NCHERM On-Site Consultation

Best Practices for Campus Health and Safety

COLLEGE & UNIVERSITY BEHAVIORAL INTERVENTION TEAM

NCHERM established the CUBIT (College & University Behavioral Intervention Team) Model as a direct response to the wave of campus violence and shootings that began in 2007.  CUBIT is the answer to a very specific question, asked by the NCHERM team in the wake of these incidents:  What is the best way to prevent what happened on those campuses from happening on other campuses?

While some campuses have looked to sirens, cameras, and text messaging, these are inherently reactive tools.  While these tools are necessary, so is an equally compelling emphasis on prevention.  CUBIT is a proactive, prevention-based model that gives campuses the best chance of getting out ahead of violence.

We subscribe to the premise that targeted violence can be prevented. The research shows that violent campus actors almost always give clues or some type of forewarning prior to their acts.  We needed a model that would allow campuses to centralize reporting, coordinate threat assessment and orchestrate intervention.  While some campuses had elements of what was needed, CUBIT was needed to synthesize those elements into a cohesive model.

We incorporated in the CUBIT Model not only the great practices already in place on some campuses, but also the findings of the Virginia Tech internal investigation, Governor’s Panel Report and Report to the President, as well as the Illinois and North Carolina Task Forces, and the research done by the FBI, Department of Education and the Secret Service.

The CUBIT Model is built around eight core team functions:

  • Centralize reporting
  • Triage reports
  • Assess threat/risk
  • Assess available resources
  • Perform or empower interventions
  • Coordinate follow-up
  • Assess long-term success/outcomes
  • Educate the community

Since the CUBIT Model was introduced to the higher education community in December of 2007, over 600 campuses have implemented some version of it.  Additionally, CUBIT has been adopted by five state systems including the eight colleges and universities of Wyoming, the eight campuses of Mississippi, the nineteen community colleges of Maryland, the thirteen campuses of the University System of Georgia, and the seventeen colleges of CUNY.

Contact Kate Halligan, NCHERM Director of Client Relations kate@ncherm.org, for details on how the NCHERM experts can help you implement CUBIT on your campus.  We offer a comprehensive CUBIT menu of options to suit your campus needs, whether you have had a team in place for years, are just starting your efforts, or are somewhere in between. See below for details, including comprehensive training topic agendas.

TESTIMONIALS

Here’s what your colleagues think of the NCHERM CUBIT model and our Behavioral Intervention and Threat Assessment Institutes:

“I wholeheartedly recommend the work of Mr. Brett Sokolow of the NationalCenter for Higher Education Risk Management.  I have been in student affairs administration for over 30 years and have extensive experience with student behavioral issues, conduct issues, and crisis response.  There is currently great intensity of focus on these issues on college campuses around the country in the aftermath of the Virginia Tech and the Northern Illinois tragedies.  Brett Sokolow and the work of the NationalCenter for Higher Education Risk Management are truly a “breath of fresh air.”  Brett’s no-nonsense and well informed approach is exactly what is needed on our campuses today.  The College and University Behavioral Intervention Team (CUBIT) model that Brett has developed is excellent and is adaptable to any campus environment.  As a trainer, Brett is engaging, knowledgeable, patient, and very effective.  Brett is committed and passionate about promoting the best practices for the health and safety of our students and our campuses. He recently spent two days on our campus training our team in the CUBIT model.  Every person involved in the training was not only impressed with Brett and his presentation style, but were also highly complimentary of the CUBIT model and how well prepared they felt to begin implementation of the concepts they learned.  I sincerely applaud the excellent work of the NationalCenter for Higher Education Risk Management.”

~ Bill Kibler, Ph.D.

Vice President for Student Affairs, Mississippi State University

“The NCHERM Threat Assessment Institute provided a valuable opportunity to examine models of best practice, federal laws, and innovative ideas in prevention, identification, and early intervention.  What made it so worthwhile for me was how approachable and engaging each presenter was, not just during the sessions, but throughout the entire conference.”

~ Anne Lawing

Sr. Asst. VP for Student and Academic Services, University of New Hampshire

“I found the course to provide a wealth of information and to be a valuable tool to any professional interested in threat assessment or risk management.   The presenters were knowledgeable, interesting, and approachable.   I came back to my institution with useful information and strategies that I was able to pass on to my colleagues. I was also impressed with the willingness of the speakers to answer questions afterwards and to be a future contact.” 

~ Mary Dietrich

Culinary Institute of America

“The institute provides an invaluable learning experience that focuses on resolving difficult college and university issues through a clearer understanding of behavior analysis and threat assessment.”

~ Steve Rittereiser

Asst. VP Business Auxiliaries and Public Safety, Central Washington University

“The value of what I received far exceeds the cost of the seminar.”

