Sunday, March 22, 2015 9 am-noon

Dr. Patricia Cardenas-AdameTiffany Harvey, M.Ed.

Behavioral Intervention Team or Committee

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

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

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?

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

ScheduleIntroduction (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 BreakCase management (11:25 to 11:40) Question & Answer (11:40 to 11:55)

Evaluation (11:55 to noon)

Practices of Effective Risk Assessment Teams

Purpose & Value

Team Management

Assessing Risk

Selecting Interventions

Case management

Crisis Response

Purpose & Value

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

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

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.

Writing a Vision

https://www.youtube.com/watch?v=LJhG3HZ7b4o

Team Management

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

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

Risk rubrics

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

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

Stages of Risk AssessmentInformation collection

Information reporting

Assessment of Risk

Intervention selection

Intervention execution

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

Expert OpinionsSchool shooting expert

CounselingFaculty

Forensic Risk AssessmentStudent Conduct

Student affairs administratorLaw enforcement

Behavioral AnalysisLegal

Interventions

Types of Interventions

Target

EnvironmentStudent of Concern

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?

Case management

Stages of Risk AssessmentInformation collection

Information reporting

Assessment of Risk

Intervention selection

Intervention execution

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

Questions?

• Dr. Patricia Cardenas-Adame– Patricia.Cardenas-Adame@estrellamountain.edu– 623-935-8812

• Tiffany Harvey, M.Ed.– Tiffany.Harvey@gccaz.edu– 316-644-7083