Team Care Handbook Supplement 2012-13

INSIDE THIS HANDBOOK SUPPLEMENT
Angry Students................................................................................................................................................... 1
Cyber-Bullying .................................................................................................................................................... 4
Chart: What I can do if a Student is being Bullied Online .............................................................................. 7
E Ola Pono! Live Well! ...................................................................................................................................... 8
Grief and Loss .................................................................................................................................................... 9
Chart: What I can do when a Student is Experiencing Grief and Loss ....................................................... 12
Sexual Violence ................................................................................................................................................ 13
Chart: What I can do with a Sexual Assault Disclosure (Campus Related Incidents) ................................ 16
Chart: What I can do about a Sexual Assault Disclosure (Incident Unrelated to the Campus) ................. 18
Stalking .............................................................................................................................................................. 19
Chart: What I can do if a Student is being Stalked ....................................................................................... 22
Template: Stalking Incident Log .................................................................................................................... 23
Stressed Students............................................................................................................................................ 24
Chart: What I can do when a Student is Stressed........................................................................................ 26
HOW TO HELP AN ANGRY STUDENT

WHAT IS AN ANGRY STUDENT?
Anger is often a mask for other emotions, such as fear, hurt or frustration. While the emotion of anger is okay, it is
the resulting behavior that can be a problem. Students when under personal, social, or academic stress can display
volatile behavior that is triggered by anger. Managing situations in the classroom or responding to circumstances on
campus can be challenging.
HOW CAN I TELL WHEN A STUDENT IS ANGRY?

An angry student might:
Be Verbally Aggressive
Have Angry Outbursts
Yell
Make Threatening Physical Gestures
Be Argumentative
Slam Doors
Invite Physical Confrontation with other Students
WHAT CAN I DO IF I HAVE AN ANGRY STUDENT?
If an incident with an angry student occurs in your classroom, here are some suggestions that might help you
manage and maintain the situation:
Stay Calm. Lower your Voice. Keeping your emotions in check is the first step to gaining control of any
situation.
Observe. Observe the student in question and keep an eye on all of your students.
Shield. Your other students must not talk to or otherwise involve themselves with the angry student. Your
first priority is to keep them safe, calm, and uninvolved.
Do Nothing. Often, its best not to say or do anything. If the angry student stops the behavior, simply
continue on with what you were doingfor nowallowing the student time to cool off.
Calm the Student. If appropriate, you might have to use calming language and reassurance to settle the
student down. Say, Take it easy I know youre frustrated Well talk about it later or words to that
effect. It might be appropriate to let the student leave the class if student is upset or disruptive.
Wait. Dont speak to the angry student until he or she is in a calm emotional state. Continue with your class
until the student is ready to listen.
Document. As soon as you are able, document the students behavior. Write down everything said or done
by everyone involved, including yourself, and interview all students near or involved in the incident. Make a
copy for your records.
Enforce a ConsequenceEventually. You must hold students who act out in anger accountablewithout
a doubtbut not right away. You risk escalating the problem if you immediately try to pull them aside or put
them in time-out. Talk with the student about the consequences of their behavior after the incident is over
and the student is in a calm and listening state.
WHAT SHOULD I NOT DO IF I HAVE AN ANGRY STUDENT?

If an incident with an angry student occurs in your classroom, DO NOT:
Be in a Hurry to Intervene. The inclination to jump in and fix the problem can make matters worse.
Get Angry. Aggression on aggression is an explosive mix. Never yell, scold, or attempt to use the power of
your authority to stop emotionally charged students.
Touch the Student. Its common for teachers to place a hand on a students shoulder in an attempt to calm.
But you dont know what students are thinking in any given moment or what theyre capable of. Its best to
keep your distance.
Talk with the Student. Angry students are not open to conversation. So during and up to a couple of hours
after the outburst, leave them alone.
Take the Verbal Aggression Personally. Anger can trigger thoughtless remarks or swearing that is
offensive. It is important to realize that the emotionally charged situation may not necessarily be directed at
you.
HOW CAN I PREVENT THIS BEHAVIOR?
The following practices may help to prevent or minimize these types of situations:
Communicate clear student conduct expectations at the beginning of the semester referring to the
institutions Student Conduct Code and classroom rules
Outline campus resources that available to students
Be aware of emergency response numbers.
Make yourself available to students to talk when needed through office hours, contact info, etc.
OTHER RECOMMENDATIONS IN DEALING WITH ANGRY STUDENTS
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 Aggressive
Students webinar available in the Innovation Center for Teaching and 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 AN ANGRY STUDENT?
If you are dealing with an angry student, 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-Waiànae, the Campus Coordinator and Counselors
Team CARE
POLICIES TO KNOW
LCC Student Conduct Code

www.leeward.hawaii.edu/files/StuPol_StConductCode_May2010.pdf
LCC Student Conduct Code Procedures
www.leeward.hawaii.edu/files/StuPol_StuCondCodeProcedures_May2010.pdf
University of Hawaiì Systemwide Student Conduct Code
www.hawaii.edu/svpa/ep/e7/e7208.pdf
University of Hawaiì Systemwide Student Disciplinary Sanctions
www.hawaii.edu/apis/ep/e7/e7205.pdf
HOW TO HELP A STUDENT WHO IS BEING CYBER BULLIED

