Keystone College

Office of Residence Life

Resident Assistant Manual

“Putting the Pieces Together”

2010-2011

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 Table of Contents
Welcome to Residence Life!
Mission of Residence Life………………………………………………………………………….…4
Goals of Residence Life…………………………………………………………………………….….4
Residence Life Staff……………………………………………………………………………………...5

RA Responsibilities and Duties

Job Description……………………………………………………………………………………………..6
Residence Life Committees………………………………………………………………………....9
Code of Ethics and Expectations………………………………………………………………...10
Professional Relationships………………………………………………………………………….12
The RA Universe…………………………………………………………………………………………..13
Time Management and You………………………………………………………………………..14

Building your Community

Communication Skills………………………………………………………………………………….15
Community Development…………………………………………………………………………..20
Floor/Building Meetings…………………………………………………………………………....21
Roommate Agreements………………………………………………………………………………22
Community Agreements…………………………………………………………………………….25
Conflict Resolution…………………………………………………………………………………….27
Roommate Conflict and Mediation…………………………………………………………..29
Confidentiality……………………………………………………………………………………………31

Administrative Duties and Tasks

Opening and Closing Procedures………………………………………………………………32
Room Condition Inventory Forms……………………………………………..……………..35
On-duty Logs……………………………………………………………………………………………….37
College Email………………………………………………………………………………………………37
Maintenance and Work Orders………………………………………………………………….38

On-Duty Responsibilities and Student Conduct

RA On-Duty ………………………………………………………………………………………………..39
SRA On-Call…………………………………………………………………………………………………41
Asst. Directors / RD’s On-call…………………………………….………………………………40
The role of the SRA /RA………………………………………………………………………………41
Master Keys and Usage……………………………………………………………………………….43
Documenting Situations…………………………………………………………………………....44
Why do we Document?................................................................................46
Approaching Students………………………………………………………………………………..46
Be Assertive!................................................................................................47
Confrontations……………………………………………………………………………………………48
The Office of Student Conduct…………………………………………………………………..51

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Policies and Procedures
Alcohol Situations……………………………………………………………………………………….52
Drugs and Illegal Substances……………………………………………………………………..54
Counseling Issues………………………………………………………………………………………..55
Crisis Management……………………………………………………………………………………..61
Medical Emergencies
Sexual Assault
Mental Health Issues
Attempted Suicide
Death of a Student

Programming……………………………………………………………………………………………….…64

Peer Mentoring………………………………………………………………………………………………91

Supplemental Information

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 MISSION OF RESIDENCE LIFE

The mission of the Office of Residence Life is to encourage the

educational and personal growth of all students. This is accomplished by
facilitating residential communities that support both curricula and co-
curricula experiences. Students have an opportunity to live in a diverse, fun
and safe living-learning environment. Activities and opportunities within the
residence halls are provided to stimulate intrapersonal and interpersonal
development and growth. The Office of Residence Life at Keystone College
strives to create a student-centered community to enhance their college
experience.

Achieving the Mission…

In order to achieve the mission, the Residence Life Staff at Keystone College
will focus on of a series of goals and objectives designed to stimulate the
student population.

GOALS OF RESIDENCE LIFE

1. Enhance the academic environment in the residence halls through

programming efforts and the development of living / learning
communities.
2. Provide students opportunities for personal growth through embracing
diversity, spiritual connections, self reflection and leadership
involvement.
3. Provide students a pleasant and home-like atmosphere to reside
through reviewing current housing trends and obtaining student
feedback to improve facilities.
4. Retaining resident students through superior dedication and services
to the students.
5. Developing student awareness to create responsible, well educated and
contributing members of society.

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 RESIDENCE LIFE STAFF
Dr. Robert Perkins: Vice President of Student Affairs and Dean of Students

Ken Lastowka, Assistant Director of Residence Life and Coordinator of Student Conduct

Nicole Winkler, Assistant Director of Residence Life and Coordinator of Housing

Leslie Frishberg, Resident Director and Coordinator of the Sophomore Year Experience

Lori King, Resident Director and Coordinator of the First Year Experience

Jason Geadrities, Resident Director and Coordinator of Intramural Sports and Recreation

Davis Hall Tewksbury Hall

Brackney Brotzman 201 x8716 Chuey Moua 305 x8621
Nicole Winkler ASST x8629 Leslie Frishberg RD x8773
RD Cell 840-9103 RD Cell 840-9254

