LEEWARD COMMUNITY COLLEGE

TEAM C.A.R.E.
Campus Assessment, Response and Evaluation

WHAT IS IT?

Team CARE is an interdisciplinary group of Leeward professionals that meet on a regular basis to discuss, create
and execute proactive strategies for supporting individual students identified by their level of need.

WHO MAKES UP TEAM CARE?

Professionals from both Leewards Pearl City and Wai`anae campuses are involved in Team CARE.
Representatives from Counseling, the Student Health Center, Student Life, the KI Office, Administration, Faculty,
Student Conduct and Security regularly participate in Team CARE.
Team CARE works in conjunction with the Counseling and Student Development Center as well as with the Womens
Center at UH Manoa.

WHY IS TEAM CARE NECESSARY?

Team CARE is a campus model that encourages the sharing of important but sensitive information among a small
team of caregivers. This forum enables the campus to support individual students in a more comprehensive and
holistic manner, allowing for easier access to servicessuch as counseling, mental health support, and behavioral
health supportfor students and a more coordinated, and streamlined response to students who need them. This
approach allows the College to be proactive about safety concerns that may be present on campus and is based on
recommendations for best practice by the American College Counseling Association.

WHAT DOES TEAM CARE DO?

There are 3 main functions of Team CARE.

TRIAGE: First and foremost, Team CARE serves as a triage mechanism that increases the Colleges ability to
effectively support students with high levels of need. Members of Team CARE pull together information about
individual students garnered from different areas of the College in order to gain a comprehensive understanding of
the student and his/her unique needs. The team then works to build support strategies for the student, and activates
the campus resources that should be involved, including those directly involved in Team CARE. Students that
cannot be effectively supported by the campus will be connected with appropriate community systems. The goal of
Team CARE is not to rehabilitate or provide therapy to students, but rather to assess and then optimize students
ability to appropriately participate in the campus community.
INFORMATION GATHERING: Team CARE also serves as a repository for information regarding students of
concern. Faculty and staff are encouraged to speak with Team CARE about encounters, incidents and/or
observations about students that concern them. In this way, information about higher need students is housed in a
centralized place, and the College is kept informed of the common issues faced by Leeward students, faculty, staff
and the campus community. If enough information is gathered on an individual student indicating that further action
is necessary, Team CARE follows up as described above.
EDUCATION AND AWARENESS: Team CARE serves to increase the campuss awareness and knowledge about
mental and behavioral health as well as safety issues commonly seen in our students or faced by our faculty and
staff. The group works to coordinate and/or facilitate training opportunities and to provide resources that may assist
faculty and staff in both understanding and dealing with their students.

WHAT DOES TEAM CARE NOT DO?

Team CARE is not a crisis response team. On the whole, members of Team CARE are neither trained in crisis
intervention nor are prepared to intervene in this manner (although some members may be individually trained for
specific circumstances). In a crisis situation, faculty and staff should call upon either the Security Office or the Dean
of Student Services Office for assistance.
Team CARE also does not deal directly with students. The purpose of Team CARE is to provide support to
Leewards faculty and staff in dealing with students, and to proactively plan for and activate the support for individual
students. Therefore, Team CARE itself does not provide direct services to studentsalthough many of the Team
CARE members do through the offices they represent.

WHEN IS A CASE TEAM CARE APPROPRIATE?

Students warranting Team CARE attention are generally those that need more support than a referral to counseling,
but less support than a crisis intervention. Although cases can be referred to Team CARE for many reasons,
students displaying behavior that is concerning, but not immediately threatening, are probably good Team CARE
candidates.

WHEN IS A CASE NOT TEAM CARE APPROPRIATE?

Cases involving an immediate crisis, an immediate threat to the safety of the either the student or the campus
community or those requiring immediate attention should not be referred to Team CARE. These types of cases
should be referred to the Security Office, the Counseling Office or to the Dean of Student Services Office.
Cases that involve a criminal act or a blatant violation of University policy should also not be referred to Team CARE.
These cases should also be referred to the Security Office or to the Dean of Student Services Office.

WHAT IF I DONT KNOW IF THE CASE IS TEAM CARE APPROPRIATE?

When in doubt, make the referral. Team CARE will assess whether or not the student case is appropriate for this
group or should be referred on to another.

HOW DO I REFER A CASE TO TEAM CARE?

You can either send an e-mail to teamcare@hawaii.edu or complete the Team CARE referral form, which is located
both in this handbook and on Leeward CCs website. Please be sure to fully describe your concerns, and include
contact information for yourself in case the group needs more information. Alternatively, contact the Dean of Student
Services or any member of Team CARE (current membership is listed on the Team CARE website).

WHO CAN MAKE A REFERRAL TO TEAM CARE?

Faculty, staff and other employees of Leeward Community College, who are concerned about or who have been
made aware of a concern (via other students, parents or community members) about a student and his/her behavior
can make a referral to Team CARE.
Questions regarding Team CARE can be directed to teamcare@hawaii.edu.

TEAM C.A.R.E. REFERRAL FORM

Instructions: Please provide us with the following information regarding the student with whom youre
concerned. Please e-mail the completed form to teamcare@hawaii.edu.

REFERRAL SOURCE:
Name: _____________________________________________________________________________________
First Name

Last Name

Position: ____________________________
Phone: ________________

Middle Initial

Relationship to Student: __________________________

E-mail Address: _____________________________________________

STUDENT OF CONCERN:
Students Name: _____________________________________________________________________________
First Name

Last Name

Middle Initial

Student ID# (if known): ____________________________

Description: Please provide us with a detailed description of the nature of your concern and, if applicable, the
incident(s) that have led to this concern. Please provide all pertinent information, such as dates, locations and other
people who have been involved.

INTRODUCTION
WHY THIS MANUAL?

The primary role of a college is to educate students. However, students do not live in a vacuum. More often than
not, our students bring their life issues into the classroom with them, which may interfere with their learning, the
learning of their peers and/or the overall effectiveness of the classroom or campus environment. Faculty and staff
often say that when faced with students in distress, they feel helpless, alone and lost as to how they should respond.
In response to this need, Leeward CCs Team CARE has compiled a handbook to provide some basic understanding
and guidance for the Colleges faculty and staff about 1) situations they may encounter in their daily work that signal
a students need for additional support; and 2) how they might respond to students in need.
This book is not intended to provide readers with the necessary skills to intervene during difficult situations, nor does
it serve as the Colleges official manual outlining formal crisis, emergency or reporting policies and procedures.
Rather, this handbook is meant to 1) help faculty and staff better identify and understand situations in which a student
may need more support; 2) give faculty and staff some ideas of what they can do when faced with difficult situations;
and 3) direct faculty and staff to the people on campus that can help them and/or support them in various scenarios.
Although this handbook is not an official policy or set of procedures, the suggestions within it fall within the directives
set by official University of Hawai`i and University of Hawai`i Community College policies.

WHAT ARE SOME SIGNS THAT A STUDENT MIGHT BE HAVING DIFFICULTY?

Students experiencing difficulties often show signs of distress. Be on the look-out for and get curious about
behaviors that could signal that a student needs more help and support. These behaviors could include, but are not
limited to:
Bizarre Behavior
Confusion
Dangerous Behavior
Persistent Sadness
Excessive Anxiety
Lack of Sleep/Constant Fatigue
Excessive Irritability/Anger
Difficulty Paying Attention or Staying Focused
Sudden Change in Behavior/Class Performance
Missed Classes/Assignments
Mood Swings
Apathy
Social Isolation
Injuries, especially unexplained injuries

WHO CAN HELP TO SUPPORT ME WITH A PROBLEMATIC STUDENT?

Dealing with a student who needs high levels of support can be stressful. When you encounter these types of
situations, it is important to know that you are not alone. Here are some places that you can turn to for support in
successfully managing these types of situations:
Team CARE
teamcare@hawaii.edu

Counseling & Advisement

(808) 455-0233

Leeward CC Security Office

(808) 455-0611

A cross-section of professionals at
Leeward CC that work to identify,
strategize and coordinate appropriate
supports for students in need.

Certain Leeward counselors are trained

to intervene in a crisis situation and/or to
offer specialized counseling with high
risk students.

Security Officers are available to

intervene in crisis situationsespecially
if the safety of the student or others is at
risk.

The Dean of Student Services

Office

Leeward CC, Wai`anae Campus

(808) 696-6378

Chris Manaseri, Dean

cmanaser@hawaii.edu
(808) 455-0260

Laurie Lawrence, Coordinator

lauriejl@hawaii.edu

Kami Kato, Student Services Officer

kamik@hawaii.edu
(808) 455-0236

Jayson Corrales, Counselor

jayson@hawaii.edu
Jean StavRue-Pe`ahi, Counselor
jstavrue@hawaii.edu

THE IMPORTANCE OF DOCUMENTATION

After any noteworthy interaction or incident with a student, it is important to document the event in question and keep
it on file. In this way, if any kind of follow up action occurs, youve already captured the relevant information and dont
have to rely upon your memory alone. When documenting your experiences, include:
The date & time
The identity of people involved, including witnesses that can speak to the event
The facts surrounding the incident in question, including any actions you took
Do not include personal opinions, assumptions or implications.

