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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– [email protected]– 623-935-8812
• Tiffany Harvey, M.Ed.– [email protected]– 316-644-7083