Presented By Sherry M. Wilson, LCSW Executive Director, UTEAP & WorkLife Services

1. Providing A Safe Environment: Identifying At Risk Students, Employees, and Citizens(Violence Prevention) Presented By Sherry M. Wilson, LCSW Executive Director, UTEAP & WorkLife Services

2. Your Local Fire DepartmentEfforts & Energy Expended: - 05% Extinguishing Fires- 95% Devoted to Prevention

3. The 4 C’s of Violence Prevention • Commitment • Culture • Collaboration • Communication

4. Commitment • Everyone’s responsibility - Executive Leadership must lead the way • Zero tolerance: implementation is key • Make funding available to provide a safe environment

5. Culture of Safety & Respect • Environment of safety and respect for others • Differences and diversity are respected • Communication is encouraged and supported • Conflict is managed constructively • Emotional intelligence is encouraged as much as educational & intellectual pursuits

6. Culture, con’t. • Policies in place: • include all forms of violent behavior • authorize designated personnel to meet and discuss identified “at-risk”persons • conduct threat-assessment inquiries if necessary • outline procedures for dealing with at-risk persons, breaking confidentiality and sharing information, when/how to refer to community resources, falsely accusing others

7. Culture, con’t. • Maintain safe environment(including facilities, adequate security, phone zones,etc.) • Adequate technologies to alert others of a crisis • Culture that supports listening and encourages others to speak up if they have concerns about others

8. Collaboration • Violence Prevention is a joint/collaborative initiative • Use expertise of all major departments--HR, Facilities, Environmental Safety, Public Affairs, Telecommunications, IT, etc. • Include students when possible/peer support • Educate faculty, staff, and students with training

9. Collaboration, con’t • Create a committee that is composed of critical representatives across campus--HR, Public Affairs, Facilities, etc., that meets regularly and has the authority to discuss identified “at-risk” persons and if necessary, conduct a threat-assessment inquiry

10. Communication • Must first communicate to all faculty, staff and students about school’s commitment for a violence-free workplace and learning environment and that it is every person’sresponsibility to help create that environment and culture.

11. Communication, con’t. • It is better to over-communicate than under-communicate • In collaboration with major departments, your primary communications department is critical in getting the word out regarding your initiative, policies, trainings and dates, etc.

12. Communications, con’t. • There must be a process whereby every faculty, staff member, and student knows how and where to go to get information in times of a crisis. • School’s home page • brochures available in key locations • wallet cards • phone stickers

13. Communications, con’t • Training on how to identify “At-Risk” persons and how to refer them for help must be made available for every faculty member, staff member, and student • Involve your student association groups to help support involvement in initiative and in getting the training out to students

14. Communications, con’t. • Some schools are asking for waiver from students to investigate a student’s behavior if behavior becomes a concern by others • Many schools are “beefing” up their trainings on: • conflict management • emotional intelligence • communication and listening skills

15. Communication, con’t • Research reveals that every “attacker” interviewed has stated that they felt they had no one to talk to about their problem and saw no other choice to resolve their problem • Positive mentoring program and supervisory/managerial relationships are the most critical tools in violence prevention

16. Identifying “At-Risk” Persons • No specific profile; however... • What is observed from other “attackers” are some common characteristics • Common characteristics are same for students as they are adult co-workers, including faculty, with a few exceptions • Only 1% of mentally ill use violence to resolve their concerns/conflicts

17. Identifying “At-Risk” Persons • “Loner” behavior--old or new • Most engage in some behavior that leads others to suspect or wonder…. • History of difficulty coping with losses • May have had a recent loss or personal failure that they feel is “the last straw” • Many have history of being bullied or feel persecuted or injured by others

18. Identifying “At-Risk” Persons • Students usually more “overt” -May hear conversations about weapon use -May hear fantasy stories of harming others -May be warned about target day -May see excessive preoccupation with video games, violent movies, etc. -May see less personal hygiene

19. Identifying “At-Risk” Persons • Faculty or staff usually more “covert” in actions, seldom signaling their intentions like students often do. • Anger and/or rage “seething” below the surface, so often seem “touchy”, “irritable”, etc. • May see more “overt” symptoms of depression--poor work performance, etc.

20. Identifying “At-Risk” Persons • Motivation • Revenge for perceived injury or grievance • Yearning for attention, recognition, or notoriety • A wish to solve a problem otherwise seen as unbearable and/or unsolvable in any other way • A desire to die or be killed

21. Helping “At-Risk” Persons • Let the person know you are concerned about him/her. • Never confront or deny their perceptions; try to support their feelings without necessarily agreeing with them (I am sure that must feel terrible for you.) • Encourage and support them in looking into options for help.

22. Helping “At-Risk” Persons • “You must be feeling terrible about this. I know I would. What options have you considered?” • “I want to help but don’t feel I am expert enough. How about we think about the Counseling Center..They do more than therapy, you know. They can coach you on how to solve this problem”.

23. Helping “At-Risk” Persons, • “Well, I know you aren’t too keen on the Counseling Center, but I really have been helped by them/know students, etc. Help me understand why you don’t want to make an appointment.” • You may be able to reduce their resistance enough to get him/her to the right resource for help.

24. Helping “At-Risk” Person • Goal is not to “solve” the problem • Goal is to get this person to the appropriate resource • Always make sure this “at-risk” person has been reported to the team meeting regularly to watch out for “at-risk” persons.

25. Questions?

26. Thank you for coming! Sherry Wilson 713.500.3327