LIMITS OF CONFIDENTIALITY

Although students usually share information about themselves in a confidential manner, as an employee of the
University, there are limits to your ability to maintain confidentiality in some cases. If you sense that a student is
about to make a disclosure that involves one or more of the following, stop the student and notify him/her that if
he/she chooses to continue, you may need to report their disclosure to the proper authorities:
Abuse of a Child (Mandatory Reporting Law, Hawai`i Revised Statutes Chapter 350)
Intention to Harm Self or Others
On-Campus Criminal Activity, including Sexual Harassment

DISRUPTIVE STUDENTS
WHAT IS A DISRUPTIVE STUDENT?

A disruptive student is a student who engages in inappropriate behaviors that disrupt the classroom and/or learning
environment.

WHAT ARE SOME SIGNS THAT A STUDENT IS BEING DISRUPTIVE?

A disruptive student displays a variety of behaviors, including:

Disregarding classroom policies and/or redirections

Actions that disturb other students (e.g., talking loudly on the phone during a class lecture, making loud,
inappropriate comments during class discussions, etc.)
Expressing or acting upon anger towards you or the class
Levying threats
Disruptive behaviors typically leave others in the classroom feeling frustrated or unsafe, including the instructor.

WHAT CAN I DO IF I HAVE A DISRUPTIVE STUDENT?

NON-EMERGENCY
If a student is exhibiting disruptive behavior, but you feel safe approaching him/her, you can:
Engage the student in a private conversation. Use a calm, positive, and respectful tone.
Describe the problematic behavior. Explain why it is being addressed. Outline expectations for future
behavior, and identify a specific consequence for continued misconduct (e.g., referral to the Student
Services Officer or Dean of Student Services due to a violation of the Student Conduct Code).
If the problem persists, immediately contact the Dean of Student Services (ext. 260) or the Student Services
Program Officer (ext. 236). At LCC-Wai`anae, report it directly to the Campus Coordinator.
If a confrontation develops with which you need assistance, contact Security (ext. 611). At LCCWai`anae, report the problem directly to the Coordinator or Counselors.
Document and follow up as needed.
EMERGENCY
If a student is exhibiting threatening behavioryou feel unsafe approaching him/her or the behavior warrants more
serious attentiondo not approach!
Contact Security (ext. 611). If you are not available, designate someone to contact them for you. At LCCWai`anae, send someone to the front desk for immediate assistance, or call HPD (911) on a cell phone.
Notify the Dean of Student Services (ext. 260) about the incident.
Document and follow up as needed.
While awaiting the arrival of security personnel or campus assistance, you can:
Acknowledge the students emotions and allow him/her to vent (i.e., let emotions out).
Remain calm and respectful.
Build trust/connection by focusing on similarities/commonalities.
Respect space and personal boundaries.
Communicate your actions so the student is aware of what you are doing.
Ensure your own safety. Leave the situation or physically protect yourself with a barrier if necessary.
If possible and necessary, ensure the safety of others present. Have bystanders leave the area or create a
barrier for protection.
Use physical intervention only as a last resort to protect yourself or others.

WHAT MIGHT HELP TO PREVENT THIS BEHAVIOR?

The following practices may help to prevent or minimize problematic behavior from occurring in your classroom:
Communicate clear and fair classroom expectations for students behavior in writing at the beginning of
each semester referring to the institutions Student Conduct Code and classroom rules.
Make yourself available to students to talk when needed through office hours, contact info, etc.
Be aware of emergency response numbers.
Be aware of warning signs of a disruptive or aggressive person and de-escalating techniques. See webinar
on Aggressive Students available in the Center for Innovations in Learning.
Be aware of possible escape routes or places of refuge.

OTHER STRATEGIES THAT COULD BE HELPFUL

Create a safe setting when meeting with students by having another person close by or present.
Address problem behavior immediately and consistently. Follow through with stated consequences if the
behavior continues.
Learn strategies that can help you avoid further escalating problems when they occur. See webinar on
Aggressive Students available in the Center for Innovations in Learning.
Document problem behaviors and your responses in writing.
Consult and seek advice when needed (i.e., other colleagues, Division Chair, Team CARE, etc.).

WHO CAN I TALK TO ABOUT A DISRUPTIVE STUDENT?

If you have a disruptive student in your class whom you feel you have been unsuccessfully trying to address, you can
tap on the following resources for more support:
Your Division Chair
Dean of Student Services Office
At LCC-Wai`anae, the Campus Coordinator and Counselors
Team CARE

POLICIES TO KNOW

Leeward Community College Student Conduct Code:

www.leeward.hawaii.edu/files/StuPol_StConductCode_May2010.pdf
Leeward Community College Student Conduct Code Procedures:
www.leeward.hawaii.edu/files/StuPol_StuCondCodeProcedures_May2010.pdf
UH Executive Policy E7.205 University of Hawai`i Systemwide Student Conduct Code:
www.hawaii.edu/svpa/ep/e7/e7208.pdf
UH Executive Policy E7.205 Administrative Policy and Procedures Governing Systemwide Student Disciplinary
Sanctions: www.hawaii.edu/apis/ep/e7/e7205.pdf

WHAT CAN BE DONE WITH A DISRUPTIVE STUDENT

Student is
Disruptive!
Do you feel its
Manageable?

YES

NO

Contact & then Document Incident:

Talk to the Student:

In a safe location, engage
student in private conversation
Restate campus/class policies
and consequences

The Dean of Student Services (ext. 260)

Student Services Program Officer (ext. 236)
OR LCC-Wai`anaes Coordinator: 696-6378

If a Confrontation Develops:

Assess:
Successful?

Contact Security (ext. 611). At LCC-Wai`anae, seek help

from the Front Desk or HPD (911).
*Designate someone present to contact them if you are unavailable to call

While Waiting, Avoid further Escalating the Student:

YES
Document facts in
writing
Consult and seek advice
when needed for
debriefing

NO

Acknowledge students feelings. Remain calm and respectful.

Respect space and personal boundaries.
Build trust/connection. Focus on similarities.
Communicate your actions.
Ensure your own personal safety first before others.
Use physical intervention only as a last resort.

After Security has Intervened:

Document facts in writing
Notify Student Services Officer
(ext. 236) or the Dean of Student
Services (ext. 260)

DOMESTIC VIOLENCE
WHAT IS DOMESTIC VIOLENCE?

Domestic Violence is an ongoing, debilitating pattern of physical, emotional, and/or sexual abuse. Victims usually
experience an increased isolation from the outside world, limited personal freedom and limited accessibility to
resources. A battered person is any person who has been physically, emotionally or sexually abused by a person
from a current or past intimate relationship. While the great majority of victims of domestic violence are female,
males can also experience domestic violence. Domestic violence occurs in both heterosexual and same sex
relationships.
Although there are many different forms of abuse, the following are the most common:

Physical Abuse or Violence: the intentional use of physical force or threat of force which could result in
death, disability, injury or harm.

Sexual Violence or Abuse: the use of physical force, intimidation and/or pressure to compel a person to

engage in a sexual act against her or his will.

Emotional or Psychological Abuse: the intentional use of humiliation, deprivation, and coercion in order
to control the victim. Psychological abuse can take the form of financial and/or social control where the abuser
strictly controls the victims access to things like money and transportation (i.e., car), his/her contact with
friends and family and his/her involvement in other extracurricular activities. Psychological abuse can also
involve the psychological burden and trauma of physical and/or sexual assault.

WHAT ARE SOME SIGNS OF ABUSE?

You may not be able to tell that a student is being abused. However, the following signs, developed by the Family
Violence Prevention Fund, may suggest abuse. This list suggests some, but not all, of the indicators of abuse.
Indication of having been hurt physically, sexually, and/or emotionally
Unexplained injuries or injuries inconsistent with the history given
Accident prone student. Frequent Emergency Department, urgent care, or office visits
Chronic pain syndrome, headaches
History of family violence
Recent separation with partner
Recent loss of job, close family member or intimate relationship
An abused student may:
Have evasive/guarded behavior or angry and defensive behavior
Act embarrassed and/or exhibit poor eye contact
Over-adamantly deny abuse
Minimize injury or demonstrate unexpected responses (e.g. cries, laughs)
Have financial concerns that prevent him/her from leaving the situation
Demonstrate intense and/or fearful behavior with partner
Other crisis concerns for a student who has or is experiencing violence may include, but are not limited to, the
following (see appropriate sections of this handbook that deal with these related issues).
Mental Health IssuesAnxiety or Depression
PTSD
Sexual Assault
Substance Use/Abuse
Suicide

WHAT CAN I DO IF A STUDENT DISCLOSES HE/SHE IS BEING ABUSED?

Listen without judgment.
Thank the student for confiding in you. Tell the student you believe him/her.
Assist the student in identifying and committing to 2-3 action steps that will increase his/her safety and/or
level of support (example: talk with a counselor or call the Domestic Violence Action Center).
Offer resources. Refer to the Team CARE Help Card at http://intranet.leeward.hawaii.edu/page/team-careresources.
Walk the student to the Counseling Office.
Let the student know that you will be informing the Dean of Student Services about his/her situation in order
to maximize the support available to him/her in dealing with his/her situation. Reassure the student that
his/her identity will remain confidential.
Inform Team CARE and the Dean of Student Services.
Provide support for the student and follow up.
Document the incident.