WHAT IS CYBER BULLYING?
Cyber Bullying is the use of technology to harass, threaten, embarrass, or target another person. It includes online
threats, rude texts, mean tweets, posts, or messages, and can include the posting of personal information, photos or
videos designed to hurt or embarrass someone else or that arent removed, even after the bully has been asked to
do so. Intimidation or mean comments that focus on things like a person's gender, religion, sexual orientation, race,
or physical differences can count as hate crimes and discrimination.
Online bullying can be particularly damaging and upsetting because it's usually anonymous or hard to trace. People
can be tormented on a 24/7 basis. Online bullying and harassment can be easier to commit than other acts of
bullying because the bully doesn't have to confront his or her target in person.
Stalking, harassment, hate crime and privacy laws in the state of Hawaii make cyber bullying a crime.
HOW CAN I TELL IF A STUDENT IS BEING CYBER BULLIED?
Usually, unless the student discloses that he/she is being bullied, it is hard to tell. However, students who are being
bullied may:
Stop using the computer unexpectedly

Appear nervous or jumpy when an Instant Message, text message, or Email appears
Appear uneasy about going to school or outside in general
Become abnormally withdrawn from usual friends and family members
Have changes in academic performance
Other crisis concerns for a student who has or is experiencing online bullying may include, but are not limited to (see
the sections of this handbook that deal with these related issues):
Domestic Violence
Mental Health IssuesAnxiety or Depression
Post-Traumatic Stress Disorder (PTSD)
Sexual Assault
Stalking
Substance Use/Abuse
Suicide
WHAT CAN I DO IF I HAVE A STUDENT WHO IS BEING BULLIED?
People who are cyber bullied may feel embarrassed or reluctant to report a bully. Some may hesitate because they
are not 100% sure that either 1) they are being bullied; and/or 2) who is doing the bullying. If someone discloses that
he/she is being bullied:
Listen without judgment.

Dont blame the victim for the crime.
Thank the student for confiding in you. Tell the student you believe him/her.
Walk the student to the Counseling Office.
Inform Team CARE and the Dean of Student Services.
Document the incident.
WHAT CAN I DO IF I HAVE A STUDENT WHO IS BEING BULLIED, CONTINUED

You can also encourage the student to do the following:
STOP! Don't do anything and do not respond to the harasser.
BLOCK! Block the cyber bully from all online venues of communication (e.g., unfriend him/her from
Facebook, change a cell phone number and/or email address, etc.) and limit all communications to people
you trust.
TELL! Tell someone trusted. Report the harassment to a counselor, campus security, IT and/or the
students service providers. Sites like Facebook and YouTube take it seriously. They can also complain to
phone service or email providers (such as Gmail, Verizon, Comcast, and Yahoo).
Save Evidence of the Bullying to a flash-drive in case the student needs to file formal charges or wishes
to seek a restraining order against the bully.
HOW CAN I HELP TO PREVENT CYBER BULLING?
Although you may not be able to prevent cyber-bullying, here are a few ways that students can increase their cybersafety:
Keep all software (including web browser) current and updated.

Install legitimate antivirus and antispyware software, which is available, free to UH students.
Keep a firewall turned on.
Protect wireless routers with a password.
Never give sensitive information (like an account number or password) in response to a request in an email
message, IM, or on a social network. Do not share passwords with friends or family.
Look for Settings or Options in services like Facebook and Twitter to manage who can see your profile or
photos tagged with your name, control how people can search for you and make comments, and how to
block people.
Do not post anything you wouldn't want to see on a billboard or on the cover of the newspaper.
Do not use your real name or nickname as your screen name or ID user. Pick a name that is gender and
age neutral. Do not post personal information as part of any user profiles.
Do not share personal information in public spaces anywhere online, or give it to strangers, including e-mail
or chat rooms.
Be extremely cautious about meeting online acquaintances in person. If you choose to meet, do so in a
public place and take along a friend.
Don't trust that a message is really from whom it says it's from. Hackers can break into accounts and send
messages that look like they're from your friends, but aren't.
WHO CAN I TALK TO ABOUT A STUDENT WHO IS BEING BULLIED?
If you are dealing with a student who is being stalked, the following resources may be able to provide you with more
support:
Your Division Chair

Team CARE
The Federal Trade Commission at 1-877-FTC-HELP (1-877-382-4357), TTY: 1-866-653-4261 or at
OnGuardOnline.gov
POLICIES TO KNOW

LCC Policy on Sexual Harassment
www.leeward.hawaii.edu/policies-students-sexual-harassment
Leeward Community College Policy on Sexual Assault
www.leeward.hawaii.edu/policies-students-sexual-assault
UH Executive Policy E9.210 on Workplace Non-Violence
UH Executive Policy E1.202 University Statement of Nondiscrimination and Affirmative Action
UH Executive Policy E1.204 Sexual Assault Policy and Procedural Guidelines
UH Executive Policy E1.203 Policy on Sexual Harassment and Related Conduct
WHAT I CAN DO IF A STUDENT IS BEING BULLIED ONLINE
Student Discloses
he/she is being Bullied
Listen without
Judgment.
Avoid placing blame on the victim.
Validate the Student's

Experiences.
Thank the student for confiding in
you. Confirm that you believe
him/her.
Assess the Situation.

