Behavioral Intervention
Training
Vice President Lynn Mahlberg
Director EHS&S Pat Anderson
Behavioral Intervention Training

The mission statement for the Behavioral Intervention Team (BIT) is:

The BIT team is committed to: taking a pro-active approach to identify
campus community members that may be having difficulties adjusting to
change or coping with problems in their personal lives; to create a safe,
inviting environment that allows one to express his/her own personal
uniqueness; to provide resources, help, support, and behavioral
intervention in a time of need.
Behavioral Intervention Training
Behavioral Emergencies
DEFINITION:
A situation where a person exhibits abnormal behavior
with a given situation that is unacceptable or intolerable to the faculty,
staff or community
COMMON ATTITUDE:
QUESTION:
“Your crisis does not constitute my emergency”
As GBC Faculty and Staff, is “your crisis” my emergency?
Courtesy Dr. Amy Chaffin, RN; former GBC Faculty
Behavioral Intervention Training
Behavioral Emergencies
General factors that may cause alteration in behavior

Brain Chemistry

Personality Disorders

Generational factor: the gene pool

Alcohol and Drugs
Courtesy Dr. Amy Chaffin, RN; former GBC Faculty
Behavioral Intervention Training
Behavioral Emergencies
Alcohol and Drugs cause:



Mood Swings
Uncooperative behavior
Potential for death and suicide
Courtesy Dr. Amy Chaffin, RN; former GBC Faculty
Behavioral Intervention Training
Behavioral Emergencies
Suicide by intention or accident

Prescription drug use increasing

Drugs easily purchased online

Elko/Spring Creek suicide numbers have risen in past
10 years
Courtesy Dr. Amy Chaffin, RN; former GBC Faculty
Behavioral Intervention Training
Behavioral Emergencies
Reasons for psychological crises:


Anger/Loss/Grief
Suicidal Threat/Gesture/Attempt

Courtesy Dr. Amy Chaffin, RN; former GBC Faculty
Medical Reasons
Behavioral Intervention Training
Behavioral Emergencies
Characteristics of Behavior that suggest risk of suicide:


Verbal statements
Recent history of loss/abandonment/crisis

Giving away valued items

Maladaptive coping skills
Courtesy Dr. Amy Chaffin, RN; former GBC Faculty
Behavioral Intervention Training
Behavioral Emergencies
Special consideration when evaluating and assessing a
person with behavioral problems:

Your Observations


Your Questions
Recent History: Alcohol/Drug use, Mental Illness,
Diagnosis/Treatment/Medications, Family support
Courtesy Dr. Amy Chaffin, RN; former GBC Faculty
Behavioral Intervention Training
Behavioral Emergencies
Methods to calm a person with a behavioral emergency:
Courtesy Dr. Amy Chaffin, RN; former GBC Faculty

Eye contact

Confidence

Voice

Words
Behavioral Intervention Training
Behavioral Emergencies
General principles of behaviors related to risk of violence:
Escalating behaviors - Early signs
Type of Response?
Back-up: It’s good to have a Plan B? Have you let someone
else know what is happening?
Courtesy Dr. Amy Chaffin, RN; former GBC Faculty
Behavioral Intervention Training
Behavioral Concerns In and Outside the Classroom
Do not be concerned that you will violate confidentiality by
contacting response personnel or that you are overreacting.
Your information will be taken seriously and investigated as
discreetly as feasible.
Level I
Examples:
*Repeated requests for special consideration, extensions, etc.
*Unusual or exaggerated emotional responses.
*Withdrawn from activities or decreased participation in class.
*Feeling “stressed-out” or overwhelmed with the college
experience.
*Homesickness/death in family.
Response
Faculty member talks to the student after class.
Faculty member calls Julie Byrnes 753.2271/397.2200 or Pat
Johnson 753.2299/340.1567 and discusses the concern. Julie or
Pat contacts the student, sets an appointment, and meets with
the student.
Level II
Examples:
*Habitual interference with classroom environment.
*Appears troubled or confused.
*Persistent and unreasonable demands for time and attention.
*Demonstrates bizarre behavior.
*Intimidating or harassing another person through words and/or
actions.
Response
*Faculty member contacts VPSS Lynn Mahlberg 753-2282 /
340-2047 and/or their Center Director and reports concern. (If
the faculty member feels the need for immediate assistance in
the classroom, call Security 934.4923.)
*Non-emergency, Lynn calls Julie Byrnes, Pat Johnson, and/or
Pat Anderson, if necessary.
Level III
Critical
Examples:
*Physical violence.
*Bringing/displaying a weapon.
*Discussing a plan for self or other harm.
*Obvious self-abuse.
*Disconnection with reality.
*Display of severe physical or mental illness.
*Suicidal Ideation
Response
*Remain calm – do not raise your voice or challenge the
student.
*If emergency, call 911.
* Call Security 934.4923 or Centers Director. Pat Anderson and
Lynn Mahlberg are notified by Security or / Center Director.
President is notified.
Level IV
Examples:
*Active Shooter
*Shelter in Place caused by chemical spill, gas leak, or
unbalanced person.
Notification is the same as Level III.
Response
*Assess the situation!
-If safe, evacuate you and students to safe location.
-If not safe:
a. Lock the door of the classroom
b. Close windows, blinds, drapes, etc.
c. Keep everyone calm, quiet, and inside the room.
d. If you have the ability, call 911.
e. Do not leave the room unless emergency personnel
instruct you.
Behavioral Intervention Training
Nationally most frequently cited factors affecting
academic performance
Stress
28.5%
Anxiety
19.7%
Sleep difficulties
19.4%
Depression
12.6%
Internet use/ computer games 11.7%
(2013 ACHA-NCHA II survey of 123,078 college students )
Courtesy of NSHE Campus Mental Health Presentation, Board of Regents 2014
Behavioral Intervention Training
 Nationally,
 83.7%
 59.6%
 51%
 45%
 31.3%
 7.4%
 1.5%
last year students reported:
Felt overwhelmed by all they had to do.
Felt very sad.
Felt overwhelming anxiety.
Felt things were hopeless.
Felt so depressed that it was difficult to function.
Seriously considered suicide.
Attempted suicide.
(2013 ACHA-NCHA II survey of 123,078 college students )
Courtesy of NSHE Campus Mental Health Presentation, Board of Regents 2014
Behavioral Intervention Training
Nevada Students
UNR Counseling Services Clients Report:






