Police & Campus Safety

First you must decide whether or not this is an emergency.  If you answer yes to any of the following questions, please contact Triton College Campus Police at 708-456-6911

• Do you feel threatened or unsafe?
• Are you concerned about imminent risk to the student or someone else?
• Is the student in need of immediate medical assistance?

If it is not an emergency, you may submit an incident report electronically by completing an Incident Reporting Form or in person to the Dean of Student Services office, B-240.

• Speak to the student in private and listen to what is troubling them.  Let him or her know that you are concerned about their welfare.  Listen to what the student has to say (sometimes, an explanation from the student can clarify what you have observed and/or eliminate the need for a referral at this time.  If you still believe a referral is warranted, suggest resources such as Triton College Counseling or other appropriate departments.  
• Document the incident.  Write down the facts of what occurred.  Use concrete terms. Share the documentation with your Supervisor, and the Behavior Intervention Team (BIT), or Triton College Police Department.

• Contact the Dean of Students to discuss the situation in hypothetical terms.  We may be able to provide some feedback or suggestions on how to manage the situation…or we may let you know that based on the information you have shared, a formal referral would be appropriate.  
• When in doubt, you are encouraged to submit a referral.  Often times if you have concerns about a student, others may have concerns as well; the information you have to share may be an important piece in the overall picture.

• Once an Incident Report has been received by the BIT, the team will meet to implement the assessment process. The most appropriate time to include the student in the process will be considered on a case-by-case basis. The BIT will utilize the NaBITA (National Association of Behavioral Intervention Team Association) Threat Assessment Tool.
• In general, the BIT will gather preliminary information regarding the concern and then a team member will interview the student as part of the initial assessment process The interview will provide the opportunity for the student to share his/her concerns about the situation and ask for needed assistance in resolving it. Information gleaned in this initial interview will be helpful in determining appropriate intervention strategies.
• Regardless of the nature or severity of the incident report, all reports are recorded and maintained confidentially in the event that additional reports on the same student are received at a later date.

• FERPA does not apply to the following information: a) information gained through personal observations or direct interactions with students, b) records created and maintained by a law enforcement unit for law enforcement purposes, and c) student medical records.
• Documents that describe a staff member’s personal observations or direct interactions with a student that are maintained by an employee of the institution are considered to be educational records and therefore are subject to FERPA guidelines. However, verbal disclosure of the information is not subject to FERPA.
• When law enforcement documents are shared with other staff at the college including the BIT, they become subject to FERPA guidelines.
• If you have any questions about the legitimacy of your disclosure, feel free to consult with the Dean of Student Services in hypothetical terms BEFORE sharing the personal identifiable information (708-456-0300, Ext. 3230).

Over the course of their career at Triton College, it is likely that staff will come into contact with a student they find challenging.  It is important to understand the difference between a student having a bad day and a student who may need mental health treatment or intervention.  All students go through a time of adjustment when they begin college.  It is normal for students to feel anxious and sad to some degree within the first three months of beginning college, as they try to figure out how and where they fit.  Concern should come when the distress to the student is in excess of what would be expected or if there is significant impairment in social, educational or occupational functioning.  Whether a student is having difficulty with the transition to college, or more serious mental health concerns, help is available. Staff is not expected to diagnose a student situation, but is asked to recognize when a student is in trouble and to connect them to Counseling Services. Counselors can then assess the situation and assist the student.
   
Adjustment Disorder - Stressors that can cause Adjustment Disorder include divorce, loss of employment, becoming a parent, retirement, death of a friend or family member, illness or injury.  If a student has recently experienced one or more of these stressors, along with the stress of beginning college, his or her adjustment may be more difficult.
 
Anxiety - Many students suffer from anxiety.  Some never make it to the classroom because of that anxiety.  In the classroom, anxiety might look like:  excessive worry, feeling “on edge”, panic attacks, avoiding speeches or group projects, leaving class early, fear of failure or criticism.
 
Depression - Periods of sadness are a normal part of the human experience; however, depression is persistent and causes significant distress.  If it appears that a student might be depressed, it is important to not assume that someone else in the student’s life will intervene.  One of the characteristics of depression is isolation.  An instructor may spend more time with a student than anyone else all day.  There are ways that depression manifests itself in the classroom.  For example, the instructor might notice:  sadness, inability to concentrate, missed classes, decreased motivation, isolation, decrease in personal hygiene, or a change from previous functioning.

If a staff member suspects that a student is experiencing distress related to a mental health concern, the staff member should express concern to the student and provide a referral to Counseling Services.  Sometimes it is hard to know how to approach the student or what to say to a student who appears to be in distress.  