Frear/Reynolds Hall RD On-Call Cell 840-8473

Larry Clark F 104 x8673
Melissa Carestia, SRA F 304 x8668 Res Life Office x 8271
Aliah Roseman R 214 x8792 Housing Office x 8274
Malcolm Boone R 314 x8803
Ken Lastowka ASST x8271 Campus Safety x8077
RD Cell 840-0807 Emergencies x8989
Cell 840-7458
Hollinshead Hall Community Relations Cell 614-6970
Denise Gans-Torruellas 305 x8606
Jason Geadrities RD xTBA Cell Phones
RD Cell TBA Kurtis Beaver (610) 804-9526
Kendra Bianchi (518) 364-8497
Keystone Commons Malcolm Boone (845) 283-0858
Robert Griffin, SRA 112 x8064 Brackney Brotzman (607) 341-2513
Rachel Smith 212 x8081 Melissa Carestia (908) 601-7397
Nicole Winkler ASST x8274 Larry Clark (908) 659-6305
RD Cell 840-9103 Carly Dibble (570) 906-1010
Mike Evans (570) 575-8105
Moffat Hall Denise Gans-Torruellas (614) 403-1220
Kurtis Beaver 106 x8710 Robert Griffin (908) 752-5947
Mike Evans 119 x8712 Steve Hardnett (813) 305-9184
Kendra Bianchi 206 x8766 Chuey Moua (603) 391-9673
Carly Dibble 219 x8752 Jason Rhine (717) 514-8814
Jason Rhine 306 x8740 Aliah Roseman (570) 205-3329
Steve Hardnett 319 x8727 Rachel Smith (570) 606-9448
Lori King RD x8279 Dr. Robert Perkins x8251
RD Cell 840-3228 Cell 241-5189

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 RESIDENT ASSISTANT POSITION DESCRIPTION
Keystone College - Office of Residence Life 2010-2011

Position Description:
Resident Assistants (RA’s) are full-time undergraduate students who live,
interact and learn with their peers in a residential community as staff
members of the Office Residence Life. Resident Assistants are chosen on
the basis of excellent leadership, strong interpersonal skills, responsibility,
and the ability to reach out to students and to further the growth of their
own personal development. The goal of a RA is to help stimulate personal
and academic growth and to develop a strong community within the
residence halls.

RA’s are expected to:

1. Assume RA duties on Tuesday, August 17, 2010 and ending no earlier than
Saturday May 14, 2011.
2. Support the goals and expectations of the Office of Residence Life through the
mission statement and carry out their job duties accordingly.
3. Be available and visible to residents and fellow staff members.
4. Maintain a GPA of 2.5 or higher at time of application and through the
employment period.
5. Follow the policies as outlined in the Student Handbook, Resident Assistant
handbook and the Housing Contract.
6. Function as a positive role model at all times and abide by the ethical standards
set forth for this position.
7. Demonstrate a high level of maturity, sound judgment, emotional stability and
flexibility.

RA’s are required to perform a wide variety of tasks which include five major areas of
responsibility:

Community Development

1. Aids new students in their orientation to residence life and to the college
environment, acquainting themselves with the residents and their interests
and concerns.
2. Is approachable and available to students, providing guidance in the challenges of
interpersonal relationships, and maintains a relationship with residents based on
trust and confidentiality.
3. Observes individual behavior and responds accordingly to issues such as health
concerns, academic success, individual differences, seclusion/depression, as well
as time and stress management.

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 4. Observes group behavior and responds accordingly to roommate situations,
respect for individual differences, and acclimation to community style living.
5. Notifies the proper sources when assisting in a counseling situation.
6. Serve as a liaison between the students, the Office of Residence Life and other
college offices.

Student Development / Programming

1. Actively develops educational, social, spiritual, recreational, emotional, and

cultural programs both on your floor and throughout the building. RA’s should
evaluate student needs in order to effectively plan, initiate, advise, and participate
in programs, as well as those of Inter-Hall Council.
2. Participates in office and staff sponsored activities and programs as requested.
3. Completes all programming requirements as outlined by the Office of Residence
Life.
4. Uses campus resources (Student Activities, Health Services, Diversity etc.) in
planning programs.