WHAT CAN I DO IF I SUSPECT HE/SHE IS BEING ABUSED, BUT HE/SHE DENIES IT?

If you strongly suspect that the student is involved in domestic violence, but the student denies that he/she is, you
can:
Say, Even though you have said that you have not experienced any type of violence, you seem [describe
the reasons for your suspicions]. Is there anything else that you can tell me that might explain your being
uncomfortable with these questions?
Say, If you ever are abused, please let me know or tell a counselor.
Let student know that you care and that help is available. Offer a Team CARE Help Card (copies are
available in the Student Life Office). Tell them that even if they dont need it that they can give it to a friend or
family member who might use it. Discuss possible repercussions if his/her partner/an abuser finds the card.
Inform Team CARE and the Dean of Student Services.
Document the incident.

WHAT IF THE STUDENT IS BEING ABUSED, BUT REFUSES HELP?

Encourage student to seek help. Offer the student a Team CARE Help Card (copies are available in the
Student Life Office).
Walk the student to the Counseling Office.
If student continues to refuse help, encourage him/her to stay in touch with you. Encourage the student to
come back and see you if he/she changes his/her mind about wanting help, if further abuse occurs or if the
students situation becomes more dangerous.
Inform Team CARE and the Dean of Student Services.
Document the incident.

WHO CAN I TALK TO ABOUT A STUDENT IM CONCERNED ABOUT?

If you have a student in your class whom you feel you have been unsuccessfully trying to address, you can see the
following people for more support:
Your Division Chair
Counseling and Advisement
Dean of Student Services Office
At LCC-Wai`anae, the Campus Coordinator and Counselors
Team CARE

10

POLICIES TO KNOW

Hawai`i Revised Statutes on the Mandatory Reporting of Child Abuse (Chapter 350):
www.capitol.hawaii.gov/hrscurrent/Vol07_Ch0346-0398/HRS0350/HRS_0350-.htm
Leeward Community College Policy on Sexual Assault:
www.leeward.hawaii.edu/policies-students-sexual-assault
UH Executive Policy E1.204 Sexual Assault Policy and Procedural Guidelines:
www.hawaii.edu/svpa/ep/e1/e1204.pdf
Leeward Community College Student Conduct Code:
www.leeward.hawaii.edu/files/StuPol_StConductCode_May2010.pdf
Leeward Community College Student Conduct Code Procedures:
www.leeward.hawaii.edu/files/StuPol_StuCondCodeProcedures_May2010.pdf
UH Executive Policy E7.208 University of Hawai`i Systemwide Student Conduct Code:
www.hawaii.edu/svpa/ep/e7/e7208.pdf
UH Executive Policy E7.205 Administrative Policy and Procedures Governing Systemwide Student Disciplinary
Sanctions: www.hawaii.edu/apis/ep/e7/e7205.pdf

11

WHAT CAN I DO IF A STUDENT

IS BEING ABUSED

DENIES BEING ABUSED

IS BEING ABUSED, BUT REFUSES HELP

Listen without Judgment

Listen without Judgment

Listen without Judgment

Thank the Student for Trusting

you with the Information
Voice your Suspicions to Student
Help Student Identify & Commit to 2-3 Action
Steps that will help to increase his/her safety or
levels of support.

Remain warm and caring.

Be factual. Avoid sounding accusatory
or judgmental.

Examples: See a Counselor; Contact a Community

Resource like the Examples,
Domestic Violence Action Center

Encourage the Student to Seek Help

Let the Student Know that You Care
Tell the student that help is available both on
campus and in the community.

Direct Student to Resources

Thank the Student for

Trusting you with the
Information

Try to walk the student over to

counseling.
Give the student a Team CARE Help
Card (available in the Student Life Office)

Team CARE Help Card:

http://intranet.leeward.hawaii.edu/page/
team-care-resources

AND/OR

Family Peace Center:

585-7944

Walk
Student to
Counseling

Domestic Violence Action Center:

531-3771
Aloha United Way 211:
Dial 211 or www.auw211.org

Give student a Team CARE Help Card

(available in the Student Life Office)

Leeward CC Counseling Webpage

Inform Team
CARE & Dean of
Student Services

Document
Incident

12

Ask the Student to Tell you or

Someone Else on Campus if they
ever are Abused

Follow Up with
Student

Inform Team
CARE & Dean of
Student Services

Document
Incident

Follow Up with
Student

If the Student Continues to Refuse Help,

Encourage him/her to Stay in Touch with You
Ask student to come back and see you if he/she changes
his/her mind about wanting help, if more abuse occurs or if
the situation gets worse.

Inform Team
CARE & Dean of
Student Services

Document
Incident

Follow Up with
Student

COMING OUT: LESBIAN, GAY, BISEXUAL, TRANSGENDER, INTERSEX AND

QUEER/QUESTIONING (LGBTIQ) STUDENTS
WHAT IS COMING OUT?

Coming out is the process of understanding and accepting ones identity as Lesbian, Gay, Bisexual, Transgender,
Intersex, Queer or Questioning (LGBTIQ). This process also includes the disclosure of this identity to others. While
there can be a sense of relief, the fear of rejection or negative reaction, especially from family and friends, may also
be prevalent and often creates strong feelings of grief.
Other crisis concerns for the LGBTIQ individual may include, but are not limited to, the following (see appropriate
sections of this handbook that deal with these related issues).
Suicide
Sexual Harassment
Domestic Violence
Substance Abuse

WHAT ARE SOME SIGNS THAT A STUDENT MIGHT BE DEALING WITH THESE ISSUES?

Students who are coming out will most likely exhibit the signs of a student in general distress. They may be
recognized first for their struggles with the issues listed above, such as suicide and harassment, as those problems
are often more easily detected. In fact, you will probably not know and should not assume that LGBTIQ students are
dealing with coming out issues until he/she discloses it to you.

WHAT CAN I DO IF A STUDENT IS DEALING WITH COMING OUT?

Thank the individual for confiding in you.
Listen attentively. Be open-minded and give the individual time to talk by using open-ended questions (see
below).
Be nonjudgmental & show respect.
Dont make any assumptions.
Ask about feelings.
Ask if they would like assistance in identifying and committing to 2-3 action steps that would either help to
increase the students circle of support or help them move forward in their journey (examples: seeing a
counselor, joining the LGBTIQ Student Club).
Offer campus or community resources. Safe Zone posters in the Counseling Office and elsewhere on
campus can help LGBTIQ students identify places that are open and accepting to all people, regardless of
their sexual orientation or gender identity or expression.
Understand your limits and know your own biases and fears. Ask LGBTIQ informed colleagues for support.
Samples of Open-ended Questions:
What concerns do you have?
Have you shared this good news with others?
(exploring support systems)
Tell me more
How does that make you feel?

13

Questions/Phrases to Avoid
Are you sure?
How do you know?
I knew it.
What do you think made you that way?
You need counseling.
I accept you but I dont agree with your choice

5 PHASES OF COMING OUT

Typically, there are 5 phases people go through as they come out. Although these phases may be common to
many, individuals will not experience them in exactly the same way; for example, they may only experience particular
stages (not all of them), or they may not move through them sequentially. It is important to recognize that each
persons journey is unique, even if it shares commonalities with the journeys of others.
Self-Recognition as a Gay: This is typically the first step towards acknowledgement and acceptance of ones
own sexuality. Up until this point, many individuals may have been in the closet. Individuals in this stage may
experience anxiety and grief.
Disclosure to Others: The disclosure of ones sexual identity is usually made to a select group of people with
whom the individual feels safe. Many times, this group can include instructors, counselors, and others.
Negative acceptance can revert the individual back to stage 1, while positive acceptance can increase self
esteem.
Socialization with other Gays: Finding other individuals with similar interests helps to foster self acceptance
and validation. Contact with positive gay or lesbian role models can play an important role in this stage.
Positive Self-Identification: In this phase, the individual begins to feel good about him/herself and seeks to
establish relationships with other gays.
Integration and Acceptance: In this final stage, the individual possesses an openness and a nondefensiveness of his/her sexuality. People in this stage often differ in their expression of it; some may opt, for
example, to keep their sexual orientation private, while others may act as advocates and take a political or public
stance.

PREFERRED TERMINOLOGIES

When speaking with a student dealing with coming out issues, you need to be aware of the terminologies and word
choices that can offend and further marginalize or isolate the student you are trying to help. The following is a list of
terms that you should and should not use with LGBTIQ students:
Preferred Terminology
Offensive/Problematic Terminology
Lesbian, Gay, Bisexual, Transgender, Intersex,
Questioning

Homosexual, Gay, or homosexual lifestyle or agenda

Sexual orientation

Sexual preference

"Equal rights"

"Special rights"

Intersex person

Hermaphrodite

"Transition", "Pre or Post Operative"

"Sex change"

Marriage, or marriage for gay and lesbian couples

Gay marriage

Died by suicide or Completed Suicide

Committed or Successful Suicide

QUEERA TERM IN TRANSITION

The term queer is still considered offensive by some LGBTIQ peopleusually those in the older generation.
However, the term is being embraced by many of the younger LGBTIQ generation as an effort to get rid of the
alphabet soup implied by the current acronym. Therefore, the use of this terminology can be both preferred and
offensive, depending upon the person being addressed.

