De-escalating Dangerous & Threatening Behavior In & Out Of The Classroom

1. De-escalating Dangerous & Threatening Behavior In & Out Of The Classroom Dr. Brian Van Brunt Director of Counseling WKU brian.vanbrunt@wku.edu • Laura Bennett, M.Ed. • Student Conduct Officer at Harper • lauraaebennett@gmail.com

2. Introduction Danger and Crisis Prevention and Backup How to Use the BIT How to Motivate and Persuade Five Steps to Manage Aggression

3. Introduction • Welcome to the first of a three part series addressing student behavior in and out of the classroom: • (1) Dangerous • Disruptive • Distracting/Annoying • Through a series of case scenarios and practical advice, we will share with you useful tools needed to identify, intervene and manage potentially dangerous and violent students at your college or university.

4. Dangerous Physical Behaviors: Physical assault such as pushing, shoving or punching Throwing objects or slamming doors Storming out of the classroom or office when upset Self-injurious behavior such as cutting or burning self during class Prolonged non-verbal passive aggressive behavior such as sitting with arms crossed, glaring or staring at professor Refusing to engage in conversation or follow instructions Stalking or harassing behaviors – following with intent and effect of intimidation Introduction

5. Dangerous Communications: Conversations that are designed to upset other students such as descriptions of weapons, killing or death Direct communicated threat to professor, staff or another student such as: “I am going to kick your ass” or “If you say that again, I will end you.” Bullying comments focused on campus community members Introduction

6. Possibly Dangerous Communications: Psychotic, delusional or rambling speech Arrogant, entitled, rude or disrespectful talk to professor, staff or other students. Racist or otherwise fixated thoughts such as “Women should be barefoot and pregnant”, “Gays are an abomination to God and should be punished”, “Muslims are all terrorists and should be wiped off the earth” Objectifying language that depersonalizes the authority figures or other students. Refusal to speak or respond to questions or directives from staff or resident advisor. Introduction

7. Disruptive Behavior Examples Student misuse of technology in the classroom Frequent interruption of professor while talking and asking of non-relevant, off-topic questions Poor personal hygiene that isolates student from others Aggressive attempts to date others on campus Distracting/Annoying Behavior Examples Student has a grating personality Student is not prepared or motivated for class Student tells odd or strange jokes much below his developmental age Monopolization of staff time, lack of empathy or respect for others Introduction

8. Crisis

9. Crisis • David • Following an evening class, David waits until all the other students left and then confronts his instructor. He stands very close to her and in a loud voice tells her that he needs an A in the class or she will be sorry. As she attempts to get around him, he blocks the door and raises his voice, saying “How dare you try to leave when I am speaking to you! All you teachers are the same – you don’t care about students here! You just want a cakewalk and a paycheck. Well, you will be sorry!” He bangs his fist on the desk closest to him.

10. Crisis Three Rules of Crisis Intervention • Realize this is an emergency and requires a different set of actions and outcomes than you use in everyday practice. • 2) Achieve the proper mindset prior to responding. • 3) Keep focused on your goal.

11. Crisis 1) Emergency! • Understand that any crisis intervention begins with a realization that you are now in an emergency. • What are some ways (physical, mental, emotional) you know you are in an emergency?

12. Crisis Questions for all Emergencies:

13. Crisis 2) Proper Mindset • DeBecker’s book describes the need for those in executive protection to have a “mind like water.” • This mental state allows the first responder to remain calm, bring their best resources to bear on the situation and be creative in their response. • Like water—know when to be solid, fluid and gaseous. De Becker, G., Taylor, T. & Marquart, J. (2008). Just 2 Seconds: Using time and space to defeat assassins. Gavin De Becker and Associates.

14. Crisis Firm and Limit Setting • When immediate safety is in question, there is little room for listening or offering choices. • Letting a student possess a weapon, ignoring the threat or endangering others are not options. Fast compliance is required.

