adam byrne - university of western sydney - developing a violence and risk based approach to...
DESCRIPTION
Adam Byrne delivered the presentation at the 2014 Campus & Student Security Conference. The 2014 Campus & Student Security Conference emphasised the importance of engagement and communication by bringing together a broad range of stakeholders who actively exchanged ideas, initiatives and opinions around optimising student security. For more information about the event, please visit: http://www.informa.com.au/campussecurityconference14TRANSCRIPT
Using an Organisational Behaviour Review and Risk Group to Build Resilience and
Manage Risks
Adam Byrne,
Director of Campus Safety & Security,
&
Gill Murphy,
Mental Health Coordinator
Introduction
• Background literature & current research
• UWS Behaviour Review & Risk Group (BRRG)
• Establishing an organisational BRRG
Introduction
• Background in high risk incident management involving staff / students
• Number of incidents globally seared into the minds of those whose job it is to manage large groups of people
• Identifying risk in people before flashpoint
Introduction
WHO Principles
• WHO Safe Community Approach
– Injury prevention
– Enhancing safety
– Reduction in injuries
All human beings have an equal right to
health and safety
WHO Principles
• Safety the responsibility of all
• Safety is a dynamic state
• Emphasis on collaboration, partnerships, community capacity building (Spinks, Turner, Nixon & McClure, 2009 )
Principles
• Violence is a dynamic process (Deisinger, Randazzo,
O’Neill & Savage, 2008)
• Changing a potential outcome of aggression and violence is possible:
professional positioning
• Engagement, engagement, engagement
• Support for all
Threat assessment
• Principles: 1. Targeted violence can be avoided
2. Violence as a dynamic process
3. Functions of targeted violence
4. Corroboration is critical
5. Focus on behaviour, cooperating systems
6. Does a person POSE a risk
7. Victims in mind
Threat assessment
• Principles: 8. Early identification & interventions helps everyone
9. Multiple reporting mechanisms enhance early identification
10. Multi – faceted resources
11. Safety is a primary focus
Know Your Community
• Staff profiling
• Number / ages of staff
• Key departments: roles & personnel
• Policies & procedures
• Staff communications systems: formal & informal
• Users, customers or service recipients
• Months of service usage
• Times of service
• Ages
• Cultural background:
– Understanding of risks, threat, violence, trauma
– Mental health & support
• Languages
Know your Organisation
1. Purpose of organisation
2. Strategic vision
3. Organisational future changes can help future risk assessment and management
Community Profile
• Community:
– Geographical area
– Group of people with common interests
– Individuals who provide services to a specific location
(Australian Safe Communities Foundation, 2012, p3)
Workplace Mental Health
• Concern for World Health Organisation
• Concerns for disclosure within the workplace (De Lorenzo, 2013)
• Stigmas: Generating fear in the workplace and concerns for high profile academic staff
• Absent from workplace, performance, behaviours, no support
• Behavioural impact on others in workplace
Workplace Mental Health
• Networking and education with Office of People & Culture
• Early identification, support and interventions
• Consultation role
• EAP
• Working group
• Workplace mental health promotion: MHA
Mental health Common mental health issues that students face at university:
• Depression, anxiety, eating disorders and harmful drinking (Said, Kypri & Bowman, 2012)
• Australian study: 30% of the 6,044 students surveyed had at least one of these disorders (Said, Kypri & Bowman, 2012)
• Most mental health disorders have their peak prevalence among young people (Australian Bureau of Statistics, 2008)
Mental health
• The 12-month prevalence of any mental disorder was 26% among 16-24 year old and 25% among 25-34 year olds (Australian Bureau of Statistics, 2008; Eisenberg, Golberstein
& Gollust, 2007)
• One quarter of young people, 15-24 years old have
mental health concerns in any 12 month period(University of Melbourne, 2011)
• Most of students with probable mental health concerns do not receive treatment (Zivin, Eisenberg, Gollust
& Golberstein, 2009; Cranford, Eisenberg & Serras, 2009)
UWS Community Resilience • Promotion of vibrant community
• Promotion of wellbeing & positive health (Tucker & Irwin, 2011)
• Promotion of safety
• Positive community cultural diversity
• Belonging and inclusivity
• Positive relationships
• Protecting oneself
• Protection & support of others
Mental Health & Wellbeing Strategy
• Promote positive mental health & wellbeing
• Improve mental health / ill health literacy
• Support people who are experiencing mental health concerns
• Provide organisational responses
• Research and evaluation
Mental Health Teams
• Scoping of community mental health assessment teams
• 16 identified
• Management and practitioner level
• Networking and links
Resilience
Resilience is defined as an organisations ability to adapt to significant disruption that may come from an event such as a financial, organisational or reputational catastrophy.
Organisations demonstrate resilience in their ability to adapt and recover from the novelty in an event.
Resilience should be considered a process rather than an organisational trait.
