referral source.
 CARE Team meets, discusses, and classifies the risk
using the NaBITA Threat Assessment Instrument.
 CARE Team determines a course of action.
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Referral to Case Manager
Referral to Disability Support Services
Referral to Counseling Services
Mandate a Psychological Assessment
Voluntary vs. Involuntary Withdrawal
Online Reporting
Q&A
Oscar Lopez,
Vice President of Student Affairs
[email protected]
Chief John Klingensmith,
Police Chief
[email protected]
Beverly Neu Menassa,
Assistant Dean of Student Support
Services [email protected]
Dr. Rhonda Dalrymple,
Professional Counselor
[email protected]
Monique Mannering,
Reading Faculty
[email protected]