Report the Incident
To the Dean of Student Services
To the Coordinator at LCC
Waianae
To Team CARE
Document the Incident
Connect Student to
Counseling.
Walk the student to the
Counseling and Advisement
Office.
Is the student being bullied by another

student or is UH techonology being used
to bully the student?
Yes?
This is a violation of the Student
Conduct Code. Refer the student to
the Dean of Student Services.
Proceed to the next step.
No?
Go to the Next Step.
Follow Up with your

Student
E OLA PONO! LIVE WELL!
Encouraging Wellness and Healthy Living in our Students
WHAT IS OLA PONO?
There are many ways to educate oneself beyond what is learned in a classroom. One of the most important areas to
be well versed in is the way in which we actively work to create balance or pono in our lives. Creating balance
means that we are looking at our physical, emotional, and mental well-being. So often this balance is overlooked or
dismissed all together, and then only focused on when people are in crisis and situations seem too difficult to control.
Setting aside time everyday to care for oneself is critical for living a happy life. Its like putting money in the banka
little each day translates to great returns in the future. Students who create pono in their lives feel less stressed, are
in better physical health, live longer and have a higher quality of life.
HOW CAN I TELL IF A STUDENT WOULD BENEFIT FROM GREATER PONO?
Everyone would benefit from having a greater focus on creating balance and wellness in their lives. Here are some
signs that you may need to increase the amount of attention youre paying on achieving lifes balance:
Increased anxiety and stress.

Inability to sleep on a regularly basis
Significant increase or decrease of weight
Difficulty concentrating or focusing
HOW CAN SOMEONE CREATE PONO?
Key to pono is deliberately paying attention to and regularly engaging in activities that make you happy. Here are
some suggestions of things people can do regularly to help achieve this:
Take up a hobby
Read an interesting book
Dance to your favorite song
Visit a fun place you havent gone to in a while (aquarium, museum, historical sites, etc.)
Find a new hiking trail to explore
Go walking for 15 minutes every day
Spend the day at the beach (we live in Hawaii for goodness sake!)
Rememberstop putting off doing things that can make you happy!
HOW CAN I EMPHASIZE OLA PONO WITH MY STUDENTS?
Ask students as a group on a weekly basis about what they are doing in their lives that is
interesting
Take note of students who seem stressed or chronically tired during class and check in with them
Create assignments that relate to health in some way (in class role play is usually the best if your
subject does not seem to readily lend itself to health)
WHO CAN I TALK TO ABOUT OLA PONO?
If you or a student would like to achieve greater balance in their life, the following resources may be available to you:
Your Division Chair
Leeward CCs Mental Health

Counselor
At LCC-Waiànae, the Counselors

Team CARE
HOW TO HELP A STUDENT EXPERIENCING GRIEF AND LOSS

WHAT IS GRIEF AND LOSS?
Grief is a multi-faceted response to a lossparticularly to the loss of someone or something that was meaningful.
Although typically focused on the emotional response to loss, grief also has physical, cognitive, behavioral, social,
and philosophical implications. Grief refers to the natural response to loss; its the suffering you feel when something
or someone you love is taken away. Bereavement refers to the state of loss.
Although grief is commonly associated with the death of a loved oneand this type of loss does often cause the
most intense griefany loss can cause grief, including:
A relationship breakup
Loss of health
Losing a job
Loss of financial stability
A miscarriage
Death of a pet
Loss of a cherished dream
A loved ones serious illness
Loss of a friendship
Loss of safety after a trauma
HOW CAN I TELL IF A STUDENT IS GRIEVING?
While loss affects people in different ways, many people experience the following symptoms when theyre grieving.
Shock and Disbelief. Right after a loss, it can be hard to accept what happened. Students may feel numb,
have trouble believing that the loss really happened, or even deny the truth.
Sadness. Profound sadness is probably the most universally experienced symptom of grief. Students may
have feelings of emptiness, despair, yearning, or deep loneliness. They may also cry a lot or feel
emotionally unstable.
Guilt. It is common for people to feel guilty about things they did or didnt say or do. They may also feel
guilty about certain feelings theyre having about the loss (e.g. relief, happiness, etc.) or may feel guilty for
not doing something to prevent the losseven if nothing more could have been done.
Anger. Even if the loss was nobodys fault, people may feel angry and resentful. They may be angry at
themselves, God, doctors, or even the person who was lost. People sometimes feel the need to blame
someone for the injustice done to them.
Fear. A significant loss can trigger a host of worries and fears. Students dealing with a loss may feel
anxious, helpless, or insecure. They may even have panic attacks. The death of a loved one can trigger
fears about their own mortality, of facing life without that person, or the responsibilities they now face alone.
Physical Symptoms. We often think of grief as a strictly emotional process, but grief often involves
physical problems, including fatigue, nausea, lowered immunity, weight loss or weight gain, aches and
pains, and insomnia.
Almost anything that students experience in the early stages of grief is normalincluding feeling like theyre going
crazy, feeling like theyre in a bad dream, or questioning their religious beliefs.
If, however, you observe that your students grief is prolonged, does not change in intensity or seems to be
increasing over time, it may be a sign that your student is in need of more support.
WHEN SHOULD I BE CONCERNED ABOUT A STUDENTS GRIEF?
If you observe any of the following warning signs after the initial grieving period especially if its been over two
months since the lossprofessional help may be needed for your student:
Difficulty functioning in daily life

