Distressed, Disruptive, Dangerous
C.A.R.E Team
Coordination, Assessment, Response and Education
What is C.A.R.E?
The C.A.R.E. Team's purpose is to be proactive, responsive and supportive.
➔ Support and advocate for students in distress
➔ Prevent or respond to emergency situations in order to promote a healthy
and safe campus community
➔ Educate members of our community about resources, strategies and
responses for various situations
Dean of Student
Life
Lieutenant,
CPSO
C.A.R.E. Team
Case Manager
Director,
Housing and
Residence Life
Director,
Counseling
Services
C.A.R.E.
Team
Director,
Women’s
Resource Center
Assistant Dean
and Director of
Conduct
Executive
Director, Center
for Student
Health and
Counseling
Director, CPSO
CARE Origins
Creating a network of support.
➔ Virginia Tech tragedy.
➔ Completing the puzzle.
➔ Educating our campus partners (see something, say something).
OUR PROCESS
REPORT MADE:
online link, phone
call, email, walk-in
(DOSL).
CASE MANAGER
ASSESSMENT/
INTERVENTION
FOLLOW UP WITH REPORTER
C.A.R.E TEAM
ASSESSMENT/
INTERVENTION
High- time sensitive, immediate safety risk.
CPSO and CARE convene to develop
safety management plan.
Mid- multi-faceted, complex concern
CARE Team uses interdisciplinary case
management model to respond.
Low- academic, medical, etc.
Case manager responds.
Distressed, Disruptive or Dangerous?
➔ Distressed: Behavior that causes us to feel alarmed, upset, or worried
(most common).
➔ Disruptive: Behavior that interferes with or interrupts the education
process of other students or the normal business functions of the
university.
➔ Dangerous: Behavior that leaves us feeling frightened and in fear for our
personal safety or the safety of others.
General Indicators
Academic Indicators
Physical Indicators
➔
➔
Sudden decline in quality
of work and grades
➔
Repeated absences
➔
Disorganized performance
➔
Multiple requests for
extensions
➔
➔
Overly demanding of
faculty and staff time and
attention
➔
➔
Bizarre content in writings
or presentations
You find yourself doing
more personal rather than
academic counseling
during office hours
➔
Dramatic changes in selfcare (eating, sleeping,
hygiene)
Excessive fatigue/sleep
disturbance
Psychological Indicators
➔
Self-disclosure of personal
distress such as family
problems, financial
difficulties, grief
➔
Mention of self-harm
Intoxication, hangovers, or
smelling of alcohol
➔
Unusual/ disproportional
emotional response
➔
Disoriented or “out of it”
➔
➔
Excessive tearfulness, panic
reactions
Garbled, tangential,
disconnected, or slurred
speech
➔
Irritability or unusual apathy
➔
Verbal Abuse (e.g, taunting,
badgering, intimidation)
➔
Behavior is out of context or
bizarre
➔
Isolation
➔
Expressions of concern
about the student by their
peers.
➔
Bizarre, tangential, or
paranoid communication
Safety Risk Indicators
➔
Unprovoked anger or hostility
➔
Physical violence (shoving,
grabbing, assault, use of
weapon)
➔
Implying or making a direct
threat to harm self or others
➔
Academic assignments
dominated by themes of
extreme hopelessness, rage,
worthlessness, isolation,
despair, acting out, suicidal
ideations/violent behaviors
➔
Stalking or harassing
➔
Communicating threats via
email, text or phone calls
Case Study
A student in your course seems distant and rarely
participates in groups. They have submitted most of the
assignments on time, though their self-reflections have
seemed melancholy. Their latest paper is about their
knowledge of guns and a descriptive history of school
shootings.
HOW DO YOU RESPOND?
Disruptive Behavior Continuum
Case Study
A student is quietly drinking what appears to be a 16 ounce
beer in the back of class. You approach the student and
indicate they can’t have alcohol in the class. They respond
by yelling “This is none of your business, I’m 25”. They then
proceed to throw the half-full can across the room and sit
back down.
How do you respond?
De-escalating Strategies
Do…
Don’t…
Remain calm
Raise your voice/argue
Use positive body language
Use negative body language.
Listen/reflect
Use “You” statements
Use “I” statements
Give ultimatums
Offer choices
Use sarcasm to defuse situation
Be gracious
Disruptive Student: managing the classroom
➔
➔
➔
➔
Correct innocent mistakes and minor first offenses.
Give a general word of caution to the class
Ask the student to discuss matter with you after class
Ask student to leave premises until they are able to engage in an
appropriate manner.
➔ If the student refuses to leave, let them know you will be contacting
CPSO
➔ Follow up with a conduct complaint or CARE report, as appropriate.
Dangerous Behavior: what it isn’t
➔ Disagreements or differences of opinion
➔ Cultural differences
➔ Situational frustration
➔ Dealing with stress and emotion
➔ Needing extra time or attention for a special reason.
How To Prepare?
➔ Does your office have a safety protocol?
➔ Be aware of your surroundings: know where the stairs,
restrooms and phones are in the buildings.
➔ Know the address of your building.
➔ Consult, consult consult- CPSO, SHAC, DOSL.
CONSULT
CARE, SHAC, and CPSO can help you:
➔ Assess the seriousness of the situation.
➔ Intervene when appropriate.
➔ Suggest potential resources.
➔ Suggest the best way to make a referral.
➔ Help clarify feelings about the student and the situation.
Dean of Student Life Office
503-725-4422
Campus Public Safety Office 503-7254404