14

WHO CAN I TALK TO ABOUT A STUDENT THAT IM CONCERNED ABOUT?

If you suspect one of your students may be dealing with coming out or other LGBTIQ related issues, the following
resources may be able to provide you with more support:
Your Division Chair
Counseling & Advisement
Prevent, Educate and Respond (PER)a LGBTIQ advocacy group on campus
Dean of Student Services Office
At LCC-Wai`anae, the Campus Coordinator and Counselors
Team CARE

POLICIES TO KNOW

Leeward Community Colleges Safezone Policy:

www.leeward.hawaii.edu/policies-students-safezone
Leeward Community College Policy on Nondiscrimination and Affirmative Action:
www.leeward.hawaii.edu/policies-students-nondiscr-aa
Leeward Community College Policy on Sexual Assault:
www.leeward.hawaii.edu/policies-students-sexual-assault
Leeward Community College Policy on Sexual Harassment:
www.leeward.hawaii.edu/policies-students-sexual-harassment
Leeward Community College Student Conduct Code:
www.leeward.hawaii.edu/files/StuPol_StConductCode_May2010.pdf
Leeward Community College Student Conduct Code Procedures:
www.leeward.hawaii.edu/files/StuPol_StuCondCodeProcedures_May2010.pdf
UH Executive Policy E1.202 University Statement of Nondiscrimination and Affirmative Action:
www.hawaii.edu/svpa/ep/e1/e1202.pdf
UH Executive Policy E1.204 Sexual Assault Policy and Procedural Guidelines:
www.hawaii.edu/svpa/ep/e1/e1204.pdf
UH Executive Policy E1.203 Policy on Sexual Harassment and Related Conduct:
www.hawaii.edu/svpa/ep/e1/e1203.pdf
UH Executive Policy E7.208 University of Hawai`i Systemwide Student Conduct Code:
www.hawaii.edu/svpa/ep/e7/e7208.pdf
UH Executive Policy E7.205 Administrative Policy and Procedures Governing Systemwide Student Disciplinary
Sanctions: www.hawaii.edu/apis/ep/e7/e7205.pdf

15

MENTAL HEALTH ISSUES

WHAT ARE MENTAL HEALTH ISSUES?
Students deal with a myriad of mental health issues that vary widely in both nature and intensity. Examples of these
issues range from anxiety and depression, to substance abuse, to suicidal ideation and eating disorders. They
also include mental illness diagnoses such as schizophrenia, bipolar disorder, obsessive-compulsive disorder
and the like. Just because a student has mental health issues, however, does not automatically mean that the
student needs intervention. A students mental health status is only a cause of concern if it results in behaviors that
cause problems for either themselves or others.

WHAT ARE SOME SIGNS THAT A STUDENT MIGHT BE DEALING WITH THESE ISSUES?
It is very difficult to determine whether or not a student is dealing with mental health issues just on the basis of
observation. The following types of behavior are sometimes associated with mental health diagnoses, and are
always cause for concern regardless of the students mental health status:
Self-Injurious behavior
Suicidal ideation or attempt
Written or verbal expressions of suicidal thoughts or actions
Self-mutilation
Erratic behaviorincluding online activitythat disrupts the mission and/or normal proceedings of college
students, faculty, or staff.
Emotional outbursts (yelling or screaming or anger management issues)
Disruptive behavior on campus (including in classrooms)
Behavior that may compromise the health and safety of students, staff, faculty, or the general college community.
Verbal or written threats of any nature
Intimidating or harassing others including disturbing or threatening phone calls, text messages, emails,
Facebook/MySpace postings, etc.
Physical altercations/abuse
Concerns of intimate relationship violence, family violence, spousal abuse
Involuntary transportation to the hospital for alcohol and drug use/abuse
Written or verbal expressions of thoughts or actions of harming others
If you are concerned about a students behavior, consult with Counseling and Advisement or with Team CARE.

WHAT CAN I DO IF A STUDENT DISCLOSES THAT HE/SHE HAS A MENTAL HEALTH

ISSUE?

The mere fact that a student has a mental health issue is not necessarily cause for concern. If a student discloses
that he/she has a mental health issue, but it is not interfering with their ability to learn or the immediate safety or wellbeing of themselves or others, you can:
Thank the student for the disclosure.
Acknowledge, but take care to avoid stigmatizing, the mental health problems.
Ask the student about his/her support network.
Encourage students to seek help and support if they havent already, but understand that seeking mental
health help is voluntary based on the students preferences and needs.
Make suicide prevention, intervention, and postvention a high priority, if suicide is a concern. See section
in this handbook that addresses Suicide.
Maintain student confidentiality.

16

WHAT CAN I DO IF A STUDENTS BEHAVIOR IS PROBLEMATIC?

NON EMERGENCY
If a student is exhibiting disruptive behaviors (e.g., disregarding classroom policies, disturbing other students,
displaying anger towards you or to the class, etc.), but you feel safe approaching him/her, you can:
Engage in a private conversation with the student. Use a calm, positive, and respectful tone.
Describe the problematic behavior. Explain why it is being addressed, outline expectations for future
behavior, and identify a specific consequence for continued misconduct (i.e., referral to the Student
Services Officer or Dean of Student Services due to a violation of the Student Conduct Code).
If the problem persists, immediately contact the Dean of Student Services (ext. 260) or the Student
Services Program Officer (ext. 236). At LCC-Wai`anae, report the problem directly to the Coordinator or
Counselors.
If a confrontation develops with which you need assistance, contact Security (ext. 611). At LCCWai`anae, send someone to the Front Desk for immediate assistance or call HPD (911) on a cell phone.
Document and follow up as needed.
EMERGENCYTHREATENING BEHAVIOR
If the student is displaying threatening behavioryou feel unsafe approaching him/her or the behavior warrants
more serious attentiondo not approach!
Contact Security (ext. 611) immediately. If you are not available, designate someone to contact them for
you. At LCC-Wai`anae, send someone to the Front Desk for immediate assistance or call HPD (911) on a
cell phone.
Notify the Dean of Student Services (ext. 260) about the incident.
Document and follow up as needed.
While awaiting the arrival of security personnel or campus assistance, you can:
Acknowledge the students emotions and allow the student to ventilate (i.e., let emotions out).
Remain calm and respectful.
Build trust/connection by focusing on similarities/commonalities.
Respect space and personal boundaries.
Communicate actions so student is aware of what you are doing.
Ensure your own personal safety. Leave the situation or physically protect yourself with a barrier if
necessary.
If possible and necessary, ensure the safety of others present. Have bystanders leave the area or create a
barrier for protection.
Use physical intervention only as a last resort to protect yourself or others.
EMERGENCYSELF-INJURIOUS BEHAVIOR
If the student is displaying self-injurious thoughts or behavior (suicidal), respond quickly, professionally and in a
confidential manner:
Talk to the student in private.
Remain calm. Dont argue with the student.
Take the student seriously.
Thank them for trusting you enough to share it with them.
Ask the student about feelings and whether or not he/she has a plan.
Express genuine care and concern and assure them that you will find help.
Accompany student to the Counseling Office. Find a counselor that is trained in suicide intervention (ask
Dean of Student Services or the Counseling Front Desk for an appropriate referral. At LCC-Wai`anae,
inquire with the Campus Coordinator).

17

If the Suicide seems Imminent:

Report it immediately to Security (ext. 611) or HPD (911) and the Dean of Student Services (ext. 260) or his
designee.

WHAT MIGHT HELP TO PREVENT THIS BEHAVIOR?

Communicate clear and fair classroom expectations for behavior in writing at the beginning of each
semester referring to the institutions Student Conduct Code and classroom rules.
Make yourself available to students to talk when needed through office hours, contact info, etc.
Be aware of emergency response numbers.
Be aware of warning signs of an individual with mental health concerns and de-escalating techniques.
Be aware of possible escape routes or places of refuge.

OTHER STRATEGIES THAT COULD BE HELPFUL

Create a safe setting when meeting with students by having another person close by or present.
Address problem behavior immediately and consistently. Follow through with stated consequences if the
behavior continues.
Learn strategies that can help you avoid further escalating problems when they occur. See webinar on
Aggressive Students available in the Center for Innovations in Learning.
Document problem behaviors and your responses in writing.
Consult and seek advice when needed (i.e., other colleagues, Division Chair, Team CARE, etc.).

WHO CAN I TALK TO ABOUT A STUDENT IM CONCERNED ABOUT?