1.    If appropriate, invite the student to an office or a private place to talk rather than addressing the issue in a public place or in the classroom.  
2.    Gain an understanding of why the student is upset.  This will help determine if the student is having a bad day or if they need intervention.  Start the conversation by saying “If you want to tell me what is upsetting you, I’m here to listen” or a similar conversation starter.
3.    Use active listening and repeat back to the student what they just said.  Depending on the situation, staff may respond by saying “You sound very upset, what can I do to help?” or “You sound very upset, is it OK if I call a Counselor over to talk with you?”
4.    If the student’s issue is one the staff member does not feel qualified or comfortable discussing, the staff member should contact Counseling Services.  One question to consider is “Is the student’s response in excess of their stressor?” If so, intervention is likely warranted.  Also, when it comes to helping students who are upset, in crisis or simply having a bad day, it is important for staff to evaluate their own comfort level.  If staff feels uncomfortable or that they are entering territory they are not qualified to handle, contact Counseling Services.

The following examples demonstrate techniques for responding to a student in distress.  

Scenario #1

Kari is obviously upset and tearful during class and the instructor asks her to stay after.  

Instructor:  I noticed you were tearful during class.  Are you OK?  If something is going on that you’d like to talk about, I’m available.

Student:  My grandmother passed away last week and I am having a really hard time.  I really miss her and can’t seem to concentrate on anything.  

Instructor:  I am so sorry to hear about your grandmother.  You must really miss her.  

This student is having a normal response to the death of a loved one.  The loss is still recent, only a week ago.  Loss of concentration and tearfulness are a natural part of the grieving process.  If the same scenario occurred and the loss of the loved one occurred ten months ago, the staff member might consider referring the student to Counseling Services.  Although everyone’s grieving period is different, if the student is still unable to concentrate and is having trouble functioning after ten months, she may benefit from meeting with a professional counselor.  

Scenario #2

Bill started out the semester strong, but recently began missing class and not turning in work.  The instructor asks him to stay after class to discuss his progress in the class.

Instructor:  I noticed that you started out the semester very well, but lately you’ve been missing class and assignments.  I’m concerned about your grade and success in this class.

Student:  I’m feeling overwhelmed.  I am in four classes and I work nights.  I’m trying to balance that with my family.  I just can’t seem to do anything right.  

Instructor:  It sounds like you have a lot on your plate right now, between work, school and your family.  I think it would be good for you to talk with Counseling Services about how you can begin to relieve some of this stress.  

If the student meets with a counselor, they can discuss time management, tutoring, withdrawing from a class or two and the time commitment it takes to be successful in class.  Along with the academic issues the counselor and student can also discuss the student’s personal struggles.  Maybe he is having problems in his relationship or is experiencing symptoms of depression that warrant a referral to a local community agency.  

The common denominator in these scenarios:

• If a student appears to be struggling, or there is a change from his or her previous functioning, the staff member should express his or her concern to the student.  It is important to not assume someone else in the student’s life will intervene.  
• It is important to use active listening.  Active listening means clarifying and paraphrasing what a person just said.  This assures the student that the staff member is listening and that he or she cares.  
• Staff should assess their own comfort level.  Everyone is different.  Some instructors might feel comfortable talking for an hour with a student who recently lost a loved one.  Others panic at the sight of tears and do not know what to do to help.  Staff is encouraged to recognize their own boundaries and refer to Counseling Services when necessary.  
• Counseling Services specializes in helping mentally healthy students through college related stress.  They also provide assessment and referral for personal or mental health problems.  

Instructors sometimes encounter a student who has become very comfortable with them, the “clingy” student.  Some students bond very quickly, especially with an instructor who has helped them through some sort of stressor.  Sometimes instructors must set boundaries with students who do not understand the instructor-student roles.   It is not appropriate for a student’s instructor to act as the student’s “counselor.”   This puts the instructor in an awkward situation, especially when they are giving a grade at the end of the semester.  To address the situation, it is important for the instructor to be clear and firm.  An instructor might say: “Did you have the opportunity to stop by Counseling Services to discuss these issues?  I really think it would be helpful.  Let’s call over and see if we can make you an appointment”; or “As your instructor, it is important that we focus on your academics and progress in my class.  However, we do have an office on campus that might be a great resource for you.”

Staff who observe a student who needs assistance should encourage them to meet with a counselor in Counseling Services.  
Staff may accompany the student to Counseling Services or assist them in telephoning to schedule an appointment. If the staff member believes that the student needs immediate assistance from a counselor, he or she may contact Counseling Services and describe the situation so that appropriate intervention may be arranged.
In person:  College Center, A-106
By phone:  708-456-0300, ext. 3588 or individual counselor extensions
By email:  counsel@triton.edu or individual counselor email