1. Sunday, March 22, 2015 9 am-noon
Dr. Patricia Cardenas-Adame
Tiffany Harvey, M.Ed.
Behavioral Intervention Team or Committee
2. Dr. Patricia Cardenas-Adame
• Over 25 years of experience as a college administrator
and faculty member
• Leads with an ethic of care, service, inclusiveness and
collaboration
• Uses heightened and widespread communication
techniques, consensus building strategies, cross-
functional team approaches, and consultative feedback
• Has managed or supervised over 37 functional areas in
student affairs
• Most recent positions include Dean of Students, Vice
President of Student Affairs, and Interim President
3. Tiffany Harvey, M.Ed.
• Over 10 years of experience in student conduct, risk assessment,
compliance, leadership development, student success programs,
and student housing
• Taught a Law and Judicial Affairs course to higher education
graduate students
• Balances the needs and interests of the individual, community,
and institution
• Authored curriculum, FAQs, policy, and marketing materials to
satisfy Title IX and VAWA requirements
• Implemented a case management software for student
misconduct, academic misconduct, early alert, discrimination,
and risk assessment cases
4. The One Good Thing
Please select a coin from the middle of the
table. Come up with at least one good thing
that happened to you during the year.
When you share with the group please tell us
your name, college or university, and the one
good thing?
5. Workshop Objectives
• Define the purpose of risk assessment in an
educational environment
• Compare the effectiveness of different risk
assessment rubrics
• Identify and evaluate intervention options
• Create a case management process
6. Schedule
Introduction (9:00 to 9:20)
Value and Purpose (9:20 to 10:00)
10 Minute Break
Risk rubrics (10:10 to 11:00 am)
Interventions (11:00 to 11:20 am)
5 minute Break
Case management (11:25 to 11:40)
Question & Answer (11:40 to 11:55)
Evaluation (11:55 to noon)
7. Practices of Effective Risk Assessment
Teams
Purpose &
Value
Team
Management
Assessing Risk
Selecting
Interventions
Case
management
Crisis
Response
9. Importance
• Market the team to the college community
• Determine what cases to accept and reject
• Sets the stage for team expectations,
procedures, and practices
• Assists with evaluating team effectiveness
10. Activities
• Brainstorm positive outcomes associated with
risk assessment
• Read, watch, and discuss material on the
internal and external value
• Select principles of violence (Deisigner, Randazzo, O’Neill,
& Savage, 2008)
• Write, approve, and publish a vision statement
• Assess the alignment with organizational
values & culture
11. Principles of Violence
• Divide into teams of 5. Team 1 takes principles 1-3.
Team 2 takes principles 4-6. Team 3 reviews
principles 7-9. Team 4 reviews 10-12.
• Review the applicability of each principle to the
practice of risk assessment and intervention.
• Report to the group why you felt this principle assists
with risk assessment.
• As a team, we will decide if there are any other
principles that apply.
14. Importance
• Increase or reduce conflict between team members
• Increase or decrease the accuracy of the assessment
• Foster healthy or unhealthy discussion in a high
stakes setting
• Build or reduce community trust in the team
• Create or reduce organizational liability
• Assist with the execution of the intervention
• Explains how an individual supports the group
15. Activities
• Establish core values
• Learn about the different conflict styles of individual members
• Set team expectations and define individual roles
– Procedures, conflict resolution, accountability, and evaluation
• Complete a core competency assessment
• Produce a team training plan based upon the core
competency assessment
• Define and address team and individual conflict
• Regularly complete a team effectiveness assessment
• Assess the burnout and self-care ability of the team members
17. Value and importance
• Reduce emotional responses
• Sets standards for information gathering
• Standardize interventions and set triggers
• Develops a common language for the team
• Grounded in national research
18. Types of rubrics
• Integrated models – use several different scales
to assess the state of the student of concern
• Four-prong approach (FBI) – personality of the
student, family dynamics, school dynamics,
social dynamics
• Behavior based rubrics – workplace violence,
sexual violence, and registered sex offenders
19. Stages of Risk Assessment
Information
collection
Information
reporting
Assessment
of Risk
Intervention
selection
Intervention
execution
20. Selecting a rubric
1) Make sure the rubric is easily understood by
your team.
