C.A.R.E. Team Coordination for Distressed, Disruptive, and Dangerous Situations
Collaborative C.A.R.E. Team at the university aims to proactively address distress, disruptive behavior, and dangerous situations by supporting students, preventing emergencies, and educating the community. The team includes various leaders from student life, counseling, safety, and more, originating from the need for support following the Virginia Tech tragedy. The process involves reporting concerns through multiple channels, assessments, interventions, and follow-ups tailored based on the urgency and complexity of each case. Recognizing distressed, disruptive, and dangerous behaviors, alongside general indicators, helps in early intervention and promoting a safe campus environment.
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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). C.A.R.E TEAM ASSESSMENT/ INTERVENTION CASE MANAGER ASSESSMENT/ INTERVENTION FOLLOW UP WITH REPORTER
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 Psychological Indicators Safety Risk Indicators Dramatic changes in self- care (eating, sleeping, hygiene) Sudden decline in quality of work and grades Unprovoked anger or hostility Self-disclosure of personal distress such as family problems, financial difficulties, grief Physical violence (shoving, grabbing, assault, use of weapon) Repeated absences Excessive fatigue/sleep disturbance Disorganized performance Mention of self-harm Implying or making a direct threat to harm self or others Intoxication, hangovers, or smelling of alcohol Multiple requests for extensions Unusual/ disproportional emotional response Academic assignments dominated by themes of extreme hopelessness, rage, worthlessness, isolation, despair, acting out, suicidal ideations/violent behaviors Disoriented or out of it Overly demanding of faculty and staff time and attention Excessive tearfulness, panic reactions Garbled, tangential, disconnected, or slurred speech Irritability or unusual apathy Bizarre content in writings or presentations Verbal Abuse (e.g, taunting, badgering, intimidation) Behavior is out of context or bizarre Stalking or harassing You find yourself doing more personal rather than academic counseling during office hours Communicating threats via email, text or phone calls Expressions of concern about the student by their peers. Isolation Bizarre, tangential, or paranoid communication
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?
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 Remain calm Use positive body language Listen/reflect Use I statements Offer choices Be gracious Don t Raise your voice/argue Use negative body language. Use You statements Give ultimatums Use sarcasm to defuse situation
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 isnt 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 503-725- 4404
