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)

Experienced Physical As-

sault; 71

Been Bullied, Physically or Emotionally; 39

Been Victimized Sexually; 28

Live in Poverty; 22

Report they have been Raped; 10 Had an Abortion; 1

The Class of 2013

Types of Behaviors

Threatening/Concerning

Disruptive

Annoying/Causing Discomfort

Threatening and Concerning Behaviors and Indicators

• 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

Disruptive Behaviors and Indicators

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

Behaviors that May Cause Feelings of Discomfort or Annoyance

• 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 Cont.

• Disrespectful/rude behavior• Threatening to sue you• Monopolizing your time• Crying• Not listening to you• Emailing relentlessly

Our ResponsesWhat 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 studentInstead:• Give yourself permission to feel uncomfortable• Manage/address what you can• Document, report, and get assistance for the rest

A Real Life Example

Consider this situation from Florida Atlantic University:

http://www.youtube.com/watch?v=iYDL2I6Vdi8

Escalation of Behaviors

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.

Implementation

PreparationPlanningIdeation

Reasons to Respond

• 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

Developing Relationships:The Key To Effective Prevention

• 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

“In the Moment Reponses”

Scenario 1Student 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.

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.

Approaching Situations:Questions to Ask

1) Is there immediate or imminent danger?2) Is there a threat of possible violence?3) Can I resolve this situation?

a. Can I help manage it until I can get support?b. What follow-up steps are needed?

4) If I ignore this, what else might happen?5) What information should I report and to whom?

Initial Management 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

Accountability Measures

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

Manage the Moment, Refer the Behavior

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

Documentation and Reporting• 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

When to Refer/Report Campus PD Student Conduct BIT

WHAT

Emergency situations, immediate safety concerns, or violations of the law

Significant disruption or behavior that appears to have violated the Student Code of Conduct

Concern for potential threat of violence or significant concerns that aren’t manageable

WHO

Any person – student, staff, faculty, visitor, parent, former student, etc.

Students only Any person – student, staff, faculty, visitor, parent, former student, etc.

WHEN

Immediately – especially when safety is in question

Timely manner – preferable the day of the incident

Timely manner – preferable the day of the incident

WHY

Immediate threats, or for support while you intervene/confront

Formal action by the institution is warranted You want someone to be aware of the situation, assess, and to act if warranted

ALSO

Orders of protection, filing a report, escort service

FYI, to report how you addressed a situation

HOW

911 or campus extension Via email or phone number

Threatening/Concerning

Disruptive

Annoying/Causing Discomfort

Office management strategies

Student Conduct Referral

Contact Police

Low-Level SituationsIf 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.

Preparing for Difficult Conversations

• 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

Outline for Difficult ConversationsDevelop 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

• 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

Describe likely consequences of non-compliance:Meeting with department supervisor/VPReferral 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

Documentation/Follow UpFollowing 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

Students May:• 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 Not:• 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

Useful Tips• 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”

Summary• 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!

Questions

Christopher T. Sutton, Sr.Coordinator of Student Development and Civic

Engagement Lincoln University (MO)

573-681-5517suttonc@lincolnu.edu