Resilience
• Mental health & wellbeing events
• Population health partnership
• Publications
• Websites
• Cultural events
• Security presence & promotions
• Crisis management groups
• Targeted staff education
• Orientation events
• Student Support Services
• UWS Connect
• EAP
• Training for RA’s & student groups
• Regular staff training
UWS BRRG Strategy Group • BRRG meets quarterly
• Representation from all main areas of the university / organisation:
– Student Support Services: Counselling, Mental Health & Wellbeing, Disability Services
– International Office
– Office of People and Culture
– Office of University Legal Counsel
– Campus Safety & Security
– Work Health & Safety
– IT Security & Risk
– Governance Services
– Others
UWS BRRG Strategy Group
Purposes:
• Provide a coordinated, organisational strategic approach to the risk assessment and management
• Identify opportunities for development
• The Group is informed by the Operational group and members of the BRRSG providing strategic directions and support to the Operational group (and the University community)
Benefits of Coordination
• Individuals
• Families
• Organisations and businesses
• Wider community
• Improve safety and prevention of injury / violence to others
• Improve perceptions of safety (Australian Safe Communities Foundation, 2012, p13)
Risk
• Actual
• Perception of
– Panic
– Increasing risks
– Risks to reporters and staff involved in risk assessment / management
• Red Flags before targeted violence
(Deisinger, Randazzo, O’Neill & Savage, 2008; Meloy, Hoffmann, Guldimann & James, 2011)
BRRG Operational Group
Purposes:
• Strengthen and consolidate the University’s capacity to identify high-risk situations or individuals
• Intervention is intended to mitigate the likelihood of escalation to violence or harm to self or others
• Support the successful completion of studies or continuation of productive employment within the University community
BRRG Operational Group Principles & Philosophies
• Engagement, support and education
‒ Promote early interventions and recovery
‒ Humanistic positioning
‒ Assessment and management consistent with current research and best practice
• Responsible sharing of accurate and timely information between key stakeholders
BRRG Operational Group Principles & Philosophies
– Clear communication and documentation within good practice guidelines
– Maintenance of professional boundaries and integrity of decisions
– Respect for the privacy of personal information shared as part of the risk assessment and management strategies
– Full compliance with University statutes, policies and procedures and the law
Development
• Core group and meeting of stakeholders
• Mapping of initiatives / programmes
• Identify community needs and priority areas(Australian Safe Communities Foundation, 2012)
Processes
• Identify the current risk assessment & management approaches
• Is there evidence of a coordinated approach?
• Who is involved?
• How are they involved?
• What skills do you need within your team
• Level of management i.e. Director
• Map communications and processes of risks
Operational Group • Referrals to the group: Who? How? Why?
• Definition of Violence & harm
• Alerting your community of group & referrals
• Capacity
• Triage processes
– When?
– Who?
– How?
– Next actions?
• Documentations
Operational Group
• Group discussions
• Expertise
• Nature of discussions
• Engagement?
• Risk assessment?
• Risk management strategies?
• Documentation
• Coordination
BRRG
• Concerning behaviours in classroom
• Behaviour in university residences
• Alcohol
• Phone calls / emails / social media
• Stalking
• Interpersonal, family aggression
• Student to student concerns, student to staff concerns, work place relations
Individual of Concern
Internal University Services
– Student Support Services (Counselling, Mental Health, Disability Services & Welfare)
– University residential services
– University School / Head of School
– Campus Safety & Security
– UWS Complaints
– Governance
– Legal Services
– University Media Services
– Student Central
External
• Family
• Police
• Local Mental Health Team
• Private psychologist
• GP
• Psychiatrist
• NSW Police Mental Health Intervention Team
Alleged victim
Internal
• Counselling
• Welfare services
• School
• University residential services
• Campus Safety & Security
External
• Police
• Courts
• General Practitioners
• Links to external support services
Summary
• BRRG foundation philosophy of safety for all
• Dynamic construct & proactive approach
• Governance
• Managing perceptions & stigma
• Early identification & management
• Know your organisation & resources available
• Engagement & input
• Executive support & endorsement
Contributors
Our thanks to:
• Ms Ellen Brackenreg, Director, Student Support Services
• Ms Jenny Baines, Head of Counselling Services
• Mr Matt Dakin, Associate Director, Campus Safety & Security
References
• Australian Safe Communities Foundation, (2012), Pacific / Australian Safe Community Designation. Indicators and Process Guidebook. www.safecommunities.net.au/
• Australian Bureau of Statistics, (2008). National survey of mental health and wellbeing: Summary of results, 2007. ABS. 4326.0. Canberra.
• Cranford, J., Eisenberg, D. & Seraas, A. (2009). Substance use behaviours, mental health problems, and use of mental health services in a probability sample of college students. Addictive Behaviours, 34, 134-145.
• De Lorenzo, M.S. (2013). Employee mental illness: Managing the hidden epidemic. Employ Response Rights Journal. 25, 219 – 238.
• Deisinger, Randazzo, O’Neill & Savage, (2008). The handbook for campus threat assessment & management teams. Applied Risk Management. LLC
• Eisenberg, Golberstein & Gollust, (2007)
• Meloy, Hoffmann, Guldimann & James, (2011). The role of warning behaviours in threat assessment: An exploration and suggested typology. Behavioral Sciences and the Law. On line library. Doi: 10.1002/bsl.999
• Said, D., Kypri, K. and Bowman, J. (2012). Risk factors for mental disorder among university students in Australia: findings from a web-based cross-sectional survey. Social Psychiatry and Psychiatric Epidemiology, 48 (6), 935-944.
References
• Spinks, A., Turner, C., Nixon, J. & McClure, RJ. (2009). The ‘WHO Safe Communities’ model foe the prevention of injury in whole populations. The Cochrane Library. 3, John Wiley & Sons LTD.
• UWS Strategy. Making the Difference 2014 – 2016. University of Western Sydney. Sydney.
• University of Melbourne, Orygen Youth Health Research Centre, (2011). The guidelines for tertiary education institutions to facilitate improved educational outcomes for students with a mental illness. University of Melbourne. Melbourne.
• Zivin, K., Eisenberg, D., Gollust, S.E., & Golberstenin, E. (2009). Persistence of mental health problems and needs in a college student population. Journal of Affective Disorders. 117, 180-185.