If you are concerned that one of your students may be dealing with mental health issues, the following resources may
be able to provide you with more support:
Your Division Chair
Counseling & Advisement
The KI Office
Dean of Student Services Office
At LCC-Wai`anae, the Campus Coordinators and Counselors
Team CARE

POLICIES I SHOULD KNOW

Leeward Community College Student Conduct Code:
www.leeward.hawaii.edu/files/StuPol_StConductCode_May2010.pdf
Leeward Community College Student Conduct Code Procedures:
www.leeward.hawaii.edu/files/StuPol_StuCondCodeProcedures_May2010.pdf
UH Executive Policy E7.208 University of Hawai`i Systemwide Student Conduct Code:
www.hawaii.edu/svpa/ep/e7/e7208.pdf
UH Executive Policy E7.205 Administrative Policy and Procedures Governing Systemwide Student Disciplinary
Sanctions: www.hawaii.edu/apis/ep/e7/e7205.pdf

18

WHAT I CAN DO WHEN A STUDENT WITH MENTAL HEALTH ISSUES IS DISPLAYING PROBLEMATIC BEHAVIOR

Student is
Disruptive!
Do you feel its
Manageable?

YES

NO

Contact & then Document Incident:

Talk to the Student:

The Dean of Student Services (ext. 260)

Student Services Program Officer (ext. 236)
OR LCC-Wai`anaes Coordinator (696-6378)

In a safe location, engage

in private conversation
Restate campus/class
policies and consequences

If a Confrontation Develops:
Contact Security (ext. 611). At LCC-Wai`anae, seek help
from the Front Desk or call HPD (911) on a cell phone.

Assess:
Successful?

*Designate someone present to contact them if you are unavailable to call

While Waiting, Avoid further Escalating the Student:

YES
Document facts in
writing
Consult and seek advice
when needed for
debriefing

NO

Acknowledge students feelings. Remain calm and respectful.

Respect space and personal boundaries.
Build trust/connection. Focus on similarities.
Communicate your actions.
Ensure your own personal safety.
Use physical intervention only as a last resort.

After Security has Intervened:

Document facts in writing
Notify Student Services Officer
(ext. 236) or the Dean of Student
Services (ext. 260)

19

WHAT I CAN DO WHEN A STUDENT WITH MENTAL HEALTH ISSUES IS DISPLAYING SELF-INJURIOUS THOUGHTS
OR BEHAVIOR

OBJECTIVE: STOP THE SUICIDE

ASSESS:
Is this a CRISIS?

In a Crisis, Immediate
Action is Required!

Is the suicide imminent?

The threat or danger that the

student will harm him/herself
is imminent

When in doubt, always treat as

a crisis

1.
2.

3.
4.

Stay with the Person

Call 911 and Campus Security
at ext. 611. At LCC-Wai`anae,
report it immediately to the
Coordinator or Counselors.
Contact the Dean of Student
Services or his/her designee at
ext. 260.
Accompany the Person to the
Deans Office (as appropriate).

Dean of Student
Services starts the
Consultation and
Referral Process
Faculty Documents
the Incident

OBJECTIVE: GET HELP FOR THE

STUDENT
1.

OR
Is this a NON-CRISIS?
Is the student thinking about
committing suicide?

20

In a Non-Crisis
The student is not in
immediate danger and is not
posing an immediate threat
to him/herself

2.

Speak to the Student Privately

Express Concern
Listen Carefully & Repeat the
Essence of the Conversation
Identify Options
Ask if you can Share with Someone
Trained to help him/her

Contact Dean of Student Services,

his/her designee (ext. 260) or the
Counseling Office (ext. 233) for an
appropriate Referral. At LCCWai`anae, seek help from the
Coordinator or Counselors.

Walk the Student to

Counseling
Document the
Incident

POST-TRAUMATIC STRESS DISORDER (PTSD) IN VETERANS AND OTHERS

OVERVIEW

Post-traumatic stress disorder (PTSD) is an anxiety disorder that can occur after you have been through a traumatic
event. A traumatic event is something horrible and scary that you see or that happens to you. During this type of
event, you think that your life or others' lives are in danger. You may feel afraid or feel that you have no control over
what is happening.

WHAT ARE SOME SIGNS THAT A STUDENT MIGHT BE SUFFERING FROM PTSD?

A student suffering from PTSD will likely disclose having the disorder. They may look like a disruptive student,
displaying aggressive, angry behaviors. They also may appear highly distracted, anxious or have over-exaggerated
reactions to commonplace events. Here are some of the common traits associated with PTSD:
Acute Stress Disorder, which is characterized by feelings such as not knowing where they are, or feeling
as if they are outside of their body.
Anniversary Reaction. A heightened sense of distress around the anniversary of the traumatic event. The
reaction can be either mild or severe.
Depression, which is characterized by feelings of sadness or a low mood that last more than just a few
days. It can affect eating and sleeping habits, how a person thinks, and a persons sense of self.
Chronic Pain, which is unexplainable pain in a particular area of the body (for example, in the back or the
neck) that lasts for at least three to six months. Chronic Pain lasts beyond the normal amount of time that an
injury takes to heal.
Flashbacks. People believe that they are again going through the trauma. When having a flashback,
survivors with PTSD might commit an aggressive or criminal act while thinking that they are in danger again.
Perceived Threat. People with PTSD are more likely to see threat around them. Their beliefs and their
view of the world are often marked by themes of danger and mistrust. This way of seeing the world makes it
more likely that they will be aggressive.

WHAT CAN I DO IF A STUDENT IS SUFFERING FROM PTSD?

NON-EMERGENCY
If you observe or suspect that a student of suffering from manifestations of PTSD, you can:
Ensure the safety of the environment.
Talk with the student privately. Stay calm, avoid being confrontational and avoid judgment.
Set limits. Explain why the behavior is inappropriate. Remain calm, non-judging and factual.
Walk the student to the Counseling Office.
Document the incident.
EMERGENCY
Contact Security at ext. 611 or the Campus Coordinator at LCC-Wai`anae AND HPD at 911.
Inform the Dean of Student Services.
Document the incident.
If the student is displaying disruptive or threatening behaviors that might be associated with PTSD, follow the
guidelines in this handbook for disruptive students.

21

WHO CAN I TALK TO ABOUT A STUDENT IM CONCERNED ABOUT?

If you suspect one of your students is dealing with PTSD, the following resources may be able to provide you with
more support:
Your Division Chair
Counseling & Advisement
The KI Office
Dean of Student Services Office
At LCC-Wai`anae, the Campus Coordinator and Counselors
Team CARE

POLICIES TO KNOW

Leeward Community College Student Conduct Code:

www.leeward.hawaii.edu/files/StuPol_StConductCode_May2010.pdf
Leeward Community College Student Conduct Code Procedures:
www.leeward.hawaii.edu/files/StuPol_StuCondCodeProcedures_May2010.pdf
UH Executive Policy E7.208 University of Hawai`i Systemwide Student Conduct Code:
www.hawaii.edu/svpa/ep/e7/e7208.pdf
UH Executive Policy E7.205 Administrative Policy and Procedures Governing Systemwide Student Disciplinary
Sanctions: www.hawaii.edu/apis/ep/e7/e7205.pdf

22

WHAT I CAN DO IN A PTSD-RELATED SITUATION

Emergency

Report the incident

to the Dean of
Student Services
(ext. 260)

Call Security
(ext. 611) and
HPD (911)

Document the
Incident

ASSESS

Not an
Emergency

Ensure Safety in the

Environment. Talk with
the Student Privately.
Use a calm voice.
Avoid being
confrontational.
Withhold judgment.

Set Limits. Explain how

the Behavior is
Inappropriate.

See also HOW TO DEAL WITH A DISRUPTIVE STUDENT Section of this Handbook

23

Use a calm voice.

Be factual. Withhold
judgment.

Walk the
Student to the
Counseling
Office

Document the
Incident

SEXUAL HARASSMENT
WHAT IS SEXUAL HARASSMENT?

Sexual harassment describes a pattern of behavior characterized by unwelcome sexual advances, requests for
sexual favors, and other unwanted behaviors, such as touching, or suggestive remarks. Although it often involves an
abuse of authority or power, it can occur between students and/or between students and college employees. Sexual
harassment can involve persons of the same or opposite sex, and both men and women can be targets and/or
perpetrators of sexual harassment. Sexual harassment is a form of sex discrimination.
Key to sexual harassment is the unwelcome nature of the behavior, and the perception and/or experience of the
victimnot the intention of the perpetrator.
There are two kinds of sexual harassment:
Quid Pro Quo (This for That) occurs when submission to sexual advances, requests for sexual favors, and/or
verbal or physical conduct of a sexual nature is explicitly or implicitly a condition for gaining something the victim
desires from the perpetrator. Examples include:
Implied or direct promises of high grades in return for sexual favors;
Implied or direct threats of low grades if a request for sexual favors is rejected;
Adverse decisions or evaluations, such as negative references or low grades because request for sexual
favors has been rejected.
Hostile Environment occurs when sexual advances, requests for sexual favors, and/or verbal or physical conduct of
a sexual nature is unwelcome to the person to whom it is directed or to others directly aware of it; and has the
purpose or effect of either; 1) unreasonably interfering with the students academic performance; or 2) creating an
intimidating, hostile, or offensive educational environment. The conduct must be both objectively and subjectively
perceived as offensive. Examples include:
Unnecessary and unwanted touching, patting, hugging, or brushing against a persons clothing or body;
Sexual remarks about a persons clothing or body;
Remarks about sexual activity or speculations about previous sexual experience;
Pressure for sexual activity, an element of which may be nonverbal conduct, such as repeated and
unwanted staring or sexually suggestive gestures;
Display or distribution of sexually offensive literature, images or other audio-visual materials; or introduction
of sexual jokes, stories, anecdotes, etc., into discussions or conversations.