Administrative Duties

1. Attends, as required, all pre and In-service training sessions and other scheduled
staff meetings and workshops. There will be a weekly staff meeting as well as in-
services on a monthly basis.
2. Is familiar with all forms, policies, procedures, and the staff manual.
3. Aids the Office of Residence Life and all RDs, regardless of assigned buildings,
with delegated administrative work such as room inventory/inspection, hall
openings and closings, and maintenance requests.
4. Contributes to effective lines of communication with other RA’s, the RDs, and the
Office of Residence Life.
5. Assumes responsibility for hall supervision and residence community
safety/security, particularly on scheduled duty nights.
6. Takes responsibility for helping to maintain safe, clean, and comfortable living
facilities.
7. Checks mail, voice mail and email on a daily basis to keep up to date on all
information.
8. Conducts floor meetings on a regular basis to inform students of pertinent
information.
9. Completes all training and staff development requirements as outlined by the
Office of Residence Life.
10. Each staff must work with their RD to make sure he/she fulfills their
programming requirements during the semester.
11. Each RA will be on duty once a week from 8 PM to 8 AM as well as weekends on a
rotating basis.
12. Each RA will do rounds through the residence halls during their duty night.
During the week, three rounds will be done between 8 PM and 2 AM. During the
weekend four rounds will be done between 8 PM and 2 AM.
13. When doing rounds, the RA must fill out a duty log and document any incidents.
14. Each RA will have three (3) scheduled office hours a week.
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 15. Responsible for signing in/out the master key on their scheduled on-duty nights

Discipline and Leadership

1. Knows and follows the rules, regulations, and policies of the Office of Residence
Life and the College.
2. Helps students to understand the rules, regulations and policies and applies them
to their own actions.
3. Helps develop and maintain an atmosphere conducive to academic achievement.
4. Handles disciplinary situations as they arise
a. knows and adheres to rules, regulations, and policies
b. confronts all policy violations
c. knows and uses forms related to disciplinary actions
d. knows when to refer disciplinary cases
5. Resolves conflict situations as they arise. Mediates roommate conflicts and
reports all incidents to the Resident Director.
6. Each RA will follow the proper chain of command when reporting situations in the
residence halls, and will be responsible for handling most minor incidents
including noise and visitation violations

Source of Information

1. Knows campus agencies to which students may be referred for personal,

academic, or social concerns
2. Is familiar with staff, location, and the extent of services available within the
various offices
3. Understands appropriate procedures of referrals
4. Relays information from the Office of Residence Life and other offices
concerning activities and programs.
5. Initiates, coordinates, and facilitates the integration of college faculty and
administration within the residential community
6. Knows the student code of conduct described within the Student Handbook
and the sanctions imposed for violations of the code.
5. Understands the Student Conduct system and can explain it to the students
should the need arise.

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 RESIDENCE LIFE COMMITTEES
Details:

Each RD chairs a committee.

Each committee consists of a RD and 2-3 RA’s

Each committee meets at least once a month to discuss issues and ideas

Committee ideas and goals would then be presented at Res Life all staff meetings

Every RA must sit on one committee

Committee Areas:

Entertainment and Recognition: includes birthday banners, cards, banquets,

RA and housekeeping appreciation weeks, staff socials, trips and department
events, Residence Life documentation-pictures

Go Green Initiative: includes working with facilities, the college and

students to help further the mission of the college to use more renewal
energy, environmentally safe products and make the residence halls a leader
among campus green initiatives

Diversity and Programming: includes planning activities and events that

promote diversity, building community and increasing multi-cultural awareness

Purpose:
The purpose of the committees is to strengthen Residence Life at Keystone
College, providing RA input and ideas, helping to create a better residential environment
on campus and helping to foster a better working relationship between the Residence Life
staff and the campus community.

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 CODE OF ETHICS AND EXPECTATIONS
I recognize and understand that this statement provides set standards and
expectations to help guide my personal and work related behavior as a member of the
Residence Life team at Keystone College. I hereby commit to maintain my own integrity,
the integrity of the RA/SRA position and the integrity as a representative of Keystone
College by abiding by the ethical standards below. I realize that if I fail to uphold these
standards, it may result in consequences regarding my position as a RA/SRA.

