Crisis Intervention In the Classroom

1. Adapted from Intermediate CIT Course Number 3841 Texas Commission on Law Enforcement Officer Standards and Education Crisis Intervention In the Classroom

2. Crisis Intervention For The Classroom • Originally for Peace Officers, we’ve adapted it. • Purpose: To develop a basic understanding of mental illness and offer strategies for dealing with a psychological crisis. ...and do it in just 1 hour!

3. Helpful Resource ASSISTING THE DISTRESSED STUDENT www.venturacollege.edu/assets/pdf/shps_assistingdistressedstudent.pdf

4. Other Resources • Deadly Lessons: Understanding Lethal School Violence • http://www.nap.edu/catalog.php?record_id=10370 • Understanding Mental Illness: Factsheet • http://www.samhsa.gov/MentalHealth/understanding_Mentalllness_Factsheet.aspx

5. Origin of the Training • Memphis (TN) officers shot and killed a 26-year-old male who was cutting himself with a knife and threatening suicide • The public outcry in the aftermath of the shooting caused the mayor to establish a task force

6. Headlines… “Training urged after police shooting” “The weekend death of a mentally disabled man shot by a Miami-Dade police officer… department to offer its officers more intensive training.” — The Miami Herald — Herald.com — Posted Thursday, October 28, 2004

7. And thus, C.I.T. • Recognize the community mindset as it relates to the mentally ill’s relationship with law enforcement personnel

8. The Law Enforcement Paradox • By taking a less physical, less authoritative, less controlling, less confrontational approach the officer usually has more authority and control over the person in a mental health crisis.

9. Police Magazine (March 2000) • “The essential difference between suspect encounter training, that officers traditionally receive, and how to approach the mentally ill is the need to be non-confrontational. Such a requirement to, in effect, switch gears is diametrically opposed to the way officers are routinely expected to control conflict.”

10. Police Magazine (March 2000) • “The same command techniques that are employed to take a criminal suspect into custody can only serve to escalate a contact with the mentally ill into violence.”

11. From Police to Instructors • We transition then into the classroom.

12. A Crisis Requires Intervention • “A psychological crisissituation occurs when the student feels unable to cope with the circumstances of his/her life. The more helpless the individual feels, the greater the crisis. Typically, a person may be temporarily overwhelmed and unable to carry on, but is not in immediate physical danger.” • http://www.venturacollege.edu/assets/pdf/shps_assistingdistressedstudent.pdf

13. Mental Illness can escalate into violence A psychological emergency occurs when a person is: • Suicidal • Aggressive towards others • Gravely impaired: confused, agitated, disoriented, having hallucinations or delusions (Source:http://www.venturacollege.edu/assets/pdf/shps_assistingdistressedstudent.pdf)

14. Cho’s Communications With Instructors • http://www.collegiatetimes.com/topic/cho Seung-Hui Cho Crisis escalated to Emergency!

15. Mental Illness Is Not A Crime! • Mentally ill are not criminals. • Mentally ill are not less intelligent. • Mentally ill can lead productive, fulfilling lives.

16. Crisis Intervention in The College Classroom? “A student’s behavior, especially if it is inconsistent with your previous observations, could well constitute an inarticulate attempt to draw attention to his/her plight…“cry for help.”

17. The College Classroom (continued) “…A change in an individual’s behavior could also be caused by a change in his/her psychological medication or failure to take medication that day.” Source: venturacollege.edu/assets/pdf/shps_assistingdistressedstudent.pdf

18. Safety… • FBI statistics state that mentally ill consumers are no more prone to violence than any other area of the population. • HOWEVER, the variables (mental instability, high emotions, possible paranoia/delusions and substance abuse) can be very dangerous if not handled appropriately.

19. Safety… • When a person feels cornered, especially if psychotic, chances are high their response would be violent. • In crisis, reason takes a back seat to emotion.

20. Law Enforcement Policy Center • “Officers should avoid approaching the subject until a degree of rapport has been developed.” • “All attempts should be used to communicate with the person first by allowing him to ventilate.” in the classroom, too

21. Police Research Forum • “Do not rush the person or crowd his personal space. Any attempt to force an issue may quickly backfire in the form of violence.” • “He may be waving his fists, or a knife, or yelling. If the situation is secure, and if no one can be accidentally harmed by the individual, you should adopt a *non-confrontational stance with the subject.” For police

22. Basic Facts • There are two distinct types of mental illnesses • Serious to persistent mental illnesses which are caused by psychological, biological, genetic, or environmental conditions • Situational mental illnesses due to severe stress which may be only temporary

23. Basic Facts • Anyone can have a mental illness, regardless of age, gender, race or socio-economic level. • Mental illnesses are more common than cancer, diabetes, heart disease or AIDS. • Mental illness can occur at any age.