Extreme focus on the death
Excessive bitterness, anger, or guilt
Neglecting personal hygiene
Alcohol or drug abuse
Inability to enjoy life

Hallucinations
Withdrawing from others
Constant feelings of hopelessness
Talking about dying or suicide
It can be tricky to bring up your concerns to someone who is grieving. Instead of telling the person what to do, try
stating your own feelings: I am troubled by the fact that you arent sleeping perhaps you should look into getting
help.
WHAT CAN I DO IF A STUDENT IS DEALING WITH GRIEF AND LOSS?
Its often hard to know what to say or do when someone is grieving. You may be afraid of intruding, saying the wrong
thing, or making the person feel even worse. Dont let discomfort prevent you from reaching out to someone who is
grieving. Although you might not know exactly what to say or what to do, simply being there is the most important
thing you can do for a grieving person. Your support and caring presence will help them cope with the pain and
begin to heal. You dont need to have answers.
It is normal to feel awkward when trying to comfort someone who is grieving. While you cant take away the pain of
the loss, here are some ways you can help a grieving student or colleague:
Acknowledge the Situation. Example: "I heard that your_____ died." Use the word "died"that will show
that you are more open to talk about how the person really feels.
Express your Concern. Example: "I'm sorry to hear that this happened to you."
Be Genuine in your Communication. Don't hide your Feelings. Example: "Im not sure what to say, but I
want you to know I care."
Offer your Support. Example: "Tell me what I can do for you."
Ask how the Student Feels. Do not assume you know how the grieving person feels on any given day.
Source: American Cancer Society
OTHER THINGS TO KNOW ABOUT GRIEF AND LOSS: UNDERSTANDING THE PROCESS
The better your understanding of grief and the healing process, the better equipped youll be to help someone who is
grieving:
There is no Right or Wrong Way to Grieve. Grief does not always unfold in orderly, predictable stages. It
can be an emotional rollercoaster, with unpredictable highs, lows, and setbacks. Everyone grieves
differently, so avoid telling the bereaved what they should be feeling or doing.
Grief may Involve Extreme Emotions and Behaviors. Feelings of guilt, anger, despair, and fear are
common. A grieving person may yell to the heavens, obsess about the death, lash out at loved ones, or cry
for hours on end. The bereaved need reassurance that what theyre feeling is normal. Avoid judging them
or taking their grief reactions personally.
There is no set Timetable for Grieving. It is common for the grieving process to last 18 to 24 months.
However, for individual people, the grieving process may be longer or shorter. Dont pressure the bereaved
to move on or make them feel like theyve been grieving too long. This can actually slow their healing.
10
WHO CAN I TALK TO ABOUT SOMEONE WHO IS GRIEVING?
If you are dealing with a student who is experiencing grief and loss, the following resources may be able to provide
you with more support:
Your Division Chair

Counseling & Advisement*
Leeward CCs Mental Health Counselor
At LCC-Waiànae, the Counselors
Team CARE
*Please request a Counselor who is either involved in Team CARE or who is knowledgeable about Grief and Loss.
POLICIES TO KNOW
None
11
WHAT I CAN DO WHEN A STUDENT IS EXPERIENCING GRIEF AND LOSS
Student is Grieving.
Student has experienced a
recent loss
e.g., significant relationship, housing,
change in circumstance, job, goal, etc.
Listen.
Avoid giving advice or assuming
you know how the student feels.
Be genuine in your communication.
"I'm not sure what to say, but I
want you to know that I care."
Offer your Support.

"I'm concerned about the fact that
you [name behaviors]. Tell me
what I can do to help you."
Acknowledge the
Situation
"I heard that [name loss]. Are you

okay?"
Reach Out.
Express your Concern.
Ask him/her how he/she is doing.
Express your concern for the
student.
"I'm sorry to hear this happened to
you."
Walk the Student to

Counseling.
If you feel he/she would benefit
from more support.
If you feel the student needs significant
support, refer him/her to the College's
Mental Health Counselor (ext. 234)
and/or to Team CARE.
Follow Up with the

Student.
This will help the student know that
you care.
12
HOW TO HELP A STUDENT WHO HAS EXPERIENCED

SEXUAL VIOLENCE
WHAT IS SEXUAL VIOLENCE?
Sexual violence is any sexual act that is perpetrated against someone's will. Sexual violence encompasses a range
of offenses, including a completed nonconsensual sex act (i.e., rape), an attempted nonconsensual sex act, abusive
sexual contact (i.e., unwanted touching), and non-contact sexual abuse (e.g., threatened sexual violence,
exhibitionism, verbal sexual harassment). Centers for Disease Control, 2009.
HOW CAN I TELL IF A STUDENT MIGHT BE A VICTIM OF SEXUAL VIOLENCE?

