CCAC continues crisis training

North faculty learn more about risk management

By: Dan Auld

Posted: 11/9/09

CCAC continues its mission to provide training to its faculty and staff on how to handle a crisis situation on campus and how to recognize and manage students whose behaviors exhibit potential risk for aggression and acting out toward others.

North Campus President Donna Imhoff, Ph.D., was involved in arranging the October 22 and 23 training program and stressed its importance. With 21,000 credit students enrolled this semester and more than 63,000 annually, individual and mass safety is a top concern.

"It is the priority of the Campus Presidents that we take any measures available to provide students, faculty, staff and administrators a safe environment in which to work and study," Imhoff told the Voice.

Brett A. Sokolow, J.D., founder and president of the National Center for Higher Education Risk Management (NCHERM), led the training at North and gave insight into what makes certain students on campuses across the country act out in threatening ways.

"You can't only look at a person, and interpret their personality," Sokolow explained. "You have to understand their behavior because from behavior, you can then realize the different levels on the NaBITA [National Behavioral Intervention Team Association] scale that the individual may fall into."

The NaBITA threat assessment tool is a multi-level diagram separated into three categories: mental and behavioral health, generalized risk and the nine levels of aggression.

Mental and behavioral health is further categorized into four levels known as the "D-Scale," which helps measure stages of risk, including distress (emotionally troubled), disturbance (increasingly disruptive, may be destructive and/or harmful to others), dysregualtion (suicidal, destructive to self, hostile) or medical disability (detached view of reality, not caring for one's physical self, at risk for grievous injury or death).

Sokolow shared some of his own experiences, and told of a college student he once dealt with who had been performing exceptionally well with a 4.0 GPA and outstanding behavior. However, one day, the student acted out.

"The student was seen in the cafeteria filling up a tray with mounds of mashed potatoes," recounted Sokolow. "He then took the piled-high tray, sat down and proceeded to put the food all over himself and lick himself clean. The boy suffered from an exceptional psychological break."

Sokolow said he later learned the student's parents were very stern in the way they reared him, making sure he was always doing exceptionally well in school. Not able to take the pressure, he simply snapped.

Faculty members also participated in show-and-tell scenarios in which they shared their own experiences regarding these types of students. Sokolow showed how applying the discussed methods of assessment helps understand exactly what kind of individuals they are dealing with and what steps to take.

Imhoff was pleased with the turnout and outcome of the training session.

"The College will continue to provide training, take action and make improvements so our community can effectively remain safe for all to concentrate on classes, teaching and learning," said Imhoff.

"This includes all aspects of safety and security from traffic to theft to health emergencies and being prepared for the unpredictable."

Faculty members brought up the question of just how much of a responsibility lies with the teacher to know when a student is troubled and what to do about it.

"Keeping a better look out could have possibly prevented events such as Columbine, and that is why using this system of diagnosis is important," said Sokolow.