~ Lisa Blankenship

Director of Counseling and Psychological Services, University of Texas, Pan American

“I don’t know where we would be as a group without this tool.  I know we would not have consistency in our way of evaluating each student!

You may use that [as a testimonial].  It is the least I can do for all the help that you all have offered.  You can paraphrase that as well!!!”

~ Yvette Sweeney

Dean of Student Development, St. Charles Community College

TEAM OF EXPERTS

NCHERM has assembled a team of experts for CUBIT implementation:

Brett A. Sokolow, J.D. – NCHERM Managing Partner; CUBIT Model Architect

Saundra K. Schuster, J.D. – NCHERM Partner

W. Scott Lewis, J.D. – NCHERM Partner

John D. Byrnes – Aggression Management and Threat Assessment Expert

Maureen Connolly, MBA, Ed.D. – Emergency Preparedness Assessment

Brian Van Brunt, Ed.D. – Forensic Counselor

William L. Kibler, Ph.D. – Emergency Management and Crisis Response

Carolyn Reinach Wolf, J.D. - Mental Health Law Expert

On-Site CUBIT Consultation:

(see sample training agendas, below)

  • Team Formation and Operation   
    • Brett Sokolow, Scott Lewis and Saunie Schuster are available from NCHERM to provide this training, and can also do joint visits for tandem training or large groups.
    • This training is usually done in two-days, though a one-day variant is available
  • Behavioral Intervention Best Practices
    • Brett Sokolow, Scott Lewis and Saunie Schuster are available from NCHERM to provide this training, and can also do joint visits for tandem training or large groups.
    • This training is usually done in one day, though an expanded two-day variant is available.
  • Team Threat Assessment Training
    • Both Brett Sokolow and Scott Lewis are available from NCHERM to provide this training, and can also do joint visits for tandem training or large groups.
    • This training is a one-day, hands-on training with exercises and table-top activities
  • Campus Mental Health Legal Consultation   
    • With Carolyn Reinach Wolf, J.D. in workshop, half-day, & full-day variants
  • Advanced CUBIT Training  
    • One day with Brett Sokolow on advanced risk mitigation strategies
  • Faculty and/or Staff Professional Development on Classroom/ Academic Disruption and Concerning Behavior
    • Available in 1.5 hour training sessions by Brett Sokolow or Scott Lewis
    • Available as classroom management modules with Scott Lewis (one-day or two)
    • Available to address the issues of returning veterans with Scott Lewis (one day)

Contact Kate Halligan for more information 610-579-3725 or kate@ncherm.org

CUBIT TRAINING AGENDAS

CUBIT – BEHAVIORAL INTERVENTION CONSULTATION

EACH OPTION IS DESCRIBED BELOW IN THE MOST TYPICALLY REQUESTED TWO-DAY OR THREE-DAY FORMATS.  HOWEVER, WE CAN EASILY ACCOMMODATE THE NEED FOR A ONE-DAY TRAINING AND INVITE YOU TO CHOOSE ANY SINGLE DAY AGENDA FROM THE OPTIONS BELOW TO CREATE A ONE-DAY CONSULTATION. THERE ARE TWO, 2-DAY OPTIONS, ONE AT A BASIC TRAINING LEVEL, AND ONE AT AN ADVANCED TRAINING LEVEL.

BASIC: 2 DAY NCHERM BEHAVIORAL INTERVENTION TEAM TRAINING

This training is intended for colleges and universities that are thinking of forming, are just forming, or have just formed their teams, and are looking for formation, operation and foundational best practices. 

DAY ONE – BIT by Bit: The Basics of Forming and Operating a Behavioral Intervention Team

9:00am to 10:30am — Understanding the Changing Student Population

10:30am to noon – Lessons from Virginia Tech, NIU, and other campus violent incidents

1:00pm to 4:00pm — The Nuts and Bolts of a forming a BIT

  • Team Membership
  • Team Functions
  • Mission & Visions statement development
  • Interactive statement development exercises
  • Team jurisdiction (students/staff, both)
  • Confidentiality and Communication (FERPA, HIPAA, Privilege)
  • Case and Information Management
  • Differentiating TAT and BIT
  • Assessment and Withdrawal Polices
  • Creating a Culture of Reporting

4:00pm to 5:00pm Q&A and wrap up

DAY TWO – BIT Best Practices

9:00am to noon — Twelve 2nd Generation Behavioral Intervention Best Practices

  • Using formalized protocols of explicit engagement techniques and strategies
  • Interactive protocol development exercise
  • Supporting and providing resources to students
  • Utilizing mandated psychological assessment
  • Utilization of authority to invoke involuntary medical/psychological withdrawal policies
  • Use of sophisticated threat assessment capacity, beyond law enforcement and psychological assessment tools