2) Ensure that you can get all the information
needed to use each rubric
3) Assess the effectiveness of the rubric in
selecting an intervention
4) Understand training costs for each rubric
24. Evaluating Interventions
• Did the intervention reduce or increase risk to individual(s),
group(s), or the college? Why or why not?
• How did the intervention support organizational values and
individual relationships?
• Was the intervention executed in an efficient and timely
manner? What interfered with the intervention timeline?
• Should we use the intervention again in a similar situation?
26. Stages of Risk Assessment
Information
collection
Information
reporting
Assessment
of Risk
Intervention
selection
Intervention
execution
27. Case Management Strategies
• Inform the campus community about how to make a
referral and what information is important
• Designate a responsible party for each stage in the risk
assessment process
• Develop a method for sharing information between team
members
• Provide training on any technology resource
• Document the presenting issue, date of assessment, level
of risk, and selected interventions
• Avoid disclosing or documenting information used during
team processing
• Set standards for closing cases
20 minutes (intro and ice breaker)
30 minutes (purpose, value, and team management)
10 minute break
30 minutes assessing risk
30 minutes interventions
10 minute break
15 minutes case management
20 minutes Q&A and evals
Use progressive pedagogy which is an instructional practice that is student-centered, values the process and content equally, based upon active inquiry and investigation. Progressive pedagogy introduces a critical lens to address inequities and social injustice.
Product of the millennial generation which means I do the work because it serves a public good. Violence limits the success of an educational institution. Comprehensive programs grounded prevention and management must be used to reduce violence in the educational setting. Community relationship, inclusivity, forgiveness, and empathy can all reduce violence. We have seen an increase in violence with the expansion of individualism.
Educational settings are still one of the safest environments in the nation. Acts of violence draw intense scrutiny because of the impact of violence on educational outcomes and community values.
Explain restroom locations & KQLR activity
How many have already introduced team to campus community?
Have you taken a case that did not fit well with the team or individual members? What type of case was it? Why didn’t it fit?
Do you have a vision?
Do you have operating principles, team expectations, individual expectations?
Here are 5 ways to define the purpose of the group. The lesson plan on flash drive has material for internal & external value activity. The lesson plan also has discussion questions for each activity. Based upon the survey responses, we are going to select the principles of violence that support the goals of the risk assessment team.
Talk about why vision is better then mission
Explain the tools (video, standards for a vision statement, worksheet)
Show video
Give time to draft statement
Pair and share for feedback
Legally the team has value because it meets the “reasonable person” standard. Dysfunction in the team may limit the ability of the team to act reasonably.
Review the material on the flash drive the supports each activity.
Take an audience poll to see how many have completed each of these activities.
Integrated models rely upon the work of law enforcement, counselors, and psychologists/psychiatrists
Four prong approach has one scale influenced by multiple factors
Behavior based rubrics use frameworks which account for situational factors unique to the dynamics of the type of violence
Rubrics suggest the following factors are useful for risk assessment teams
General risk, mental health, patterns of thought, level of aggression, risk factors, support/stabilizing factors, and environment
Introduce activity (1 case study)
Have groups report out assessment
Summarize expert opinions
Give 5 minutes to read opinions
Which rubric got you closest to the expert opinions?
Grounded in the work of crime prevention
Have group brainstorm list of interventions for each category
Select an intervention for the case study used to assess risk rubrics
Present model
Assess the effectiveness of intervention selected for case study
Audience poll
1) How many use a software program (Maxient, Advocate, or PAVE) for student conduct?
Does your college employ a case manager?
Do you want a centralized or decentralized case management system?