51.3%
47.3%
32.4%
30.6%
26.0%
13.2%
I have sleep difficulties.
I feel isolated and alone.
I feel sad all the time.
I feel helpless.
I feel worthless.
I have thoughts of ending my life.
(UNR Counseling Services CCAPS-34 Intake Data , 2013)
Courtesy of NSHE Campus Mental Health Presentation, Board of Regents 2014
Behavioral Intervention Training
Nevada Students
Common issues expressed during the referral process for both
WNC and GBC are:
O
Relationship Concerns
O
Stress/Anxiety
O
Depression and Suicidal Ideation
O
Chemical Dependency
Courtesy of NSHE Campus Mental Health Presentation, Board of Regents 2014
Behavioral Intervention Training
Increasingly Serious Problems
On the 2013 Nat. Survey of College Counseling, 100% of
directors at 2-year schools and 96% at 4-year schools
reported an increase in students with more serious
psychological problems.
(http://www.collegecounseling.org/surveys)
Courtesy of NSHE Campus Mental Health Presentation, Board of Regents 2014
Behavioral Intervention Training
Why are we responsive to mental health issues?
1.
2.
3.
4.
5.
Safety for the campus
Improves academic performance
Improves retention
Advances in mental health treatment have removed
pre-existing barriers to higher education
Traditional-age students are at higher risk for mental
health issues brought on by multiple stressors
Courtesy of NSHE Campus Mental Health Presentation, Board of Regents 2014
Behavioral Intervention Training
UNLV Retention Impact
Academic Status
Reenrolled or Graduated
Suspended
Probation
No Activity or Withdrew
2011-2012 Percentage
(f)
82% (179)
0%
(0)
0%
(0)
18%
(40)
Total
219
One year of continued enrollment for these 179 students
represents $958,595.12 in tuition.
Courtesy of NSHE Campus Mental Health Presentation, Board of Regents 2014
Behavioral Intervention Training
Community College Counseling Information

Although counseling services are available at
NSHE community colleges, TMCC, WNC, and GBC
rely on “community partners” to serve students’
psychiatric, medical and intensive mental health
needs.

This model is common for community colleges
across the country.
Courtesy of NSHE Campus Mental Health Presentation, Board of Regents 2014
Behavioral Intervention Training
Community College Counseling Information

WNC provides mental health services through
referrals to community providers.

GBC provides mental health services through the
Cooperative IAV Counseling program with UNLV.

TMCC has full time, nationally-certified
counselors to provide mental health services.
Courtesy of NSHE Campus Mental Health Presentation, Board of Regents 2014
Behavioral Intervention Training
Behavioral Intervention Teams


All NSHE institutions have a team with the exception of NSC
(in development)
There are two primary goals of intervention teams:
1.
2.

Prevention: identify and assist students of concern before
serious problems develop
Threat assessment: assess danger and respond as necessary
to protect the community and the individual
The number of cases reviewed varies depending on the
student body size, referral criteria to the team, and the
culture of reporting on campus
Courtesy of NSHE Campus Mental Health Presentation, Board of Regents 2014
Behavioral Intervention Training
Contributions of Intervention Teams

Break down information silos to provide unified crisis management

Provide help to high risk students

Assist students in accessing resources or navigating systems

Facilitate medical leaves of absence

Coordinate mandatory/involuntary leave and re-entry

Provide formal referrals

Plan and provide training on assisting at-risk students and
responding to emergencies
Courtesy of NSHE Campus Mental Health Presentation, Board of Regents 2014
Behavioral Intervention Training
“ENABLING”
A Word that may have positive or negative connotations.
To enable means to help.
We just need to be sure WHAT we are helping,
The problem or the solution.
Any time a supervisor or coworker makes excuses, picks up
the slack, or covers up repeatedly for an employee or
student, that person is enabling self-destructive behavior.
Behavioral Intervention Training