Identifying Concerning Behaviors

The overall goal of the Behavioral Intervention/Violence Prevention Team is to promote a safe college environment for all students, faculty, and staff focused on student learning and development. By encouraging all members of the campus community to report behaviors that are concerning, the BIT will be able to reach out to students to intervene, provide support, and connect them with resources that can assist them. As such, the BIT asks that the campus community report concerning, “red flag” behaviors.

Identifying “Red Flag” Behaviors

It is not uncommon for college students to, at times, display some questionable or inappropriate behaviors. “Red flag” behaviors are those questionable, suspicious, or inappropriate behaviors that go beyond what seems normal or reasonable for the situation. “Red flag” behaviors may be presented through a student’s appearance, spoken or written words, or specific actions. Possible examples of “red flag” behaviors include:

• Behaviors which regularly interfere with the classroom environment or management
• Notable changes in academic performance – poor or inconsistent preparation
• Overly aggressive behaviors towards others; inability to set limits or redirect focus
• Writings and comments endorsing violence; unusual interest in violence
• Indirect or direct threats in writings or verbalizations
• Lack of empathy and concern for others, inability to care
• Appearance of being overly nervous, tense or tearful
• Expression of suicidal thoughts or feelings of hopelessness
• Impairment of thoughts – verbal or written

Identifying the Distressed Student

It is likely that most John A. Logan College staff will, at some point, come into contact with a student in distress. It is important to understand the difference between a student having a bad day and a student who may be experiencing a crisis requiring some form of intervention. All students go through times of stress and/or anxiety. It is normal for an individual to feel anxious or sad at times, especially during high-stress periods at the beginning, middle, and end of semesters. Concern should come when a student acts in excess of what would be expected or if there is significant impairment in social, educational or occupational functioning. Regardless of the issues facing a student, help is available. Staff is not expected to diagnose a student’s issue, but are asked to recognize when a student is in trouble and to connect them to the appropriate College resources.