Victims of sexual violence face both immediate and chronic psychological consequences.
Physical consequences can include:
Pregnancy
Chronic pain in pelvis, back, face
Gastrointestinal disorders
Migraines and other frequent headaches
Immediate psychological consequences may include:
Shock
Denial
Fear
Confusion
Anxiety
Withdrawal
Guilt
Nervousness
Distrust of others
Symptoms of Post-Traumatic Stress Disorder (PTSD) including emotional detachment, sleep disturbances,
flashbacks, and mental replay of assault.
Long-term psychological consequences may include:
Depression
Suicidal thoughts
Feelings of alienation
Post-traumatic stress disorder symptoms
Strained relationships with family, friends, and intimate partners
Engaging in high-risk sexual behavior including having unprotected sex, choosing unhealthy sexual
partners, having multiple sex partners, trading sex for food, money, or other items
Using or abusing harmful substances including cigarettes, alcohol, and drugs (both licit and illicit)
Having unhealthy diet-related behaviors such as fasting, vomiting, abusing diet pills and overeating
13
WHAT CAN I DO IF A STUDENT DISCLOSES THAT HE/SHE HAS BEEN SEXUALLY

ASSAULTED ON-CAMPUS OR BY SOMEONE RELATED TO THE COLLEGE?
It is important that the victim of sexual assault understand that no matter where they were, the time of day or night
assaulted, what they were wearing, or what they said or did, if they did not want the sexual contact, then the assault
was in no way their fault. Take the following steps to help a student:
Listen without judging.

Let them know the assault(s) was not their fault. Tell them they did what was necessary to prevent further
harm.
Encourage but do not force the sexual assault survivor to seek medical attention.
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).
Ask the survivor if she or he would be comfortable if you called an advocate, mental health professional or
someone they trust.
Let them know they do not have to manage this crisis alone. Stay with the survivor until she or he is with a
mental health/crisis professional or someone they trust.
Report the incident to campus security and/or the Dean of Student Services.
If the incident occurred off-campus by someone unrelated to the College, refer to the chart following this section.
WHAT CAN I DO IF A STUDENT DISCLOSES A PAST SEXUAL ASSAULT?

If a student discloses an assault that occurred in the past
Believe the student. Studies have shown that the reaction of the first person to whom a survivor disclosed
his or her story, whether positive or negative, will affect the way in which healing occurs.
Listen non-judgmentally. We all tend to analyze and question when someone tells us a story, whether we
are trying to find a way in which to personally relate to what the person may be saying or we are just trying
to understand. Active listening skills teach us to talk less. Never question a person's actions, details of the
assault, why the student feels the way he or she does.
Assure the student that it is not his or her fault and that your student is not to blame for the assault
in any way. Survivors of sexual assault often blame themselves for what has happened. It is important that
we help them understand that no matter what happened- it was not their fault.
Empower your student. Remember, it is always up to the survivor to make choices that will affect the
healing process. Survivors may ask for guidance or advice. Providing resources and options for them to
utilize will help them regain the control they have lost.
Encourage your student to seek further counseling. There are many local and national agencies that
specialize in serving sexual assault survivors.
As with any criminal offense that occurs on campus, any allegation of sexual violence (e.g., forcible fondling, rape),
that is perpetrated by a member of the Leeward CC campus community must be reported immediately to the Dean of
Student Services Office, regardless of whether or not the victim plans to press charges or file a formal complaint.
Victims identities will be kept confidential by the Deans Office in order to protect their safety.
14
HOW CAN I PREVENT THIS BEHAVIOR?
In order to prevent sexual violence on campus, we must encourage gender equality and healthy relationships on our
campus and in our classrooms. We must:
Discourage sexist and misogynist talk and actions on campus.

Provide leadership to students regarding gender equality and mutual respect.
Provide healthy sexuality training for students and faculty/staff.
Be outspoken in support for sexual assault survivors.
WHO CAN I TALK TO ABOUT A STUDENT WHO MIGHT HAVE BEEN SEXUALLY
ASSAULTED?
If you suspect one of your students has been sexually assaulted, the following resources may be able to provide you
with more support:
Crisis Counselors in Counseling & Advisement

Team CARE
POLICIES TO KNOW
LCC Policy on Sexual Assault

http://www.leeward.hawaii.edu/policies-students-sexual-assault
UH Executive Policy on Sexual Harassment and Related Conduct
http://www.hawaii.edu/svpa/ep/e1/e1203.pdf
Student Right to Know and Campus Security Act of 1990 (i.e., The Clery Act)
http://www2.ed.gov/admins/lead/safety/handbook-2.pdf
15
WHAT I CAN DO WHEN A STUDENT DISCLOSES HE/SHE HAS BEEN SEXUALLY ASSAULTED
When the Victim and Perpetrator involve Students & Faculty
ASSESS:
Who is Involved?
Students
Only
Student &
Faculty
SUPPORT THE VICTIM
SUPPORT THE VICTIM
Listen without judging. Let him/her

know the assault(s) was not his/her
fault.
Encourage him/her to seek medical
attention.
DOES THE VICTIM WANT TO FILE A

FORMAL COMPLAINT?
Tell student you will have to report it anyway

Ask survivor if you can call an advocate, a
counselor or someone they trust
YES
Call someone who

can support the
survivor.
Connect victim to
the Dean of Student
Services Office
NO
Call someone who can

support the survivor.
Walk student to
Counseling &
Advisement for support
Report Incident to
Dean of Student
Services
Required by the Clery Act

fault.
attention.