15. Crisis Flexible and Creative • Compliance may be needed, but without a direct safety threat there is more time to build rapport and connection with the student. • Look for commonalities, offer choices and explain potential options.

16. Crisis Observing or Backup • There are times where we are not “taking the lead” in a crisis intervention. Our role of backup may feel like being on the sidelines for time being---but it is an essential function. • Take notes, observe, look for opportunities and alternatives.

17. Crisis Be at your Best • We know when responding to a crisis it is essential to control biology as well as our thoughts. • John Byrne’s Aggression Management system describes the biological changes (rapid heart rate, increased breathing, adrenaline, increased blood pressure) that accompany the escalation phase. • If we control our biology through cycle breathing, we can regain our ability to calmly be more creative and in control of our thoughts. www.aggressionmanagement.com

18. Breathe in slowly to the count of 1…2…3…4… Hold your breath to the count of 1…2… Breathe out slowly to the count of 1…2…3…4… Hold your breath to the count of 1…2… www.aggressionmanagement.com 18

19. Crisis 3) Focus on the goal • Steven Covey wrote the famous, best selling book---Seven Habits of Highly Effective People. • One key habit is to “begin with the end in mind” • When entering an emergency, stay focused on your goal. • Ask yourself “Is what I am currently doing/saying getting me closer or further from my goal?” Covey, S. (1989). The 7 Habits of Highly Effective People

20. Prevention and Backup

21. Prevention and Backup • Sarah • During the last meeting of the day for one of the campus academic advisors/counselors, the student Sarah begins to cry and appears out of touch with where she is. She climbs under the table and won’t come out, while yelling incoherently. She appears scared, but her facial expression is contorted and she doesn’t seem to be talking to the staff member directly.

22. Prevention and Backup • Invest Time in Learning about your Campus Partners: • Campus Police or Safety Procedures • Counseling • Emergency Response • Drills and educational opportunities • “What would happen if?”

23. Prevention and Backup • Invest Time in Your Own Safety • Exits and entrances • Campus shortcuts • Traffic patterns and security • Escort service and lighting • Room layout and features • Office safety assessment • Vulnerable times • Acknowledge the value and limitations of protection orders, silent alarms, etc.

24. Prevention and Backup • What are your backups? • Always have a plan B • Be realistic about your limitations • Determine ways to step back and call for help • “Red folder” or “diet coke” code words • Know who you can trust

25. How to Use the BIT

26. How to Use the BIT • Brandon • Following a meeting at the financial aid office, Brandon emails the staff member, cursing at her and calling her an idiot, and tells her he wants to talk to her boss, “or else.” During an appointment the next day with the Director of Financial Aid, Brandon begins the conversation nicely, but ends by telling her “All you women keep fooling me. You will be sorry. Someday I’ll be in charge and you won’t even be able to do anything.”

27. How to Use the BIT • What’s a BIT? • Behavioral Intervention Teams or Campus Threat Assessment Teams exist on most campuses and strive to intervene before individuals engage in targeted violence. • Teams are designed to evaluate information and assess the likelihood that person may engage in a future act of violence towards a specific person or group of people.

28. How to Use the BIT • What does the BIT do? • Collects identification of at-risk student behaviors • Conducts careful analysis and understanding the context • Provides a collaborative approach to developing an action plan

29. How to Use the BIT • BIT’s help the campus to: • Identify threatening and dangerous behavior, thoughts and attitudes • Develop threat assessment techniques to assess threat • Take action or provide guidance to those who can • Track information over time

30. How to Use the BIT • Why contact the BIT? • Report a possible threat you want assessed • Report how you addressed a situation for tracking • Seek guidance about how to intervene • Ensure that the BIT has all the information about a student • Report a possible concern before it escalates • Report behavior that might not be a violation

