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Responding Appropriately to a Spectrum of Behaviors

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

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Responding Appropriately to a Spectrum of Behaviors

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  1. Responding Appropriately to a Spectrum of Behaviors Christopher T. Sutton, Sr. Coordinator of Student Development and Civic Engagement Lincoln University (MO)

  2. The Class of 2013

  3. Types of Behaviors

  4. 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 Threatening and Concerning Behaviors and Indicators

  5. 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 Disruptive Behaviors and Indicators

  6. 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

  7. Disrespectful/rude behavior Threatening to sue you Monopolizing your time Crying Not listening to you Emailing relentlessly Behaviors that May Cause Feelings of Discomfort or Annoyance Cont.

  8. What 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 student Instead: Give yourself permission to feel uncomfortable Manage/address what you can Document, report, and get assistance for the rest Our Responses

  9. Consider this situation from Florida Atlantic University: http://www.youtube.com/watch?v=iYDL2I6Vdi8 A Real Life Example

  10. 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. Escalation of Behaviors

  11. 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 Reasons to Respond

  12. 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 Developing Relationships:The Key To Effective Prevention

  13. “In the Moment Reponses”

  14. Scenario 1 Student 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.

  15. 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.

  16. 1) Is there immediate or imminent danger? 2) Is there a threat of possible violence? 3) Can I resolve this situation? Can I help manage it until I can get support? What follow-up steps are needed? 4) If I ignore this, what else might happen? 5) What information should I report and to whom? Approaching Situations:Questions to Ask

  17. 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 Initial Management

  18. 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 Accountability Measures

  19. 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 Manage the Moment, Refer the Behavior

  20. 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 Documentation and Reporting

  21. When to Refer/Report

  22. Contact Police Student Conduct Referral Office management strategies

  23. If 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. Low-Level Situations

  24. 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 Preparing for Difficult Conversations

  25. Develop 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

  26. 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

  27. Describe likely consequences of non-compliance: Meeting with department supervisor/VP Referral 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 Outline for Difficult Conversations

  28. Following 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 Documentation/Follow Up

  29. 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:

  30. 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 Students May Not:

  31. 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” Useful Tips

  32. 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! Summary

  33. Questions Christopher T. Sutton, Sr. Coordinator of Student Development and Civic Engagement Lincoln University (MO) 573-681-5517 suttonc@lincolnu.edu

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