24. Basic Facts • 20 - 25% of individuals may be affected by mental illness. • 7.5 million children are affected by mental, developmental or behavioral disorders.

25. Basic Facts • Nearly two-thirds of all people with a diagnosable mental disorder do not seek treatment.

26. Four Main Categories • Four prominent categories of mental illness.

27. Categories of mental illness • Personality Disorders • Mood Disorders • Psychosis • *Developmental Disorders (*not mentioned today)

28. Personality Disorders • Personality Disorders as they relate to educator contact.

29. Personality Disorders • Many individuals who are functioning well in their lives may still have a personality disorder. • Many with personality disorders also suffer with depression. • May be seen in persons with chemical dependency problems.

30. Causes • May be caused by family history of physical or emotional abuse, lack of structure and responsibility, poor relationship with parent(s), and alcohol or drug abuse.

31. Three Most Common Personality Disorders • Three most common personality disorders encountered by law enforcement officers, may very well be seen in the classroom.

32. Personality Disorders • Paranoid • Antisocial • Borderline

33. Personality Disorders: Paranoid • Interpret actions of others as threatening. • Foresee being harmed. • Perceive that others have dismissed them, or they have been “disrespected” by others.

34. Personality Disorders: Antisocial • Most commonly in males. • Irresponsible antisocial behavior. • Diagnosed after age 18. • Trouble with authority. • Know doing wrong, do it anyway.

35. Antisocial - Traits • History of truancy or runaway • Starting fights • Using weapons • Physically abusing animals or people • Lying • Stealing or other illegal behavior

36. Borderline • Most commonly recognized in females -- possible traits: • Unstable and intense personal relationships • Impulsiveness with relationships, spending, food, drugs, sex • Intense anger or loss of control

37. Borderline (continued) • Recurrent suicidal threats • Chronic feelings of emptiness or boredom • Feelings of abandonment SUICIDE

38. Prevalent Behaviors • Identify prevalent behaviors associated with personality disorders.

39. Behaviors • Usually do not seek treatment because they do not think there is a problem. • “Normal” functioning, but display specific personality traits (inflexible, maladaptive, situational inappropriateness). • Believe problems are caused by outside sources or ‘system’ at large.

40. Behaviorscontinued • Behavior may lead to breaking laws (theft, hot-check writing, fraud etc.) and activity in the criminal justice system. • Alcohol and illegal drugs are commonly used to ‘self medicate’ as a result of stress and behavioral consequences. • Often need treatment for chemical dependency or depression.

41. Recognizable Behaviorscontinued… • Impaired judgment • Explosive temper • Increased spending • Delusions

42. Suicide + Mental Illness = • Suicide and its relationship with mental illness.

43. Suicide and Mental Illness • 90% of suicides are reportedly related to untreated or under-treated mental illness • The most common mental illness associated with suicide is depression.

44. Some Startling Facts • Nearly 20% of people diagnosed with bipolar disorder die from suicide • 10% - 15% of people diagnosed with Schizophrenia die from suicide

45. Mood Disorders • Mood Disorders as they relate to officer and educator contact.

46. Causes of Mood Disorders? • Researchers believe that a complex imbalance in the brain’s chemical activity plays a prominent role in selectivity (SAMHSA) . • Environmental factors can trigger or buffer against the onset.

47. Common Mood Disorders • Two most common mood disorders encountered by law enforcement officers, and you as college faculty may see these in the classroom: • Depression • Bipolar Disorder

48. Depression • Depression is a natural reaction to trauma, loss, death or change. • A major depressive syndrome is defined as a depressed mood or loss of interest at least two weeks in duration.

49. Major Depression • Unlike normal emotional experiences of sadness, loss, or passing mood states, major depression is persistent and can significantly interfere with an individual’s thoughts, behavior, mood, activity, and physical health.

50. Symptoms of Major Depression • Pronounced changes in sleep, appetite, and energy • Profoundly sad or irritable mood • Difficulty thinking, concentrating, and remembering • Chronic fatigue