FORMAL COMPLAINT?

YES
Call someone who

can support the
survivor.
Connect victim to
the Human
Resources Office
NO

Walk student to
Counseling &
Report Incident to
Dean of Student
Services
16
When it happened On-Campus, but the Perpetrator is Unrelated to the College
ASSESS:
Who is Involved?
Perpetrator
Unrelated to
College
SUPPORT THE VICTIM

fault.
attention.

FORMAL COMPLAINT?

YES
Call someone who

can support the
survivor.
Connect victim to
the Security Office
Report Incident to
Dean of Student
Services
NO

Walk student to
Counseling &
Report Incident to
Dean of Student
Services
17
When it happened Off-Campus AND the Perpetrator is Unrelated to the College
ASSESS:
Who is Involved?
Perpetrator
Unrelated to
College
SUPPORT THE VICTIM

fault.
attention.

FORMAL COMPLAINT?

YES
Call someone who

can support the
survivor.
Connect victim to
HPD or the Sex
Abuse Treatment
Center
NO

Walk student to
Counseling &
18
HOW TO HELP A STUDENT WHO IS BEING STALKED

WHAT IS STALKING?
Stalking is a pattern of unwanted behavior that causes the victim fear. While the majority of stalking victims are
female, males can also experience stalking. Most people are stalked by someone they knowoften an ex-boyfriend
or an ex-girlfriend. Because of this, stalking victims are also likely to experience physical and sexual abuse by the
hands of the stalker. Stalking includes:
Repeated phone calls, including hang-ups.

Following the victim and or showing up wherever they are.
Sending unwanted gifts, letters, cards, or e-mails.
Damaging their home, car, or other property.
Monitoring their phone calls or computer use.
Use of technology, like hidden cameras or GPS to track victims.
Threatening to hurt the victim, their family, friends, or pets.
Finding out about the victim by using public records, on-line search services, going through their garbage, or
contacting friends, family, neighbors, or co-workers.
Using the victims e-mail identity to send false messages to others or to purchase goods and services.
Using third parties, such as friends or family, to do any of the above.
Stalking is illegal in the state of Hawaii.
HOW CAN I TELL IF A STUDENT IS BEING STALKED?
Usually, unless the student discloses that he/she is being stalked, it is difficult to tell. However, students who are
being stalked will often experience disruptions in their ability to learn, study, work or participate in school activities.
You may also observe:
Psychological symptoms, such as feelings fear, shame, and guilt.

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.
Other crisis concerns for a student who has or is experiencing stalking may include, but are not limited to (see the
sections of this handbook that deal with these related issues):
Cyber Bullying
Domestic Violence
Mental Health IssuesAnxiety or Depression
Post-Traumatic Stress Disorder (PTSD)
Sexual Assault
Substance Use/Abuse
Suicide
19
WHAT CAN I DO IF I HAVE A STUDENT WHO IS BEING STALKED?

If you become aware of the fact that one of your students is being stalked:
Listen without judgment.

Dont blame the victim for the crime.
Thank the student for confiding in you. Tell the student you believe him/her.
Remember that every situation is different, and allow the person being stalked to make choices about how
to handle it.
Advise the student, if appropriate, to keep an incident log (see below).
If the victim is in immediate danger call 911 and the Security Office.
Walk the student to the Counseling and Advisement Office.
Inform Team CARE and the Dean of Student Services.
For more ideas on how you can help, call 1-800-FYI-CALL (800-394-22550).
KEEPING AN INCIDENT LOG
Since stalking is a pattern of behavior, it is critical that victims document all incidents related to the situation and
preserve all evidence of the stalking. Keeping a log is a simple way to do this and can help provide support for
restraining order applications and criminal investigations. A sample of an incident log can be found in the back of this
section.
Here are some things that can be kept in an incident log:
Records of Individual Incidents: Each time the victim has an encounter with a stalker, the time, date,
place and nature of the incident should be recorded.
Records of things Received from a Stalker: Keep original e-mails, phone and text messages, Facebook
postings, letters, gifts or notes sent by the stalker.
Photographs of anything that the stalker damages and/or any injuries caused by the stalker.
Witness Accounts: Ask witnesses of stalking incidents to write down what they saw.
Information about Formal Reports: Each time an incident is reported to law enforcement or to Campus
Security, ask for the report number, the officer's name, his/her telephone number and his/her badge
number.
Be sure to keep the log in a safe place! Tell one person where to find it in an emergency situation or give a copy
to someone that you trust.
WHO CAN I TALK TO ABOUT A STALKING VICTIM?
If you are dealing with a student who is being stalked, the following resources may be able to provide you with more
support:
Your Division Chair

Team CARE
The National Stalking Resource Center at (202) 467-8700 or at src@ncvc.org.
20
POLICIES TO KNOW