1:00pm to 4:00pm

  • Using risk rubrics to classify threats
  • Fostering a comprehensive reporting culture within the institution
  • Training and educating the community on what to report and how
  • Comprehensive databases that allow the team to have a longitudinal view of a student’s behavior patterns and trends;
  • Focus on student-based risks, as well as faculty and staff
  • Integration with campus risk management programs and risk mitigation strategies
  • Minding the gaps

4:00pm to 5:00pm — Q&A and wrap-up

ADVANCED: 2 DAY NCHERM BEHAVIORAL INTERVENTION TEAM TRAINING

This training is intended for colleges and universities that have formed their teams, are operating them successfully, and are looking to expand the professional development of team members with intermediate to advanced training on team skills and threat assessment

DAY ONE – 2nd Generation Behavioral Intervention Best Practices

9:00am to 10:00am — Lessons from Virginia Tech & NIU

10:00am to noon — Twelve 2nd Generation Behavioral Intervention Best Practices

  • Using formalized protocols of explicit engagement techniques and strategies
  • Supporting and providing resources to students
  • Utilizing mandated psychological assessment
  • Utilization of authority to invoke involuntary medical/psychological withdrawal policies
  • Use of sophisticated threat assessment capacity, beyond law enforcement and psychological assessment tools

1:00pm to 4:00pm – Continued…

  • Using risk rubrics to classify threats
  • Fostering a comprehensive reporting culture within the institution
  • Training and educating the community on what to report and how
  • Comprehensive databases that allow the team to have a longitudinal view of a student’s behavior patterns and trends;
  • Focus on student-based risks, as well as faculty and staff
  • Integration with campus risk management programs and risk mitigation strategies
  • Minding the gaps

4:00pm to 5:00pm — Q&A and wrap-up

DAY TWO – BIT In Action – Risk and Threat Assessment Rubrics and Beyond

9:00am to Noon –

  • What is profiling?
    • What are the capacities of profiling?
    • What are the limitations of profiling?
  • Can profiling accurately predict violence on a college campus?
  • What is risk assessment?
    • How does it differ from threat assessment?
  • What is threat assessment?
  • How does it differ from risk assessment?
  • Is threat assessment inherently reactive?
    • Proactive assessment
    • Threat-parallel assessment
    • Reactive assessment
  • Objective, assessable, observable behaviors
    • The threatener almost always gives forewarning
  • Stages of engagement by a threatener
    • Rehearsal
    • Interview and Investigation Skills
    • Beware the Iceberg
    • Identifying pattern behaviors
    • Pinging
  • Classifying risk/threat with a rubric
    • Accurate classification
    • A sophisticated taxonomy, but a simple application
    • Less than one day to mastery for any trainee
    • The “D” scale for mental-health related risks
    • The NaBITA 5-level risk rubric
    • Cognitive aggression measures

1:00pm to 4:00pm — Case Studies/Tabletop Exercises

4:00pm to 5:00pm – Q&A and wrap up

 THREE DAY BEHAVIORAL INTERVENTION & THREAT ASSESSMENT TEAM TRAINING

DAY ONE — BIT by Bit: The Basics of Forming & Operating a Behavioral Intervention Team

9:00am to Noon – The Perfect Storm

  • Defining the Generations
    • The Silent Generation b. 192to 1942; 67 years old and up
    • The Baby Boomer Generation b. 194 to 1960-4; 45 – 66 years old
    • Generation X b. 1961-4 to 1980-2; 29 – 46 years old
    • Millennial Generation b. 1980-2 to 2001-5; 29 years old or less
  • The Factors that influenced their creation (and manifestations)
  • The Factors (and how they are manifesting)
  • Societal Changes
  • Technology
  • The New Consumer
  • Mental Health Issues
  • The Changing Parent
  • The Helicopter Parents
  • The Changing “Thresholds of Violence”
  • The Results
  • What we can do
    • In schools (and maybe at work)
    • Change our mindset about structure
    • Change our mindset about discipline
    • Day to day management & strategies
    • Develop early warning systems and prevention structures
    • The Future

1:00pm to 4:00pm— The Nuts and Bolts of a BIT

  • Team Membership
  • Team Functions
  • Differentiating TAT and BIT
  • Mission & Visions statement development.
  • Team jurisdiction (students/staff, both)
  • Case and Information Management
  • Creating a Culture of Reporting
  • Assessment best practice
  • Withdrawal Polices

4:00pm to 5:00pm Q&A and wrap up

DAY TWO: 2nd Generation BIT Best Practices

9:00am to Noon – CUBIT and The Law

  • Confidentiality & Communication (FERPA, HIPAA, Privilege)
  • Clery Act
  • ADA and 504

