1. Managing complex student and staff behaviours Sally Trembath Manager Mental Health and Safer Community Programs Health, Wellbeing and Development

2. Managing complex student and staff behaviours Define the problem, impact and risk The Monash context: mental health and safer community frameworks Services, and resources for early help seeking and intervention Information sharing Panel, Q and A Key messages

3. Behaviour management in the University When does the University’s tolerance of diversity and eccentricity bow to the need for containment and control? Professor James Ogloff

4. Problem behaviours in a University community Disgruntled students and staff, complainants Threateners, may or may not be harmless Personal, domestic disputes Criminals Abusive students or co-workers Abusive supervisors Mentally ill

5. Defining the problem University community Academic unit Individual Society

6. Table discussion Examples of complex cases Discuss impact on yourself and others Write case scenario describing behaviours and context

7. The safer community program and mental health strategy, a collaborative approach to behaviour management in order to: –enable early intervention for better mental health outcomes –mitigate the risk of threatening behaviour escalating to violence –minimise the impact of disturbed behaviour on others –ensure risk is contained in a fair and humane way

8. Mental health and safer community framework High risk specialised response Low risk local response by many

9. Safety of the individual and the community Mental health promotion and resilience programs Mental health Safer community Safety awareness and crime prevention programs Early intervention and help seeking. Psychological first aid Early local containment, information gathering, advice and referral Counselling and brief multi-modal interventionRisk assessment, coordinated case management and support to those impacted External specialist referralCoordinated threat management and engagement of police, Forensicare. Support to those impacted Crisis responseRemove threat and support those impacted

10. What did you know? When did you know it? What did you do? Step 1 Duty of care Behaviour witnessed and identified as signpost of potential violence or serious mental health issue. Willing to act on concern for wellbeing. Step 2 Duty to report Witness knows who to tell within the university. Witness chooses to act by reporting or seeking advice. Step 3 Duty to assess and act Threat assessment team provides advice and assistance appropriate to threat level to reduce risk. High risk cases escalated to university wide risk management group. Step 4 Duty to act Duty to warn Establish fact and develop evidence based intervention. Ongoing monitoring and flexible plan to reduce risk both to the individual and the university community.

11. Social and academic functioning scale (SAF) Adapted from the GAF Promotes early identification of students having difficulties to minimise disruption to their studies Provides clear and common language around observable behaviours Guides appropriate response Increases awareness of behaviours requiring containment Indicates referral and service pathways

12. Community Care Line : 9905 1599 Central point of enquiry for information, advice and support for students and staff who: Feel threatened or unsafe Have concerns about someone else’s behaviour or wellbeing Have received unwanted attention Are worried about someone harming themselves or someone else May be referred to the Safer Community Unit to lead a coordinated management plan

13. Risk Management Group Purpose is to meet regularly to monitor risks to the safety of any part of the University community that arise from the conduct of individuals within or in contact with the University community Members: Solicitor’s office, Human Resources, Occupational Health and Safety, Disability Unit, Residential Services, Mental Health, Safer Community Clear terms of reference for sharing information in order to manage and mitigate risk

14. RMG cases: 52 cases January to June 2009 Case TypeIntervention/outcome Requests to re-enrol post exclusion 6.3 SCU access forensic or mental health assessment to guide decision by faculty StalkingStalking ceased after range of interventions eg. Police, intervention orders, misconduct Aggressive behaviour SCU coordinated response. Affected staff supported. No further reports. Threat, veiled in email (note 5 in prev. half year) Suspect located, admitted and apologised. No further problem behaviour. Child Pornography Police involved. Guilty plea - student excluded on academic progress

15. RMG cases Case TypeIntervention/outcome Unreasonable complainants SCU develop strict management plan and monitoring Non-suicidal self-injury impact on others Safety plan meetings, external assessment and personal crisis plans in place Mental health issues 1 exit home for assessment, non-compliance on return and academic progressed. 2 Referral and treatment. Concerning comments Investigation negated action, frightened staff debriefed. High risk alcohol use Halls resident unconscious, hospitalisation, counselling and monitoring

16. SAFER COMMUNITY ORGANISATIONAL CHART

17. Glenda Beecher, Deputy University Solicitor: Information sharing, clarification of privacy and confidentiality Andrew Picouleau, Director Workplace Relations and Deputy HR DD: Mental Health provision for staff in the EB

18. Table discussion Scenario How would you approach this situation now?

19. Key messages You do not have to know the solution There are services to help For the best outcome for individuals and the community, seek advice early All advice will be in line with university statutes and policies Where necessary appropriate internal and external expertise will be engaged Community Care Line 9905 1599