The Behavioral Consultation Team

1. The Behavioral Consultation Team For the College of Liberal Arts Department Administrators Presenter: Sharon Dzik Office for Student Conduct and Academic Integrity Behavioral Consultation Team

2. Goal for today To share information about and familiarize you with the Behavioral Consultation Team and other resources.

3. The Mental Health of UMTC Students

4. The Mental Health of UMTC Students

5. Website

7. Additional Campus Resources • International Student and Scholar Services ISSS counselors are trained to help people work through personal difficulties in the context of cultural differences and are familiar with the stress and challenges associated with living in a different culture • Disability Services Ensures that students, faculty and staff have access to all the University has to offer and equal opportunities to participate in the many interesting activities on campus • Aurora Center The Aurora Center provides a safe and confidential space for students, faculty, staff, alumni, and family members or friends affiliated with the University of Minnesota, Twin Cities or Augsburg College who are victims/survivors/concerned people of sexual assault, relationship violence, or stalking

8. Off-Campus Resources • Crisis Connection612-379-6363 or1-866-379-6363 (toll free) • Fairview Riverside Behavioral Emergency Center612-672-6600 • Hennepin CountyAcute Psychiatric Services (Mpls.)612-873-3161

9. Which of the following do you think could be an indicator of potentially concerning behavior? • Social isolation • Unconventional classroom behavior • Unusual verbal behavior • Online behavior (similar or different than in-person behavior) • Individualistic/rebelliousness • Sudden change in appearance

10. Academic Indicators of Distress • Missed assignments • Deterioration in work quality • Drop in grades • Repeated absences • Negative change in classroom behavior • Disorganized or erratic performance • Continual seeking of special accommodations (late papers, extensions, postponed examinations, etc.) • Essays or creative work that indicate hopelessness, social isolation, rage, or despair • Physically present but increasingly withdrawn in class Source: Gary Christenson, M.D., Medical Director Boynton Health Service Salina Renninger, Ph.D., L.P. University of St. Thomas

11. Concerning statements, verbal or written: “If I fail this class I just don’t know if I can go on.” “If I fail this class I may just have to end things.” “If you fail me in this class my life is over.” “If you fail me in this class something bad could happen.” “You don’t want to fail me in this class……” “If you fail me in this class you’ll regret it.” “I could make things very bad for you if you fail me in your class.” “If you fail me in your class I will take you out…..”

12. Conceptualization from NCHERM* and the Center for Aggression Management Higher Risk  Lower Risk *National Center for Higher Education Risk Management • DYSREGULATION/MEDICALLY DISABLED • Suicidal, engaging in risk taking behaviors • Hostile, aggressive, abusive • Deficient in emotional and cognitive regulation • DISTURBANCE • Behaviorally disruptive, unusual and/or bizarre acting • Destructive, apparently harmful to others • Substance abusing • DISTRESS • Emotionally troubled • Situational stressors and traumatic events • May have symptoms of mental health concerns

13. Can You Tell If A Student Will Become Violent? • There are no quick, easy, reliable predictors of which students will and will not become violent • Very few students who make threatening statements actually carry out violence • Working directly with the student to assess the situation is the best way of getting data necessary to assess risk

14. Handling Threatening Situations In The Moment • Stay calm • Talk to the student in a calm voice and express a belief that things can be worked out • Attempt to get to or remain in a public place • As you are able, alert others about what is happening and summon help • Alert colleagues in advance if you anticipate problems with a student and have others nearby if needed

15. Six Steps to Helping Distressed and Threatening Students 1. Observe and prepare 2. Initiate contact with the student 3. Express your concerns honestly 4. Listen to the student 5. Work together to solve the problem 6. Follow Up Source: Salina Renninger, Ph.D., L.P. University of St. Thomas

16. Six Steps to Helping Distressed and Threatening Students • Observe and prepare • Consult with the Behavioral Consultation Team • Consult with ISSS if student is international Write down specific concerns & referral sources • Gather information and have it on hand • Consult with counseling professional about how to prepare • If you are concerned about your safety, take precautions (door stays open; a neutral party in the meeting, or consult with campus police Source: Salina Renninger, Ph.D., L.P. University of St. Thomas

17. Six Steps to Helping Distressed and Threatening Students 2. Initiate contact with the student • Approach a student before or after a class session • Call or email the student and invite a meeting during office hours or a scheduled time in a private and confidential setting. • Use a non-threatening/approachable manner (smile, use student’s name) Source: Salina Renninger, Ph.D., L.P. University of St. Thomas