1:00pm to 5:00pm Twelve Identified Behavioral Intervention Best Practices

  • Using formalized protocols of explicit engagement techniques and strategies
  • Supporting and providing resources to students
  • Utilizing mandated psychological assessment
  • Utilization of authority to invoke involuntary medical/psychological withdrawal policies
  • Use of sophisticated threat assessment capacity, beyond law enforcement and psychological assessment tools
  • Using risk rubrics to classify threats
  • Fostering a comprehensive reporting culture within the institution
  • Training and educating the community on what to report and how
  • Comprehensive databases that allow the team to have a longitudinal view of a student’s behavior patterns and trends;
  • Focus on student-based risks, as well as faculty and staff
  • Integration with campus risk management programs and risk mitigation strategies
  • Minding the gaps

DAY THREE: Threat Assessment for Behavioral Intervention Teams

9:00am to Noon – The Threat Assessment Learning Curve

  • What is profiling?
    • What are the capacities of profiling?
    • What are the limitations of profiling?
  • Can profiling accurately predict violence on a college campus?
  • What is risk assessment?
    • How does it differ from threat assessment?
  • What is threat assessment?
    • How does it differ from risk assessment?
  • Is threat assessment inherently reactive?
    • Proactive assessment
    • Threat-parallel assessment
    • Reactive assessment
    • Objective, assessable, observable behaviors
      • The threatener almost always gives forewarning
      • Stages of engagement by a threatener
        • Rehearsal
        • Interview and Investigation Skills
        • Beware the Iceberg
        • Identifying pattern behaviors
        • Pinging
      • Classifying risk/threat with a rubric
        • Accurate classification
        • A sophisticated taxonomy, but a simple application
        • Less than one day to mastery for any trainee
        • The “D” scale for mental-health related risks
        • The NCHERM 5-level risk rubric
        • Cognitive aggression measures
      • Defusing
        • Confrontation
        • Questioning
        • “I’m watching you”
        • Roadblocking
        • Intervention skills
        • Interdiction
        • Post-vention

1:00pm to 4:00pm — Deploying the Skills

  • Deploying the NCHERM risk rubric to classify risk
    • 15 table-top exercises
  • Using the NCHERM risk rubric to deploy resources to defuse threats
    • 5 in-depth scenarios

View this agenda  PDF

Classroom Management: Preventing and Responding to Disruptive Students In and Out of The Classroom

ABSTRACT

Having recently served as Assistant Vice Provost at the University of South Carolina, Scott Lewis brings 15 years of experience dealing with students in the classroom, their conduct issues and students in crisis. In this workshop, Scott will deliver tools from real life experiences for the faculty member to utilize immediately in their classroom. The session will cover; defining acceptable behaviors, identifying strategies on preventing, reacting to and following up on behavioral issues, tips for the syllabus….. This seminar will insure that all faculty are better prepared to handle incidents with today’s students. Half or full day format available, depending on the utilization of the case studies.

OUTLINE

I. DEFINING DISRUPTIVE BEHAVIOR

A. Identifying Disruptive behaviors

B. Policy Analysis

C. Why disruptive behaviors go unreported

D. Classifying Disruptive vs. Other behaviors

E. Current Trends

II. PREVENTING DISRUPTIVE BEHAVIOR

A. Pedagogical Techniques

B. Syllabus Suggestions

C. Other Behavioral techniques

D. Campus Resources

III. ADDRESSING DISRUPTIVE BEHAVIOR IN (AND OUT OF) THE CLASSROOM

A. Verbal Disruptions

B. Physical Disruptions

C. Electronic Disruptions

D. Techniques for de-escalating

E. Techniques for follow up

IV. AFTER REFERRING DISRUPTIVE BEHAVIOR

A. What occurs after I have referred a student?

B. The myths and realities of the returning student

C. Appropriate follow up

V. SPECIAL CONCERNS AND LEGAL ISSUES

A. ADA and Accommodations

B. Getting sued

C. Returning Veterans

D. CUBIT Reporting

VI. CASE STUDIES

VII. CLOSING /QUESTION & ANSWER SESSION

BIT FACULTY TRAINING

AGENDA FOR BIT for Faculty  (one hour, fifteen minutes)

This session will address:

  • What a BIT is and what does it do?
  • How the campus BIT is structured?
  • Who serves on the BIT?
  • What should be reported to the BIT?
  • How reports are made to the BIT?
  • How are risks assessed/classified?
  • How will the BIT conduct interventions?
  • What are the campus reporting requirements?
  • How will warnings be addressed to the community?
  • What are the options for anonymous reporting and amnesty?
  • How will the BIT create a feedback loop for reporters of concerning incidents?
  • How can members of the community serve as sensors for detecting aggression?
  • How can members of the community assist the team with triage?