Responsibility to Students:
1. I will treat students with respect and dignity. I will help to assist students in
becoming better students and responsible members of the campus community.
2. I understand that students will look to me as a role model as my life will be in “the
fishbowl.” I will do my best to keep an open mind, remain positive and encourage
diversity. I will model positive behaviors, treat all students fairly and show and
teach respect.
3. I will fulfill all of my RA obligations consistently to the best of my ability and in a
manner that will bring forth respect from residents, parents, peers, and anyone
else I may come into contact with.

Responsibility for Personal Growth:

1. I will perform the function of my position consistently and take responsibility for
my actions. I will know my limits and acknowledge and attempt to improve upon
my weaknesses.
2. I will take responsibility for my actions. I will know my limits and will
acknowledge and attempt to improve upon my weaknesses.
3. I will offer and accept constructive criticism in a positive manner as to better
myself, the staff and the department. I will avoid being negative and destructive
unless I am prepared to put something greater in its place.
4. I will place great value on my own name, my job and my reputation.
5. I will make the most of the opportunities presented to me by the position,
approach the position with an open mind and learn from the experiences.

Responsibility to your fellow Staff:

1. I will work as a team member, maintain open communication with other staff,
confront and/or report any misconduct amongst staff members, be dependable
and be part of the staff support system.
2. I will be consistent, respectful, and supportive of other staff members. I will treat others
as I wish to be treated. I will not undermine the authority of other staff in the presence of
students/others.

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Responsibility to the Office of Residence Life:
1. I will be supportive of both my position and my department. I understand that if I
act in an unethical or inappropriate manner, it not only undermines my credibility,
but also each and every member of the Residence Life Staff.
2. I will be truthful in my interactions with peers, supervisors and representatives
from other departments of the college.
3. I will remain constant to the policies as stated in the Student Handbook and in the
Resident Assistant manual.

Responsibility to Keystone College:

1. I will help to promote a positive imagine of the College and encourage school
spirit.
2. I will assist in engaging the students in campus life through encouragement of
participating in campus activities, student leadership opportunities and
campus/community volunteer efforts.

We ask you to serve in your position with a clear conscience and a driving desire to
perform beyond your expectations. In order to realize the potential that you possess as an
emerging leader, you will need to go above and beyond the required amount of work.

Use you previous experiences, your values, these expectations and standards, feedback
from your supervisor and support from fellow staff members as tools for your success!

Each of you, as a member of the Residence Life staff, offers your enthusiasm, energy and
skills to help make all that we do successful. Incorporate these standards into your lives
and we will have a strong foundation in Residence Life in which we can build and make
things even better here at Keystone!

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 PERSONAL RELATIONSHIPS

As a Student: It is your number one responsibility to keep your grades up, attend classes
and prioritize your school work. This is the reason you came to Keystone College in the
first place, to get an education. If you find yourself struggling, utilize campus resources!

With your Residents: REMEMBER YOU ARE NOT PROFESSIONAL COUNSELORS!

Many of you became RA’s because you wanted to help the students around you. Listening
to academic and social concerns that occur in the residence halls is a large part of the RA
job. While it is important to listen to the needs and concerns of your residents, you need
to know when to draw the line and ask for help! That is what your Asst. Directors, RD’s or
counselors are here for!
Do not let personal relationships interfere with your job performance. Set clear
boundaries with your residents and maintain them. Avoid gossiping about fellow RA’s,
staff or students in front of your residents. This will only damage your reputation or the
situation at hand.

With the SRA’s: SRA’s are here to help you! They are experienced and have been in your
shoes! Feel free to ask them questions regarding the position and look to them or your
Asst. Director/RD for guidance. If you have any concerns or ideas regarding the RA
experience, talk it over with them. The SRA’s will then talk it over with the Asst. Directors
/RD’s.

Asst. Directors / RD’s: They’ve been there, done it and seen it all! Each of the Asst.
Directors /RD’s have been in your shoes at one point in time. They have experience in the
field of student affairs and are here to ultimately guide and help you. If you have any
questions regarding the job, students or academics, pretty much anything…talk it over
with the Asst. Directors/RD’s.

Campus Safety / Community Relations: Always treat the officers with respect. You will
be working with them when you are on-duty. Get to know them and develop a good
working relationship. Make sure you keep the lines of communication open. When you
are doing your rounds, stop by the Campus Safety Office and check-in. This will help to
relay information and better identify possible problems or situation. When an officer
responds to a situation, introduce yourself as the RA just in case they do not already know
you.