WHAT ARE SOME SIGNS THAT A STUDENT MAY BE DEALING WITH THESE ISSUES?

Usually it is difficult to detect whether or not a student is being sexually harassed; especially because sexual
harassment is based on the experience and perception of the victim more than on the actions of the perpetrator.
However, students who are being harassed will often experience disruptions in their ability to learn, study, work or
participate in school activities and may exhibit:
Pscyhological symptoms, such as feelings of shame, guilt and fear.
Physiological symptoms, such as headaches, fatigue, weight changes and sleep disturbances.
Other effects, such as a drop in academic performance, withdrawal from school or absenteeism.

WHAT SHOULD I DO IF A STUDENT DISCLOSES THAT HE/SHE HAS BEEN SEXUALLY

HARASSED ON-CAMPUS OR BY SOMEONE RELATED TO THE COLLEGE?
Thank the student for trusting you with this information. Remain calm and sensitive.
Validate the students concerns. Tell the student that this kind of experience can be very stressful and it is
natural for victims of sexual harassment to need support.
24

WHAT SHOULD I DO IF A STUDENT DISCLOSES THAT HE/SHE HAS BEEN SEXUALLY

HARASSED ON-CAMPUS OR BY SOMEONE RELATED TO THE COLLEGE CONTINUED
Tell the student that you will need to report the incident to either the EEO/AA Officer in the Human
Resources Office (if a faculty member is involved) or to the Dean of Student Services Office (if the incident
involved students only).
Walk the student to the Counseling and Advisement Office.
Report the incident.
If the incident occurred off-campus by someone unrelated to the college, refer to the chart following this section.

WHAT SHOULD I DO IF I WITNESS A STUDENT BEING SEXUALLY HARASSED?

Seek assistance from Security (ext. 611). At LCC-Wai`anae, report the incident directly to the Coordinator.
Intervene only if you feel comfortable doing so.
Report the incident to the EEO/AA Officer in Human Resources (if a faculty/staff member is involved) or the
Dean of Student Services Office (if it occurred between students).
Document the incident.
As with any criminal offense that occurs on campus, any allegation of sexual harassment, including sexual assault
(e.g., forcible fondling, rape), that is perpetrated by a member of the Leeward CC campus community must be
reported immediately, regardless of whether or not the victim plans to press charges or file a formal complaint.

WHO CAN I TALK TO ABOUT A STUDENT WHO MIGHT HAVE BEEN SEXUALLY
HARASSED?

If you suspect one of your students has been sexually harassed, the following resources may be able to provide you
with more support:
Your Division Chair
Mike Wong, EEO/AA Officer in Human Resources
Counseling & Advisement
Dean of Student Services Office
At LCC-Wai`anae, the Campus Coordinator and Counselors
Team CARE

POLICIES TO KNOW
Leeward Community College Policy on Sexual Assault:
www.leeward.hawaii.edu/policies-students-sexual-assault
Leeward Community College Policy on Sexual Harassment:
www.leeward.hawaii.edu/policies-students-sexual-harassment
Leeward Community College Student Conduct Code: www.leeward.hawaii.edu/files/StuPol_StConductCode_May2010.pdf
Leeward Community College Student Conduct Code Procedures:
www.leeward.hawaii.edu/files/StuPol_StuCondCodeProcedures_May2010.pdf
UH Executive Policy E1.204 Sexual Assault Policy and Procedural Guidelines: www.hawaii.edu/svpa/ep/e1/e1204.pdf
UH Executive Policy E1.203 Policy on Sexual Harassment and Related Conduct: www.hawaii.edu/svpa/ep/e1/e1203.pdf
UH Executive Policy E7.208 University of Hawai`i Systemwide Student Conduct Code:
www.hawaii.edu/svpa/ep/e7/e7208.pdf
UH Executive Policy E7.205 Administrative Policy and Procedures Governing Systemwide Student Disciplinary Sanctions:
www.hawaii.edu/apis/ep/e7/e7205.pdf
Federal Civil Rights Law, Title IX: Sex Discrimination: www.higheredcenter.org/mandates/titleIX

25

WHAT TO DO WITH A SEXUAL HARASSMENT DISCLOSURE

When the Victim and Perpetrator involve Students & Faculty

ASSESS:
Who is Involved?

Faculty

Students
Only

(Victim or
Perpetrator)

ACKNOWLEDGE VICTIM

ACKNOWLEDGE VICTIM

Thank student for trusting you.

Remain calm and sensitive.

Thank student for trusting you.

Remain calm and sensitive.

DOES THE VICTIM WANT TO FILE A

FORMAL COMPLAINT?

DOES THE VICTIM WANT TO FILE A

FORMAL COMPLAINT?

Acknowledge that victims have rights

Tell student you will have to report it regardless
of his/her decision

Acknowledge that victims have rights

YES
Connect victim to
the Dean of Student
Services Office

NO
Walk student to
Counseling &
Advisement for
support

Report Incident to Dean of

Student Services & Document

26

Tell student you will have to report it regardless

of his/her decision

YES
Connect victim
to Human
Resources

NO
Walk student to
Counseling &
Advisement for
support

Report Incident to the EEO/AA

Officer in Human Resources &
Document

WHAT I CAN DO ABOUT A SEXUAL HARASSMENT DISCLOSURE

When the Perpetrator is Unrelated to the College AND it Happened Off-Campus

ASSESS:
Who is Involved?

Perpetrator
Unrelated to the
College AND the
Incident Occurred
Off-Campus

ACKNOWLEDGE VICTIM
Thank student for trusting you.
Remain calm and sensitive.

DOES VICTIM WANT TO

FILE A FORMAL
COMPLAINT?

YES

NO

YES

Walk student to
Counseling & Advisement
for support

Connect victim to HPD or the Sex

Abuse Treatment Center
Document Incident in Writing

27

Document Incident in
Writing

SUBSTANCE ABUSE
WHAT IS SUBSTANCE ABUSE?

Substance abuse is defined as a maladaptive pattern of substance use that interferes with a persons judgment,
social relationships, activities and ability to fulfill their responsibilities. Alcohol is the most widely used psychoactive
drug on campuses today. It is quite common that a student that abuses alcohol also abuses other types of drugs,
whether they are illicit or prescription. Typically, a faculty member is the one to first identify alcohol or drug abuse in a
student. Counselors may also confront students who confide that they may be struggling with substance abuse
concerns.
Students that abuse substances may be dealing simultaneously with other issues such as an undiagnosed mental
illness, depression, domestic violence, sexual harassment or assault, suicidal ideation, etc.

WHAT ARE SOME SIGNS THAT A STUDENT MIGHT BE ABUSING A SUBSTANCE?

If a student is abusing a substance, you may see:
Changes in personality (mood, attitude)
A drop in grades, class performance and/or attendance
A decreased interest in activities or decreased motivation
Noticeable deteriorations in appearance and/or health
Noticeable changes in appearance
Belligerence, anger/rage and/or resentment of authority
Difficulty focusing, lack of affect (appears spaced out)
Unexplained lethargy or hyperactivity and agitation

WHAT CAN I DO IF A STUDENT DISCLOSES THAT HE/SHE ABUSES SUBSTANCES?

Thank the student for their disclosure.
Remain warm and supportive. Show concern about his or her situation, but do not show or express any
judgment.
Refer the student to counseling or to the Students Helping Students Substance Abuse Drop-In Group, which
is run through the Student Life Office.
Refer the student to the following resources for information and services:
o The Manoa Alcohol Project (M.A.P.)
www.manoaalcoholproject.org/tips/want-to-reduce-or-quit-using-alcohol
o Brief Alcohol Screening & Intervention for College Students (B.A.S.I.C.) assessment and intervention
services at UH Manoa
Walk the student to Counseling & Advisement.

WHAT SHOULD I DO IF A STUDENT IS HIGH OR INTOXICATED IN CLASS?

The following substance abuse-related activities are prohibited on campus by Leeward CCs Student Conduct
Code; therefore you must call Security (ext. 611) if you encounter a student who is in clear violation of the code.
Public intoxication (i.e., being intoxicated anywhere on campus)
Use, possession, manufacturing or distribution of alcoholic beverages by someone under 21 years old.
Use, possession, manufacturing or distribution of marijuana, heroin, narcotics or other controlled substances
except as permitted by law.
If you suspect but are unsure whether or not a student is in fact violating the code, you can also contact the Dean of
Student Services Office (ext. 260) or the Campus Coordinator at LCC-Wai`anae for further assistance.

