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Responding Appropriately to a Spectrum of Behaviors. Christopher T. Sutton, Sr. Coordinator of Student Development and Civic Engagement Lincoln University (MO). The Class of 2013. Types of Behaviors. Acts of physical aggression Threats of violence - PowerPoint PPT Presentation
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Responding Appropriately to a Spectrum of Behaviors
Christopher T. Sutton, Sr. Coordinator of Student Development
and Civic Engagement
Lincoln University (MO)
Experienced Physical As-
sault; 71
Been Bullied, Physically or Emotionally; 39
Been Victimized Sexually; 28
Live in Poverty; 22
Report they have been Raped; 10 Had an Abortion; 1
The Class of 2013
Types of Behaviors
Threatening/Concerning
Disruptive
Annoying/Causing Discomfort
Threatening and Concerning Behaviors and Indicators
• Acts of physical aggression• Threats of violence• Articulation of depression, hopelessness or self harm• Mention weapons or violence as a way to solve problems• Expression of anger/agitation/inability to cope with stress• Reports of abuse, domestic violence, sexual assault
Disruptive Behaviors and Indicators
Behaviors that may disrupt the educational process:
• Yelling or being excessively loud• Excessive hygiene concerns• Under the influence of substances• Refusing to leave or cooperate• Destruction of property• Not complying with instructions
Behaviors that May Cause Feelings of Discomfort or Annoyance
• Staring• Not picking up on social cues• Interrupting you• Talking loudly• Asking a lot of questions• Talking about things that don’t relate to your office
function• Standing within personal space boundaries• Wanting to speak to your supervisor
Behaviors that May Cause Feelings of Discomfort or Annoyance Cont.
• Disrespectful/rude behavior• Threatening to sue you• Monopolizing your time• Crying• Not listening to you• Emailing relentlessly
Our ResponsesWhat do we feel when students exhibit these behaviors?
We might want to:• Ignore them/pretend it’s not happening• Hand it off to someone else• Do nothing so we don’t upset the studentInstead:• Give yourself permission to feel uncomfortable• Manage/address what you can• Document, report, and get assistance for the rest
A Real Life Example
Consider this situation from Florida Atlantic University:
http://www.youtube.com/watch?v=iYDL2I6Vdi8
Escalation of Behaviors
The Escalation of Attack Related Behaviors*
The goal of behavioral intervention is to assess and intervene while behaviors are at the lower end of the escalation.
Implementation
PreparationPlanningIdeation
Reasons to Respond
• Get the behavior to stop• Serve as educators to maintain the quality of the
educational environment• Uphold the professional boundaries• Role model life skills for students – provide
feedback• Prevent escalation or additional behaviors
Developing Relationships:The Key To Effective Prevention
• Learn and use students’ names• Exhibit care to learn about students• Set and discuss expectations AND consequences – both in writing and
verbally• Anticipate high-risk time periods (refund, deregistration etc.)• Know the boundaries of your influence• Manage your own personal triggers• Establish your authority and respond to behaviors using your best
style
“In the Moment Reponses”
Scenario 1Student waits in line to be assisted. They speak loudly saying, “I’m PISSED that I don’t have a refund check available to pick up. I’ve been told five different times that is would be available today. I’m not leaving until I have the check.” They refuse to stand and wait not letting staff to assist others waiting in line.
Scenario 2 A student posts sexually harassing comments on
the university’s (department’s) social media page. A week later in a group session, he laughs out loud while a guest speaker is speaking, making it obvious that he is watching a video on his computer instead of listening. When the speaker asks him to be quiet, he says, “F-you, b*tch”, puts his headphones on, and taps his foot to the music, ignoring the speaker.
Approaching Situations:Questions to Ask
1) Is there immediate or imminent danger?2) Is there a threat of possible violence?3) Can I resolve this situation?
a. Can I help manage it until I can get support?b. What follow-up steps are needed?
4) If I ignore this, what else might happen?5) What information should I report and to whom?