18. Six Steps to Helping Distressed and Threatening Students 3. Express your concerns honestly • Share what you have observed in behavioral terms in an effort to increase mutual understanding • Expect that the student will likely understand and be motivated by your concerns • Resist interpretation/judgments Source: Salina Renninger, Ph.D., L.P. University of St. Thomas

19. Six Steps to Helping Distressed and Threatening Students 4. Listen to the student • Tune in to the details of the situation • What information is the student sharing that you were unaware of? • What is the reason they are doing what they are doing? What is at stake? • What are their feelings? Acknowledge emotions • What does the situation mean to them? How does it affect how the students sees themselves. Source: Salina Renninger, Ph.D., L.P. University of St. Thomas

20. Six Steps to Helping Distressed and Threatening Students 4. Listen to the student (Continued) • Continue to listen and clarify • Avoid judgment or criticism • Try to stay calm even if student is distressed or emotional • Note: Don’t promise absolute confidentiality Source: Salina Renninger, Ph.D., L.P. University of St. Thomas

21. Six Steps to Helping Distressed and Threatening Students 5. Work together to solve the problem • Discuss what would improve the situation • Discuss the options currently available • Communicate hope • Do not overextend yourself or give immediate special consideration Source: Salina Renninger, Ph.D., L.P. University of St. Thomas

22. Six Steps to Helping Distressed and Threatening Students 5.Continued Work together to solve the problem • Intervene if necessary, getting appropriate support • Make a referral • Ask if they are comfortable talking to a friend or to family. If not, help them understand that a counselor is safe and confidential. • Communicate that there is shared responsibility for solving the problem Source: Salina Renninger, Ph.D., L.P. University of St. Thomas

23. Six Steps to Helping Distressed and Threatening Students 6. Follow Up • Follow through with anything you agreed to (promises you can and will keep) • Recognize that the student may not immediately welcome or act upon your interventions • Consult with your administrator or counseling services if concern persists • Follow up with ISSS if student is international Source: Salina Renninger, Ph.D., L.P. University of St. Thomas

24. When do you call the Police?How can the Police be helpful? • If there is an imminent threat for harm (call 911) • When you need someone to come immediately to address a situation (call 911) • When you feel someone might hurt or harm themselves or others by their actions or statements (call 911) • Most UMPD Officers are specially trained in dealing with mental health issues. • Officers can sign a 72 hour health and welfare hold if needed

25. Behavioral Consultation Team (BCT) 612-626-3030 The Behavioral Consultation Team is a team of staff from several departments across the university with administrative, psychological, academic and legal expertise. It’s goal is to provide a coordinated response to situations arising from students who may have the potential to harm themselves and/or others.

26. Behavioral Consultation Team (BCT) Phone: 612-626-3030 z.umn.edu/behavioralconsultation

27. Behavioral Consultation Team Intake Process Reporting party calls the BCT phone line at 6-3030. BCT staff listens, asks questions and completes an intake form that will be included in the student file. Staff checks BCT, OSCAI and HRL for prior records. 4. BCT staff sends an e-mail requesting information from the BCT members.

28. Behavioral Consultation Team includes representatives from: • Academic Health Center • University of Minnesota Police Department • Student Conflict Resolution Center • Housing and Residential Life • International Student and Scholar Services • University Counseling and Consulting Services • Boynton Mental Health • Office for Student Conduct and Academic Integrity • Office for Student Affairs

29. Behavioral Consultation Team representatives, continued: • Office for General Counsel • Disability Services • One Stop Student Services • Employee Assistance Program • Parent Program • College of Liberal Arts • Office of the Vice Provost and the Dean of • Undergraduate Education • Graduate Programs

30. Behavioral Consultation Team Process, continued • If low risk to mid risk, BCT staff will consult with one or two other BCT members to determine an appropriate university response • BCT staff share these recommendations with reporting party • BCT staff check in with reporting party in about two weeks to see if there are any further developments with the student

31. Behavioral Consultation Team Process, continued If high risk, a core group of BCT members will meet to discuss and make recommendations

32. Behavioral Consultation Team Core Group Meeting* • Tracy Smith, Office of General Counsel • Mental Health Professional: • Glenn Hirsch, University Counseling and Consulting Services or • Steve Hermann, Boynton Mental Health or • Jim Meland, Employee Assistance • Sharon Dzik, Office for Student Conduct & Academic Integrity • Troy Buhta, University of Minnesota Police Department • Reporting party or parties (faculty, or staff) • * Every core group member has a designated back-up staff that can attend as needed

33. Behavioral Consultation Team Core Group Meeting The following BCT members are included in core group meetings as needed: • Disability Services • International Student and Scholar Services • Housing and Residential Life • College representative

34. Questions ?