With your fellow RA’s : Always remember there is no “I” in team. Remember that you
are part of a team and should function as such. Trust and support your fellow RA’s and
utilize them whenever you need help. Always respect each other! There will be times
when you may disagree, but always keep the respect you have for one another. Leave
personal differences out of staff matters!

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 THE RA UNIVERSE
Some keys to becoming a successful RA:
What to do…
• Be on time for all meetings!
• Be respectful to all Res Life staff members, students and parents
• Any questions…if you are not sure about something, ASK!
• Pay attention!
• Address any issues that you feel need to be discussed. It is better to get
them out into the open than to push them aside where they could grow
into bigger problems or issues
• Offer suggestions and feedback
• Communicate in a respectful, non-confrontational and clear manner
• Maintain a positive attitude at all times
What NOT to do…
• Be late!
• Miss any scheduled meetings or trainings without the approval of the
Asst. Directors or RD’s
• Disrespect any Res Life staff members, students or parents
• Divulge confidential information
• Communicate in a confrontational and anger demeanor
• Make inappropriate comments about your residents, staff or professors

The Top Ten Ways to be a remarkable Resident Assistant:

10. Always be open-minded
9. Be respectful to everyone you encounter
8. Do not be afraid to ask for help!
7. Get to know your fellow staff members and residents
6. Have Fun! You were put in this position for a reason, make the most of it!
5. Know your resources on-campus and utilize them!
4. If there is a problem, go directly to the source and work to resolve it.
3. Get your residents involved! The more involved they are on-campus, the
happier they will be!
2. Create goals for yourself. Plan Ahead!!!
1. Build community! Do not divide it!

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 TIME MANAGEMENT AND YOU…
Being a Resident Assistant is a lot of work! Make sure that you make time for your
academics and plan ahead. Also do not forget to make some time for yourself…take a
walk, participate in a campus activity or intramural sport, listen to music or play
some video games. Keeping a balanced schedule and having good time management
will help you to excel and have fun in the meantime. Here are a few helpful hints to
ensure you have good time management skills:

• Maintain a schedule or calendar. Keeping track of class work, meetings,

programs and your personal life can get a little crazy. Write it down and keep
yourself organized so you know what you need to do.

• Plan ahead! If you look at your calendar and realize you have a long day of
classes, meetings and programs, make sure you finish up your homework or
other projects ahead of time. It will save you from pulling all-nighters and not
stress you out.

• Be proactive and do not wait until the last minute to plan a program, meeting
or event. Take the time to plan it out and meet with your RD to discuss your
ideas or concerns.

• Take care of any problems immediately instead of letting it grow. Even

though some problems may seem small, the longer you wait to address them,
the worse the problem could get! Procrastination should be avoided at all
costs!

• Be involved in the campus community, but do not overextend yourself! Know

your limits of what you can accomplish and what you do not have enough
time for. Be sure not to get burnt out!

• Take time for yourself each day to avoid getting over-stressed. It is ok to close
your door once in a while or leave campus to relax. Just remember to take a
deep breath and utilize your fellow RA’s or your RD if there is something you
need help with.

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 COMMUNICATION SKILLS
Types of communication:

Interpersonal Communication: communication between two or more people who are

interdependent on one another, have a shared history. Communication is received by two
different means:

Direct channels are those that are obvious and can be easily recognized by the
receiver. They are also under direct control of the sender. In this category are the verbal
and non-verbal channels of communication. Verbal communication channels are those
that use words in some manner, such as written communication or spoken
communication. Non-verbal communication channels are those that do not require silly
words, such as certain overt facial expressions, controllable body movements (such as
that made by a traffic police to control traffic at an intersection), color (red for danger,
green means go etc), sound (sirens, alarms etc.).