Initial Management Resolve any immediate concerns:• Protect yourself and others• Relocate to appropriate space• Get the individual to a place of support• Call police if warranted• Be cautious of your body language and limitations –
consider what you can resolve
Accountability Measures
Communicated expectations are the key to helping students understand what constitutes disruption and how to address it:
• Student Code of Conduct• Departmental procedures• Campus policies and procedures• Interim action when situation warrants
Manage the Moment, Refer the Behavior
Manage the situation the best way possible, considering:
• Your own safety, experience, and possible triggers• The disruptive student’s rights• The rights and experiences of the other students• The university’s process and resources• Your limitations and options
Documentation and Reporting• Objective, detailed, fact-based• Write as if the student will read it• Likely subject to FERPA
You don’t want a student to feel SOLD out. Stay away from:• Speculation and Stereotypes• Opinions• Labels• Diagnoses
When to Refer/Report Campus PD Student Conduct BIT
WHAT
Emergency situations, immediate safety concerns, or violations of the law
Significant disruption or behavior that appears to have violated the Student Code of Conduct
Concern for potential threat of violence or significant concerns that aren’t manageable
WHO
Any person – student, staff, faculty, visitor, parent, former student, etc.
Students only Any person – student, staff, faculty, visitor, parent, former student, etc.
WHEN
Immediately – especially when safety is in question
Timely manner – preferable the day of the incident
Timely manner – preferable the day of the incident
WHY
Immediate threats, or for support while you intervene/confront
Formal action by the institution is warranted You want someone to be aware of the situation, assess, and to act if warranted
ALSO
Orders of protection, filing a report, escort service
FYI, to report how you addressed a situation
HOW
911 or campus extension Via email or phone number
Threatening/Concerning
Disruptive
Annoying/Causing Discomfort
Office management strategies
Student Conduct Referral
Contact Police
Low-Level SituationsIf behaviors cause discomfort but are not threats of violence, violations, or causing significant disruption:
• Address it in the moment as best you can• Determine the best way to talk to the student individually
(consult with someone if you are not sure)• Use clear communication to set boundaries and uphold
them• Provide opportunity and support for the person to comply• If not compliant, call police or take other appropriate
action.
Preparing for Difficult Conversations
• Remind yourself the discussion is about the behavior, you still have a relationship with the person
• Identify and manage your triggers• Consider how you might be perceived• Determine the best/safest environment• Remind yourself that low-level intervention can prevent
high-level issues• Seek to understand and address, not to judge, defend, or
excuse
Outline for Difficult ConversationsDevelop your relationship with the student and promote success:
• Build rapport with the student – explain why you are meeting
• Describe the behavior and its impacts• Listen to the student‘s perspective and response
• Do not get defensive• Ask clarifying questions• Set appropriate boundaries if needed
Outline for Difficult Conversations
• Discuss what appropriate behavior looks like and provide examples
• Discuss resources to promote success: Offer resolution options and suggestions Offer ways that you can assist with resolution Offer resources to assist the student
• State your expectations for future behaviors
Outline for Difficult Conversations
Describe likely consequences of non-compliance:Meeting with department supervisor/VPReferral to Student Conduct
Inform of any likely document conversations Email or letter to document conversation Report to Student Conduct Contact to campus resources Set a date to discuss progress/give feedback
Documentation/Follow UpFollowing any incident: • Document the situation. Possible Formats:
• Personal notes• Email to student• Email to director, Police Department, BIT, Student
Conduct• Report it formally to Supervisor or any other appropriate
source• Consider if a Student Conduct referral should be made
Students May:• Be odd• Be “creepy”• Have a psychological condition• Have a disability (disclosed/not disclosed)• Have different opinions from yours• Challenge your opinion or information• Have a criminal history• Be entitled or self-centered• Have different cultural expectations
Students May Not:• Significantly disrupt the educational environment
so that other students can’t learn or feel safe• Engage in or threaten violence towards others• Steal, cheat, harass, etc• Fail to comply with directions of university
officials• Violate the Student Code of Conduct
Useful Tips• Post office expectations• Discuss “what if” situations and have plans in place• Provide phone scripts and suggested responses, especially to
student employees• Provide good customer service while addressing inappropriate
behavior• Utilize your office’s strengths, and don’t be afraid to tag team
difficult issues• Ask your counseling staff for training or guidance • Conduct an office “safety assessment”
Summary• Set and articulate expectations for behavior• Apply your expectations consistently• Address concerns while they are minimal. Don’t wait for things to
explode.• Respond to behaviors rather than judge a person• Report information/document appropriately• Use campus resources at any stage – know when to refer incident
on to the next appropriate office/department.• Remember the power of a conversation!
Questions
Christopher T. Sutton, Sr.Coordinator of Student Development and Civic
Engagement Lincoln University (MO)