31. How to Use the BIT • What happens in meetings? • Typically 6-8 individuals discuss at-risk students (and sometimes faculty and staff) during 1-2 hour long weekly meetings • Information is usually updated about each student • Teams often discuss the best way to engage the student, while taking precautions for safety • The focus of the discussion is geared towards prevention and intervention, not reaction and punishment • FERPA and other laws are respected

32. How to Use the BIT • Who serves on a BIT? • Deans of Students (114 teams), often synonymous with Vice Presidents of Student Affairs (61) • Counseling Center Directors (153 teams) • Directors of Departments of Public Safety (139 teams) • Housing Directors (125 teams) • Student Conduct Officers (112 teams) • Health Services Directors (81 teams) • Faculty Representatives (72 teams) University of Louisville’s 2010 survey

33. How to Use the BIT • Successful teams: • Increase information sharing • Walk in each other’s shoes • Task/goal oriented to solution • Cooperate and collaborate • Go beyond basic department responsibilities • Influence campus culture of reporting and addressing

34. How to Use the BIT • Do NOT use your BIT for: • An in-the-moment emergency or crisis • A dumping ground so that you don’t have to deal with things • Obvious violations that should go through your campus conduct process • Replacement of counselors or other campus resources

35. How to Use the BIT • What to report to the BIT? • Factual, observable information – this can include how behaviors affected you or others • Details about a student’s behavior • Information about the context • Any attempts to confront or contain the behavior • The individual’s response • Information about the individual – other concerns, whether the person has support, etc.

36. How to Use the BIT

37. How to Use the BIT • Recent HEHMA/JED • release on campus teams http://www.jedfoundation.org/campus_teams_guide.pdf

38. How to Use the BIT • The Handbook for Campus Threat Assessment & Management Teams

39. How to Use the BIT • Ending Campus Violence: New Approaches to Prevention

40. How to Use the BIT • National Association of Behavioral Intervention Teams (NaBITA)

41. How to Motivate and Persuade

42. How to Motivate and Persuade • Jack • Jack picks up his first exam at the end of class and sees that he got a D. Jack begins to panic and flaps his arms wildly while panting. He makes eye contact with several students and the instructor, but doesn’t speak. He continues to breathe in and out rapidly while flapping his arms.

43. How to Motivate and Persuade • Once we establish our goal, the next step is motivating and persuading the student towards compliance.

44. How to Motivate and Persuade • When motivating someone: • Understand people are more likely to follow our direction when they trust us. People trust if they feel understood and listened to. • We trust people who are similar to us. Find ways to build a connection between yourself and the student so that he/she can identify with you, or at least identify with your direction.

45. How to Motivate and Persuade • When persuading someone: • Remember that 93% of emotional communication is through our tone, inflection and body language. It isn’t so much what we say, but how we say it. • Give clear choices when possible. We can take the police cruiser or ambulance. It is your choice which one (not whether or not you go).

46. How to Motivate and Persuade • There may be things that you give in order to achieve compliance. Weigh the cost versus the benefit. • - Allowing a smoke • Getting them some food or water • Calling a friend or parents • Moving a car or assist with parking • Be willing to be flexible in order to reach your goals.

47. How to Motivate and Persuade • The driving motivation for most upset people is fear. They are afraid of failing a test, not getting forms in on time—maybe even be forced to leave college • Understand where they are coming from first and then you can be more effective • Listen…..Listen some more • Tell them what they just said • Then listen to make sure you got it right

48. How to Motivate and Persuade • Start with a calm mindset and develop rapport • Realize the way you see things isn’t always the way they see things* • Build a bridge between you and them

49. Five Steps to Manage Aggression

50. Five Steps to Manage Aggression • Anne • In the student lounge, Anne is talking on the phone and her voice starts to escalate. Soon she throws the phone across the room, shattering it on the wall. She then goes to the nearest table and knocks over a chair. She bangs her hands on the table and then begins to pace around the lounge. Several students appear scared and leave the area, others seem frozen in place.