28

WHO CAN I TALK TO ABOUT A STUDENT WHO MIGHT HAVE SUBSTANCE USE ISSUES?
If you suspect that one of your students may be dealing with substance use issues and you feel you need help in
knowing what to do, the following resources may be able to provide you with more support:
Your Division Chair
Counseling & Advisement
Dean of Student Services Office
At LCC-Wai`anae, the Campus Coordinator and Counselors
Team CARE

POLICIES I SHOULD KNOW

UH Executive Policy E11.203 Illegal Drugs and Alcohol Abuse: www.hawaii.edu/svpa/ep/e11/e11203.pdf
U.S. Department of Education, Drug-Free Schools and Communities Act and Drug and Alcohol Abuse Prevention
Regulations, Part 86: www.higheredcenter.org/mandates/dfsca
Leeward Community College Student Conduct Code:
www.leeward.hawaii.edu/files/StuPol_StConductCode_May2010.pdf
Leeward Community College Student Conduct Code Procedures:
www.leeward.hawaii.edu/files/StuPol_StuCondCodeProcedures_May2010.pdf
UH Executive Policy E7.208 University of Hawai`i Systemwide Student Conduct Code:
www.hawaii.edu/svpa/ep/e7/e7208.pdf
UH Executive Policy E7.205 Administrative Policy and Procedures Governing Systemwide Student Disciplinary
Sanctions: www.hawaii.edu/apis/ep/e7/e7205.pdf

29

WHAT I CAN DO WHEN A STUDENT DISCLOSES THAT HE/SHE ABUSES SUBSTANCES

POTENTIAL RESOURCES

Refer Student to
Counseling
455-0233

DISCLOSURE

Thank the student for the

disclosure.
Remain warm &
supportive.
Do not show or express
judgment.

Refer Student to the Students

Helping Students Substance
Abuse Drop-In Group
Leeward CC Student Life Office
455-0208

Refer student to MAP

Manoa Alcohol Project
www.manoaalcoholproject.org/tips/wan
t-to-reduce-or-quit-using-alcohol

Refer Student to BASIC

Brief Alcohol Screening & intervention
for College Students
Assessment & Intervention Services
at UH Manoa
956-3453
adep@hawaii.edu

30

Document
in Writing

SUICIDE
WHAT IS SUICIDE?

Suicide occurs when someone intentionally causes his or her own death. Suicide is often committed out of despair,
or attributed to some underlying mental disorder which includes depression, bipolar disorder, schizophrenia,
alcoholism and drug abuse. Financial difficulties, troubles with interpersonal relationships and other undesirable
situations can play a significant role. Often, suicide is related to some sense of loss (e.g., relationships, jobs, etc.)

WHAT ARE SOME SIGNS THAT A STUDENT MIGHT BE SUICIDAL?

Students who are suicidal may show signs of distress, such as:
Persistent sadness and/or crying
Excessive anxiety
Lack of sleep/constant fatigue
Excessive irritability/anger
Increased drinking or illicit drug use, including the misuse of medications
Difficulty paying attention or staying focused
Apathy
Not able to function well at work, school or at home, indicated by frequent absences and/or a sudden
change in school/work performance
Threatening to or talking about hurting or killing oneself
Looking for ways to kill oneself
Thinking or fantasizing about suicide
Acting recklessly, seeing no reason for living or no purpose in living

WHAT CAN I DO IF A STUDENT DISCLOSES THAT HE/SHE IS SUICIDAL?

Responses to a suicide or a critical incident should be timely, sensitive, professional and confidential. If one of your
students discloses a desire to harm him/herself, you can:
Talk to the student in private.
Remain calm. Dont argue with the student.
Take the student seriously.
Thank them for trusting you enough to share it with them.
Ask the student about feelings and whether or not he/she has a plan.
Express genuine care and concern and assure them that you will find help.
Walk the student to the Counseling and Advisement Office.

WHAT SHOULD I DO IF A STUDENTS SUICIDE SEEMS IMMINENT?

Call Security (ext. 611) and the Dean of Student Services (ext. 260) or his designee immediately. At LCCWai`anae, report it directly to the Coordinator or Counselors.

WHO CAN I TALK TO IF I THINK A STUDENT MIGHT BE SUICIDAL?

If you suspect one of your students is suicidal, the following resources may be able to provide you with more support:
Your Division Chair
Counseling & Advisement
Dean of Student Services Office
At LCC-Wai`anae, the Campus Coordinator and Counselors
Team CARE

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WHAT I CAN DO IF A STUDENT DISCLOSES HE/SHE IS THINKING ABOUT COMMITTING SUICIDE

OBJECTIVE: STOP THE SUICIDE

ASSESS:
Is this a CRISIS?

In a Crisis, Immediate
Action is Required!

Is the suicide imminent?

The threat or danger that the

student will harm him/herself
is imminent

When in doubt, always treat as

a crisis

1.
2.

3.
4.

Stay with the Person

Call 911 and Campus Security
at ext. 611. At LCC-Wai`anae,
report it immediately to the
Coordinator or Counselors.
Contact the Dean of Student
Services or his/her designee at
ext. 260.
Accompany the Person to the
Deans Office (as appropriate).

Dean of Student
Services starts the
Consultation and
Referral Process
Faculty Documents
the Incident

OBJECTIVE:
GET HELP FOR THE STUDENT
1.

Speak to the Student Privately

In a Non-Crisis

OR
Is this a NON-CRISIS?

The student is not in

immediate danger and is not
posing an immediate threat
to him/herself

Is the student thinking about

committing suicide?

2.

Express Concern
Listen Carefully & Repeat the
Essence of the Conversation
Identify Options
Ask if you can Share with Someone
Trained to help him/her

Contact Dean of Student Services

(ext. 260), his/her designee or the
Counseling Office (ext. 233) for an
appropriate Referral. At LCCWai`anae, seek help from the
Coordinator or Counselors.

WHO TO CALL:
Campus Security

ext. 611 or 455-0611

Dean of Student Services

ext. 260 or 455-0260

Police/Fire/Ambulance

9-911

Hawaii Suicide Crisis Line

832-3100

(If calling from a campus phone)`

32

Walk the Student to

Counseling
Document the
Incident

GLOSSARY
Alcohol Abuse: Use of alcoholic beverages to excess, either on individual occasions ("binge drinking") or as a
regular practice. For some individualschildren or pregnant women, for examplealmost any amount of alcohol use
may be legally considered "alcohol abuse," depending on local laws. Heavy alcohol abuse can cause physical
damage and death.
Anxiety: A feeling of apprehension and fear that is often characterized by physical symptoms such as palpitations,
sweating, and feelings of stress.
Anxiety Disorders: Disorders characterized by fear that is out of proportion to the danger. Examples include
phobias (such as fear of crowds), general anxiety (tension or irritability that lasts a month or more), and panic attacks
(sudden fear or terror which causes heart flutters, dizziness, sweating, etc.)
Assessment: An evaluation done by a professional to determine the psychological, emotional and/or physical
status of a person.
Bipolar Disorder (Manic-Depressive Illness): A mood disorder characterized by periods of great excitement
alternating with depression. A person with Bipolar Disorder has extreme mood swings (highs and lows).
Depression: A condition that is characterized by profound or a prolonged sense of sadness or helplessness that
lasts for an extended period of time. It usually affects the way a person eats and sleeps, the way one feels about
oneself, and the way one thinks about things. People with a depressive disease cannot merely "pull themselves
together" and get better. Without treatment, symptoms can last for weeks, months, or years. Appropriate treatment,
however, can help most people with depression.
Eating Disorders: Disorders characterized by either extreme self-starvation (Anorexia) or eating large amounts of
food and purging by vomiting or taking laxatives (Bulimia).
Intervention: The act of intervening, interfering or interceding with the intent of modifying the outcome.
Obsessive-Compulsive Disorder: An anxiety disorder characterized by thoughts, images or actions that are
constantly repeated.
Postvention: An intervention conducted after a suicide, largely focusing on supporting and promoting the healthy
recovery of the survivors and affected community.
Schizophrenia: A mental health disorder characterized by confused thinking, hallucinations, paranoia, periods of
depression; withdrawal and isolation, etc. A person with schizophrenia often cant get along with others, may be
unable to take care of him or herself, may not make sense when talking, may have strong fears, hallucinations,
obsessions and delusions, and often withdraws from everyday life. There are 7 different types of Schizophrenia.
Security: Specially trained professionals who provide safety and security functions in the operation of the campus
for students, faculty and staff, and who are first responders in the case of any emergency on campus.
Self-Mutilation: Deliberately inflicting self-harm without conscious suicidal intent. Examples are hair pulling, skin
picking, cutting the skin with a razor or knife, burning the skin with a lit cigarette, etc.
Sexual Assault: Any sexual contact made without consent that is accompanied by threatened or actual physical
force. Such contact usually incites fear, shame or mental suffering for the victim.

