Reporting Concerns at Olympic College

The Disruptive Student

This student may engage in disruptive behavior for many reasons. Causes for the behavior may or may not be due to emotional distress. If after repeated warnings which may include asking the student to leave class, change seats, etc., then the best resource for them will be the Vice President Student Support & Achievement rather than counseling. Just and fair conduct measures which hold the student accountable for behaviors that violate campus or community standards are often just what the student needs to regain self-control and to have a positive developmental outcome.

The Distressed Student

At one time or another, everyone feels depressed or upset. Although it's not unusual to feel anxious, depressed, or confused, these feelings become significant when they are recurrent or extreme. But we can identify three general levels of distress which, when present over a period of time, suggest that the problems the person is dealing with are more than the "normal" ones.

Level 1

These behaviors, although not disruptive to others, may indicate that something is wrong with the student and that help may be needed:

• Serious grade problems or a change from consistently good grades to poor performance;
• Excessive absences, especially if the student had previously demonstrated good, consistent class attendance;
• Unusual or markedly changed pattern of interaction, i.e., totally avoiding participation, becoming excessively anxious when called upon, dominating discussions, etc.;
• Other characteristics that suggest the student is having trouble managing stress successfully include a depressed, lethargic mood; being excessively active and talkative (very rapid speech); swollen, red eyes; marked change in personal dress and hygiene; sweaty (when room is not hot); and falling asleep.

Level 2

These behaviors may indicate significant emotional distress, but also a reluctance or inability to acknowledge a need for more personal help:

• Repeated requests for special consideration, such as deadline extensions, especially if the student appears uncomfortable or highly emotional disclosing the circumstances prompting the request;
• New or regularly occurring behavior which pushes the limits of decorum and which interferes with the effective management of the immediate environment;
• Unusual or exaggerated emotional response which is obviously inappropriate to the situation.

Level 3

These behaviors usually show a student who is in obvious crisis and who needs emergency care:

• Highly disruptive (hostile, aggressive, violent, etc.)
• Inability to communicate clearly (garbled, slurred speech, unconnected or disjointed thoughts);
• Loss of contact with reality (seeing/hearing things which "aren't there," beliefs or actions greatly at odds with reality or probability);
• Overtly suicidal thoughts (referring to suicide as a current option);
• Homicidal threats.

Consultation with Counseling Services is available, especially if you are concerned about a student who is exhibiting emotional distress. Remain calm and formulate a plan.

If you choose to approach a student you are concerned about, or if a student asks you for help with personal problems, here are some suggestions that might make the experience more comfortable for you and more helpful for the student.

• Talk to the student in private when both of you have time and are not rushed and preoccupied.
• Give the student your undivided attention. It is possible that just a few minutes of effective listening on your part may be enough to help the student feel confident about what to do next.
• Express your concerns in behavioral, nonjudgmental terms (e.g., "I've noticed you've been absent from class lately and I'm concerned").
• Listen to thoughts and feelings in a sensitive, non-threatening way. Communicate understanding by repeating back the gist of what the student said. Let the student talk.
• Avoid judging, evaluating, or criticizing. Respect the student's value system, even if you don't agree with it.
• Don't get hooked into arguing with them. Let them vent their feelings and then ask them if they are ready to discuss the problem.
• Take a deep breath and let it out slowly. Stay physically centered. If standing, sit down and try to get the student to sit, also.
• Use a quiet voice in addressing them. Try to really listen and reflect what they are trying to tell you.
• Suggest that you find a quiet, private place to discuss this.
• Express your own dismay and tell them that you can't continue to discuss the issue while they are yelling at you.
• Making students aware of the services available may encourage self-referrals and increase a proactive mind-set.
• If you observe behaviors that concern you, assess the situation, its seriousness, and the potential for a referral.
• Determine resources, both on and off campus, so you can suggest the appropriate help available to the student.
• Discuss the best ways to make the referral, if appropriate.
• Clarify your own feelings about the student and consider the ways you can be most effective.

Classroom Behavior

For problems with a student or non-student in your class you, as instructor, sets the tone by clearly articulating expectations for classroom behavior to the students. The course syllabus is a good place to communicate this information. Disorderly or abusive behavior that interferes with the rights of others or which obstructs or disrupts teaching, research and classroom function is not allowed. It is highly recommended that you consult with your Dean/Supervisor throughout the process. The incident report form is used to refer students and document certain events. "OC REPORT IT!" is the link which takes you to the form and it is located at the bottom of each OC webpage.

Behavioral Intervention Team (BIT)

The Behavioral Intervention Team (BIT) consist of faculty and staff representing different departments which can include Campus Security, Counseling Services, Title IX Coordinator, Vice President of Student Service/Achievement, and Dean of Student Development.  You may file a report to the BIT that does not require immediate attention. 

Depending on the concern you may refer students to the BIT through the same Incident Report Form for behaviors that do not require immediate attention. The BIT consists of members from different departments (i.e., Campus Security, Counseling Services, Title IX, Vice President Student Service/Achievement, Student Development).  The goal of the BIT is to intervene in a student situation before it escalates into an urgent matter.  For this reason, faculty or staff with concerns for a student are asked to use the Incident Report Form, as soon as possible, following an event.  Please do not worry if your concerns are warranted or appropriate; we will sort through the details once we receive it, then meet to determine the best response.

Student Conduct Code Issues

The office of Director of Student Leadership & Success or those as assigned will handle Student Conduct Code issues. All students at Olympic College have the right to attend school without being harassed, intimidated, or threatened. We have a "zero tolerance" policy with regards to potentially violent/harmful situations.

Title IX

Olympic College provides equal educational and employment opportunities without regard to race or ethnicity, creed, color, sex, pregnancy or family status, national origin, age, marital status, religion, the presence of any sensory, mental, or physical disability, reliance on public assistance, sexual orientation, gender identity, or status as a disabled or Vietnam-era veteran in its educational programs, admissions, activities, and employment policies, in keeping with the letter and spirit of all equal opportunity and civil rights laws. Please direct inquiries to the office for Equity and Inclusion & Title IX.

Crisis & Academic Intervention

The Counselors are available to assist students regarding social/emotional concerns that are impacting students’ success. You may refer students directly for services: @email. We are in Bldg.  4, Bremerton Campus.

• Student Code of Conduct Violation reports are investigated by the VP for Student Services or designee.  
• Sexual Misconduct and Discrimination reports are investigated by the VP for Equity and Inclusion (Title IX).
• Student Academic Misconduct complaints are investigated by the Office VP of Student Services or designee.
• Student Welfare reports are reviewed and investigated by Counseling Service and, when appropriate, reviewed by the members of the Behavioral Intervention Team (BIT). BIT is a representative group of professionals from across the institution with the mission to provide holistic, equity-minded, and substantive support to the faculty, staff and students of Olympic College who might be in distress. BIT membership is comprised of:
  • Counseling Services
  • Director of BSC & Athletics
  • VP for Equity and Inclusion
  • Residence Hall Manager
  • Dean of Student Development
  • Associate Dean of Student Services
  • VP for Student Services and Achievement
  • Campus Security

The responses to the reports will vary dependent on the nature and severity of the incident. Any report, complaint, subsequent investigation may include the following: 

• Interview with the complainant / reporter;
• Interview with the witness(es);
• Interview with the respondent / perpetrator;
• Review of the findings;
• Possible hearing;
• Support for those impacted;
• Campus and/or community resources; and
• Reported resolution.