This guide is designed to assist you in dealing with students whom you consider potentially threatening or dangerous either to themselves, to the campus community, or to you. Fortunately, this type of student situation does not occur often, but it is important that you know help is available and how to access assistance. Do not hesitate to contact appropriate offices for consultation. Consulting with other university officials concerning community or student safety is not a breach of student confidentiality.

I have a student who is being disruptive or threatening.

I have a student who is distressed.

I need some additional resources.

The CARE (Coordination, Assistance, Response, and Education) Team addresses reports of troubling (inappropriate, disruptive, or harmful) student behavior in order to recommend proactive approaches aimed at helping students achieve success. The team is represented by a cross section of campus professionals who can address a broad range of student needs, including representatives from:

• Dean of Students Office
• Housing and Residence Life
• Student Accessibility Resources
• University Counseling Center
• Center for Health and Well-being
• Student Academic Success Center
• Grand Valley State Police Department
• Office of Student Conduct and Conflict Resolution
• Office of Civil Rights and Title IX

The CARE Team serves as a central place to report behaviors of concern. To initiate a discussion, you may call the Dean of Students Office at (616) 331-3585 or submit a CARE Report. The CARE Team response is governed by a course of action that balances the best interest of the student with that of the University community.

Disruptive behavior interferes with other students, faculty, or staff and their access to an appropriate educational, residential, or work environment. These behaviors are usually a violation of the Anchor of Student Rights and Responsibilities.

If you feel threatened, “uneasy”, or are the target of hostility you will be helping yourself and others by addressing the problem and seeking help.

Three Kinds Of Threats:

Direct: The easiest to identify since it is obvious.

• Example: “I'm going to hurt you.”

Conditional: An expressed intention to harm based on a contingency of actions by others. Often contains “if” or “or”. It is designed to gain control.

• Example: “If I get an F in this class, someone will get hurt.”

Veiled: The hardest to identify since the meaning is intentionally unclear. The recipient of the threat gets a bad or negative feeling of danger from an action or a comment.

• Yelling or screaming
• Persistent/unreasonable demands for time/attention
• Written assignments that include inappropriate content (i.e., sexual or violent)
• Words or actions that have the effect of intimidating or harassing another
• Words or actions that cause another to fear for one's personal safety
• Threats of physical assault

Remain calm. Many disruptive situations involve anger. The period of peak anger usually lasts 20-30 seconds. If the person de-escalates, then you can refer to the DOs and DON'Ts listed for further steps to resolve the conflict. If the student does not de-escalate, or threats of violence are made, remove yourself and any other students present from the situation and call 911.

• Seek assistance by contacting GVPD/911.
• Request that the student stop the behavior.
• Ask the student to step out of the classroom.

Students may exhibit worrisome behaviors that indicate they are coping with a serious mental health problem. Mental health issues can alter the content of students' communication and/or their behavior in the classroom. For example, an otherwise academically successful student may become withdrawn, depressed, and potentially suicidal. The depression may lead to poor grades, lack of attention in class, and other similar behaviors.

As a staff or faculty member, you are in a position to spot someone who may be emotionally distressed. While some stress is expected, especially during peak times of the year or when someone is experiencing multiple life stressors, you may notice someone acting in a way that is inconsistent with your normal experience with that person. Your expressions of interest and concern may be critical factors in getting the individual to seek appropriate help. You may also be able to alert University staff so that an appropriate intervention from various campus supports can be made.

• Marked change in academic performance or behavior
• Undue aggressiveness
• Exaggerated emotional response that is obviously inappropriate to the situation
• Feelings of depression or hopelessness
• Hyperactivity or very rapid speech
• Marked change in personal hygiene
• Excessive confusion
• Dependency (individual hangs around or makes excessive appointments to see you)
• Strange or bizarre behavior indicating loss of contact with reality
• Verbal or written references to suicide
• Verbal or written references to homicide or assaultive behavior
• Isolation from friends, family, or classmates

Because of legal and ethical requirements regarding the confidential nature of the client/counselor relationship, Counseling Center staff cannot share whether a student attended a session. Students may choose to give the UCC permission to share information. Also, it is appropriate for you to ask the student if they got assistance. Other offices, such as the CARE Team, may have more freedom to share information and provide feedback when notified about a student of concern; this is a benefit of completing a timely CARE report.

Do you want to feel better prepared to handle emergencies or difficult situations? The member offices of the CARE Team are available to provide training to your offices/departments.

• Be alert and aware, responsible for yourself and your community. If something doesn't feel right, say something! Trust your instincts.
• Download the GV Mental Health app to your smartphone for mental health information and resources at your fingertips.
• Make sure people are in areas in which they belong. If you don't recognize someone and they are in an area they should not be, ask them to identify themselves.
• Keep valuables secure: cell phones, laptops, file cabinets. Lock-up confidential information.
• Do not loan out keys or passwords to anyone. Report lost keys, IDs, or key-cards as soon as possible.
• GVPD's website contains information about emergency preparedness and safety.