LCC Policy on Sexual Harassment
www.leeward.hawaii.edu/policies-students-sexual-harassment
Leeward Community College Policy on Sexual Assault
www.leeward.hawaii.edu/policies-students-sexual-assault
UH Executive Policy E9.210 on Workplace Non-Violence
UH Executive Policy E1.202 University Statement of Nondiscrimination and Affirmative Action
UH Executive Policy E1.204 Sexual Assault Policy and Procedural Guidelines
UH Executive Policy E1.203 Policy on Sexual Harassment and Related Conduct
21
WHAT I CAN DO IF A STUDENT IS BEING STALKED
Student Discloses
he/she is being Stalked
Listen without
Judgment.
Avoid placing blame on the victim.
Validate the Student's

Experiences.
Thank the student for confiding in
you. Confirm that you believe
him/her.
Assess Student's Safety.

Report the Incident
To the Dean of Student Services
To the Coordinator at LCC
Waianae
To Team CARE
Document the Incident
Connect Student to
Counseling.
Walk the student to the
Counseling and Advisement
Office.
Is the student in immediate danger? Is the

stalker a Leeward student OR has he/she
been sighted on campus?
Yes?
Contact Campus Security and HPD
immediately.
Stay with the student for support.
Proceed to the next step.
No?
Go to the Next Step.
Follow Up with your

Student
22
Stalking Incident Log
Date
Time
Description of Incident
Location of Incident
Witness Name(s)
(Attach Address
and Phone #)
Police Called
(Report #)
Officer Name
(Badge #)
23
HOW TO HELP A STUDENT WHO IS STRESSED

WHAT IS A STRESSED STUDENT?
Stress often results from a combination of difficult external circumstances, internal well-being, and ones perception
and evaluation of the stressors. How a person perceives a situation, and how much he/she maintains a negative view
about it, impacts the level of stress he/she experiences and his/her resulting emotions.
Students face increasing levels of stress in their lives and deal with stressors that are unique to being a student.
Although students feel pressured by the multiple demands on their lives, many times the stress is self-imposed,
resulting from high expectations for themselves in meeting the demands, self-doubt and/or poor self-esteem.
Studies show that freshman and sophomore level students experience more stress than upperclassmen.
HOW CAN I TELL WHEN A STUDENT IS STRESSED?
A student may demonstrate their stress in physical, emotional, psychological and behavioral ways. A stressed
student may:
Have difficulty concentrating

Have excessively negative, rigid, irrational or repetitive thoughts
Feel fearful, nervous, sad, angry, ashamed, guilty or anxious
Experience depression or anxiety
Have mood swings
Experience frequent headaches
Experience weight gain or weight loss
Have muscle aches, panic attacks or high blood pressure
Have unusual sleeping patterns (e.g., sleeping too much or too little)
Get sick frequently or show other signs of poor immune function
Have angry outbursts
Cry excessively
Engage in addictive responses (e.g., smoking, drinking, using illicit drugs, etc.)
Withdraw and/or isolate him/herself
WHAT CAN I DO IF I HAVE A STRESSED STUDENT?
Faculty members are often the ones who first witness some of the signs that a student may be stressed. If you have
a student who is visibly stressed or who disclosed his/her stress to you, here are a few things that you can do:
Listen. Good listening is the best and most important response. Help your student feel that he/she is being
heard by initially refraining from giving any advice.
Assess. Try to determine the severity of your students stresshow badly is the students stress interfering
with his/her ability to function normally? Ask your student if he/she is contemplating suicide, if you feel your
student may be a suicide risk. If your student is contemplating suicide, see the Suicide section of Team CAREs
Handbook for Working with Students.
Validate. Validate your students experience and/or feelings by reflecting back to the student what he/she
shared, by helping to name the sources of stress and to normalize his/her feelings and/or experiences.
24
WHAT CAN I DO IF I HAVE A STRESSED STUDENT, CONTINUED
Ask Questions about what has Worked. Find out what your student has already tried to do to help relieve
some of the stress. Ask him/her what has workedwhat coping mechanisms have he/she tried before that
has been successful, and what kinds of support does he/she have during this stressful time? Talk with
student about how some of these strategies might be used in this situation. If you feel comfortable, offer
alternative suggestions about how the student might interpret, cope with or minimize his/her stress.
Make a Referral. If you feel your student needs more support, talk with your student about referring
him/her to Counseling and Advisement or, if necessary, to the on-campus Mental Health Counselor
(Psychologist). Walk the student over to a Counselor.
Document the Incident. Note the time and date of the conversation as well as what was said.
Follow Up with your Student the next time you see him/her. This will help to relay your genuine interest
in his/her well-being and will prevent him/her from feeling isolated.
If at any time during the conversation you suspect that the student may harm him/herself or others, walk the
student immediately to Counseling and Advisement for additional assessment and/or intervention.
HOW CAN I MINIMIZE STUDENTS STRESS?
All students will feel stressed at some point in time. Here are a few things you can do to assist students in effectively
managing their feelings of stress:
Acknowledge that College is Stressful. Normalize and acknowledge the fact that college is a challenging
environment that occasionally makes students feel pressured and overwhelmed.
Discourage your Students from Suffering in Silence. Ask them to seek assistance right away if they
begin to feel overwhelmed at any point in the semester. Confirm that you are available to offer resources
and referrals to anyone who feels stressed out. Tell them that campus counselors are available as well.
Provide Helpful Resources. Do a short lesson on stress at the beginning of the semester. Distribute
handouts and online resources that discuss useful coping strategies and other related topics. Refer
students to campus workshops on stress management, time management, study skills, test taking skills and
other relevant topics.
Most Importantly, create a Safe Classroom Environment that will enable students to admit when they
are experiencing difficulty. This way, students can be identified and then assisted early.
WHO CAN I TALK TO ABOUT A STRESSED STUDENT?
If you are dealing with an angry student, the following resources may be able to provide you with more support:
Your Division Chair