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Stalking: Repeated harassment that reasonably terrorizes the victim, such as approaching the victim, sending the
victim unwanted items, or contacting the victim through phone, email, letter or social networking venues.
Student Conduct Code: Official University of Hawai`i policy that defines expected and prohibited student behaviors
on and off campus, and that delineates a process for addressing inappropriate or illegal activity on the part of
students across the University system.
Student Services Officer: A campus official responsible for the administration of the Student Conduct Code, its
interpretation, application and implementation, and assistant to the Dean of Student Services.
Suicidal: Pertaining to suicide, or the taking of ones own lifeas in a suicidal gesture, suicidal thought, or suicidal
act.
Suicidal Ideation: Thoughts about suicide, which may be as detailed as a formulated plan, without the suicidal act
itself. Although most people who undergo suicidal ideation do not commit suicide, some go on to make suicide
attempts.
Team CARE (Campus Assessment, Response and Evaluation): Team CARE is an interdisciplinary group of
Leeward professionals that meet on a regular basis to discuss, create and execute proactive strategies for
supporting individual students identified by their level of need.
Team CARE Help Card: A card available through Team CARE that lists contact information of community
resources that provide support for people in Domestic Violence situations. This card is available in the Student Life
Office (AD-223B) or can be found online at http://intranet.leeward.hawaii.edu/page/team-care-resources.

34

REFERENCES & RESOURCES

An excellent, updated listing of local resources is maintained by Leewards Counseling and Advisement Office and is
available at www.leeward.hawaii.edu/files/ResourceDirectory09_10.pdf. Additional resources are listed below by
topic.

DISRUPTIVE STUDENTS
Assisting Persons with Behavioral Problems: A Compilation of Guidelines from Various Sources. (2003, March).
Retrieved from University of Massachusetts-Lowell Counseling Center: www.uml.edu/studentservices/counseling/UMLDistressedStudentsDocument.pdf
Azusa Pacific University. Faculty and Staff Role: Managing Verbally Aggressive and Potentially Violent Students.
Retrieved from www.apu.edu/counselingcenter/careteam/pdfs/aggressive_students.pdf
Dealing with Disruptive or Threatening Students: A Guide for Faculty and Staff. Retrieved from University of Oregon,
Counseling and Testing Center:
http://counseling.uoregon.edu/DNN/LinkClick.aspx?fileticket_mxrAuNkVaTI%3D&tabid=296
Guide for Faculty and Staff, "Disruptive or Aggressive Students". (2010, October). Retrieved from Winona State
University Counseling Center:
www.winona.edu/counselingcenter/facultyguide.asp#DISRUPTIVE_OR_AGGRESSIVE_STUDENTS
Leeward Community College, Office of the Dean of Student Services. (2010). Disruptive Student Behavior:
Guidelines for Faculty and Staff. Pearl City.
Office of Judicial Affairs, University of Hawai`i at Manoa.
Sizemore, N. Tips on Dealing with Agitated or Aggressive Students. Wilkes Community College.
Van Brunt, B. (2010). Identifying and Managing Aggressive Student Behaviors, Attitudes and Emotions. Webinar.

DOMESTIC VIOLENCE
Domestic Violence Action Center: www.stoptheviolence.org
Domestic Violence in GLBT Couples. (2011, March 3). Retrieved from A.A.R.D.V.A.R.C.: An Abuse, Rape, and
Domestic Violence Aid and Resource Collection: www.aardvarc.org/dv/gay.shtml
Hawai`i State Coalition Against Domestic Violence: www.hscadv.org/organizations/index.html
HCC Student Handbook. Retrieved from Housatonic Community College:
www.hcc.commnet.edu/handbook/index.asp
University of Wisconsin-Madison. (2009). Information for Faculty, Staff, and TAs: Sexual Assault, Dating Violence,
and Stalking. Retrieved from University Health Services:
www.uhs.wisc.edu/assault/documents/sadvresourceguide.pdf

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LESBIAN, GAY, BISEXUAL, TRANSGENDER, INTERSEX AND QUEER/QUESTIONING

Give a Damn Campaign: www.wegiveadamn.org
It Gets Better Project: www.itgetsbetter.org
Ithaca College Center for LGBT Education, Outreach and Services: www.ithaca.edu/sacl/lgbt/
LGBT Resources--Coming Out. Retrieved from University of California Berkeley Gender Equity Resource Center:
http://geneq.berkeley.edu/lgbt_resources_coming_out
LGBT Student Services. University of Hawai`i at Manoa: http://manoa.hawaii.edu/lgbt/programs.html
Parents, Families and Friends of Lesbians and Gays: www.pflag.org
Religious Tolerance: www.religioustolerance.org
Resources. Retrieved from Consortium of Higher Education LGBT Resource Professionals:
www.lgbtcampus.org/resources
The Trevor Project: www.thetrevorproject.org
University of Hawai`i Commission on the Status of Lesbian, Gay, Bisexual, Transgender and Intersex Equality:
www.hawaii.edu/offices/op/lgbti/index.html

MENTAL HEALTH
Assessment and Care Team (ACT). Retrieved April 2011, from Kingsborough Community College:
www.kbcc.cuny.edu/act/Pages/default.aspx
Student Assistance Program (SAP) Protocol. Retrieved April 2011, from PITT Community College:
www.pittcc.edu/experience-pcc/student-services/counseling-services/student-assistance-program/protocol-mentalhealth-services.htm
Sulzberger, A., & Gabriel, T. (2011, January 13). College's Policy on Troubled Students Raises Questions. The New
York Times: www.nytimes.com/2011/01/14/us/14college.html?_r=3&hp
U.S. Department of Health and Human Services. (1999). Mental Health: A Report of the Surgeon. Rockville: U.S.
Department of Health and Human Services,Substance Abuse and Mental Health Services Administration, Center for
Mental Health Services,National Institutes of Health, National Institute of Mental Health.

POST-TRAUMATIC STRESS DISORDER (PTSD)

National Center for PTSD. (2011, April 12). U.S. Department of Veteran's Affairs:
www.ptsd.va.gov/public/pages/fslist-ptsd-overview.asp
Parrish, B. (2011, May 1). Military Veterans PTSD Reference Manual. Retrieved from
http://ptsdmanual.com/index.htm
State Provided Benefits. Retrieved April 2011, from State of Hawai`i, Department of Defense:
http://hawaii.gov/dod/ovs/benefits/state-provided-benefits

36

SEXUAL HARASSMENT
New Media Learning, LLC. (2006, October 4). Preventing Sexual Harassment. Retrieved from University of Hawai`i
System, Equal Employment Opportunity and Affirmative Action Office:
http://training.newmedialearning.com/psh/uhawaii/index.htm
Sexual Harassment Statistics. (n.d.). Retrieved 2011, from AAUW: Breaking Through Barriers for Women and Girls:
www.aauw.org/act/laf/library/harassment_stats.cfm
Sexual Harassment University of Hawai`i Community College Policy Information. (1999, 5). Retrieved from Honolulu
Community College Intranet, Policies and Procedures: http://honolulu.hawaii.edu/intranet/policies/sexharass.pdf

SUBSTANCE ABUSE
Alcohol & Other Drug Education Program (ADEP). (2010, October 11). Retrieved from University Health Services
Manoa: www.hawaii.edu/shs/adep.html
Massachusetts Institute of Technology: BASICS (Brief Alcohol Screening and Intervention for College Students).
Retrieved 2011, from U.S. Department of Education's Higher Education Center for Alcohol, Drug Abuse and Violence
Prevention: www.higheredcenter.org/resources/case-studies/massachusetts-institute-technology
Susic, P. Drug Treatment Characteristics that May Be Crucial. Retrieved 2011, from St. Louis Psychologists and
Counseling Information and Referral Network: www.psychtreatment.com/drug_treatment_characteristics.htm
Tetlak, A. (2010, July 21). College, Universities Try Different Tactic to Curb Student Drinking. Retrieved from KFYRTV: www.kfyrtv.com/News_Stories.asp?news=41695
The Drug Policy Alliance: www.drugpolicy.org
University of Florida (UF): Drug and Alcohol Prevention Models on College Campuses: Reducing High-Risk Drinking
Among College Students. (n.d.). Retrieved 2011, from U.S. Department of Higher Education Center for Alcohol, Drug
Abuse and Violence Prevention: www.higheredcenter.org/resources/model-programs/university-florida-uf
University of Wyoming, Alcohol Wellness Alternatives, Research & Education (AWARE). (2008). Retrieved from U.S.
Department of Education, Higher Education Center for Alcohol, Drug Abuse and Violence Prevention:
www.higheredcenter.org/resources/case-studies/university-wyoming
Virginia Commonwealth University: Changing Perceptions with the Click of a Button. Retrieved 2011, from U.S.
Department of Education's Higher Education Center for Alcohol, Drug Abuse and Violence Prevention:
www.higheredcenter.org/resources/model-programs/virginia-commonwealth-university

SUICIDE
Columbia College Chicago. Suicide Prevention & Response Protocol Fall 2008. Retrieved 2011, from
www.colum.edu/students/Health/PDF_Folder/SuicidePrevBklt08.pdf
LivingWorks. ASIST Training Manual.
National Suicide Prevention Lifeline: www.suicidepreventionlifeline.org
NDSU Policy Manual. (2011, June 1). Retrieved from North Dakota State University:
www.ndsu.nodak.edu/policy/608.htm
SAVE: Suicide Awareness Voices of Education: www.save.org
The Jed Foundation. Framework: Framekwork for Developing Institutional Protocols for the Acutely Distressed or
Suicidal College Student. Retrieved 2011, from www.jedfoundation.org/framework.php
The Mental Health Association of Westchester County, Inc.: www.mhawestchester.org

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