Team CARE
POLICIES TO KNOW
None
25
WHAT I CAN DO WHEN A STUDENT IS STRESSED
Student is going to
harm him/herself
Yes
Student is
Stressed!
Student is
going to harm
someone else
Assess
LISTEN
Follow the Suicide

Protocol outlined on
the next page
Walk the
student to
Counseling
Notify:
Document
the
Incident
Dean of Student Services
(ext. 260)
Student Services Program
Officer (ext. 236)
OR LCC Waianaes Coordinator
(696-6378)
How severe is the stress?

Is he/she going to harm
him/herself or someone else?
No
Validate
The students
feelings and
experiences
Make a Referral
Find Out
What already
works for the
student in
reducing stress
To Counseling and
Advisement or to the
Campus Psychologist
if more support is
needed. Walk your
student over to help
him/her connect.
Document and
Follow Up
With your student
26

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INSIDE THIS HANDBOOK SUPPLEMENT

HOW TO HELP AN ANGRY STUDENT

HOW CAN I TELL WHEN A STUDENT IS ANGRY?

WHAT CAN I DO IF I HAVE AN ANGRY STUDENT?

WHAT SHOULD I NOT DO IF I HAVE AN ANGRY STUDENT?

HOW CAN I PREVENT THIS BEHAVIOR?

OTHER RECOMMENDATIONS IN DEALING WITH ANGRY STUDENTS

WHO CAN I TALK TO ABOUT AN ANGRY STUDENT?

LCC Student Conduct Code

HOW TO HELP A STUDENT WHO IS BEING CYBER BULLIED

HOW CAN I TELL IF A STUDENT IS BEING CYBER BULLIED?

Stop using the computer unexpectedly

WHAT CAN I DO IF I HAVE A STUDENT WHO IS BEING BULLIED?

Listen without judgment.

WHAT CAN I DO IF I HAVE A STUDENT WHO IS BEING BULLIED, CONTINUED

STOP! Don't do anything and do not respond to the harasser.

HOW CAN I HELP TO PREVENT CYBER BULLING?

Keep all software (including web browser) current and updated.

WHO CAN I TALK TO ABOUT A STUDENT WHO IS BEING BULLIED?

Your Division Chair

LCC Student Conduct Code

WHAT I CAN DO IF A STUDENT IS BEING BULLIED ONLINE

Validate the Student's

Assess the Situation.

Document the Incident

Is the student being bullied by another

Follow Up with your

E OLA PONO! LIVE WELL!

Encouraging Wellness and Healthy Living in our Students

WHAT IS OLA PONO?

HOW CAN I TELL IF A STUDENT WOULD BENEFIT FROM GREATER PONO?

Increased anxiety and stress.

HOW CAN SOMEONE CREATE PONO?

HOW CAN I EMPHASIZE OLA PONO WITH MY STUDENTS?

WHO CAN I TALK TO ABOUT OLA PONO?

Leeward CCs Mental Health

At LCC-Wai`anae, the Counselors

HOW TO HELP A STUDENT EXPERIENCING GRIEF AND LOSS

HOW CAN I TELL IF A STUDENT IS GRIEVING?

WHEN SHOULD I BE CONCERNED ABOUT A STUDENTS GRIEF?

Difficulty functioning in daily life

Inability to enjoy life

WHAT CAN I DO IF A STUDENT IS DEALING WITH GRIEF AND LOSS?

Offer your Support. Example: "Tell me what I can do for you."

Source: American Cancer Society

WHO CAN I TALK TO ABOUT SOMEONE WHO IS GRIEVING?

Your Division Chair

WHAT I CAN DO WHEN A STUDENT IS EXPERIENCING GRIEF AND LOSS

Offer your Support.

"I heard that [name loss]. Are you

Walk the Student to

Follow Up with the

HOW TO HELP A STUDENT WHO HAS EXPERIENCED

HOW CAN I TELL IF A STUDENT MIGHT BE A VICTIM OF SEXUAL VIOLENCE?

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

Listen without judging.

WHAT CAN I DO IF A STUDENT DISCLOSES A PAST SEXUAL ASSAULT?

Document the incident.

HOW CAN I PREVENT THIS BEHAVIOR?

Discourage sexist and misogynist talk and actions on campus.

Crisis Counselors in Counseling & Advisement

LCC Policy on Sexual Assault

SUPPORT THE VICTIM

SUPPORT THE VICTIM