Indirect channels are those channels that are usually recognized subliminally or
subconsciously by the receiver, and not under direct control of the sender. This includes
body language, that reflects the inner emotions and motivations rather than the actual
delivered message. It also includes such vague terms as "gut feeling" or "hunches"

Intrapersonal Communication: is language use or thought internal to the

communicator. Intrapersonal communication is the active internal involvement of the
individual in symbolic processing of messages. The individual becomes his or her own
sender and receiver, providing feedback to him or herself in an ongoing internal process.
It can be useful to envision intrapersonal communication occurring in the mind of the
individual in a model which contains a sender, receiver, and feedback loop.
Intrapersonal communication can encompass:
• Day-dreaming
• Nocturnal dreaming, including and especially lucid dreaming
• Speaking aloud (talking to oneself), reading aloud, repeating what one hears; the
additional activities of speaking and hearing (in the third case of hearing again)
what one thinks, reads or hears may increase concentration and retention. This is
considered normal, and the extent to which it occurs varies from person to person.
• Writing one's thoughts or observations: the additional activities, on top of
thinking, of writing and reading back may again increase self-understanding
("How do I know what I mean until I see what I say?") and concentration. It aids
ordering one's thoughts; in addition it produces a record that can be used later
again. Copying text to aid memorizing also falls in this category.
• Making gestures while thinking: the additional activity, on top of thinking, of body
motions, may again increase concentration, assist in problem solving, and assist
memory.
• Sense-making (see Karl Weick) e.g. interpreting maps, texts, signs, and symbols
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 • Interpreting non-verbal communication (see Albert Mehrabian) e.g. gestures, eye
contact
• Communication between body parts; e.g. "My stomach is telling me it's time for
lunch."

Tips for effective communication during conflicts, meetings etc.

• Count from 1 to 10. When you get in the middle of an intense argument or when
someone suddenly lashes out at you, don’t get mad right away. Count 1 to 10 before
responding. This will make you aware that the person you are speaking to might
just be experiencing severe stress and does not intend to attack you personally.

• Recognize that you don’t know all the answers to all questions. If you don’t
know the answer just say that you don’t know. You don’t have to make other
people feel and think that you know everything.
Listen to other people’s concerns. People need to be heard just like you do. More
importantly, take the initiative to share in other people’s feelings.

• Always remember that what others may not mean the way we think they
mean it. Our values, beliefs and judgments may have altered the meaning of what
someone has said. Always allow for the possibility that our impression of what
someone has said may not be true.

• Focus on common interests rather than differences. This will help you direct
your energy to promoting the common interest and making everyone happier, and
will also help you avoid frustration.
Be aware when you impinge on someone’s space. Personal space is very important
for most people. When you impinge on their space try to ask them respectfully.
Tell them the reason you have to impinge on their space.

• Think positive. Always see the glass as half full rather than half empty. Doing so
will help you reduce stress. Also it can keep you motivated and pleasant when you
deal with other people.

Effective Communication for special circumstances:

Communicating with People who are Deaf or Hard of Hearing

Things to know:
• Deaf and hearing-impaired persons are entering the workplace in record numbers.
• Not all persons who are deaf cannot speak.
• Not all persons who are deaf lip-read.
• Sign language is not another form of English; it is an official language with its own
grammar, syntax and rules.
• Not all persons who are deaf use sign language.
• Lip-reading, while helpful without sound clues, is only 30%-50% effective, and
sometimes less.

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 • More persons who are deaf or hearing impaired have some hearing rather than no
hearing at all.
• Not all persons who are deaf write and read well.
• Long conversations with persons who lip-read can be very fatiguing to the person
who has the impairment.
Things to do:
• Find out how the person communicates best.
• If the person reads lips, speak in a normal, not exaggerated way. Short, simple
sentences are best.
• Be aware of situations where a person may be waiting for a service (transportation,
a table, the start of an activity) where the common way to communicate is an
announcement or the calling of the person’s name. Make sure you take notes when
someone cannot hear you and develop an alternative way of notifying them.
• Gain their attention before starting a conversation.
• If the person lip-reads, avoid blocking their view of your face. Make sure the
lighting is good.
• If there is some doubt in your mind whether they understood you correctly,
rephrase your statement and ask them if you have been understood.
• If the person uses an interpreter, address the person, not the interpreter.
Things to consider:
• When someone asks, “What did you say?” the answers, “Never mind,” “Nothing,”
or “It’s not important,” are very common replies. These are insulting and
demeaning, because they communicate that the person is not worth the effort of
repeating yourself.
• Persons who deal very well one-on-one in communication may have a hard time
with two or more speakers, especially if there are many interruptions and
interjections.
• Showing impatience to someone who is deaf or hearing impaired may cause
someone who is less assertive to back off from telling you of his/her needs.
Things to avoid:
• Make sure there are no physical barriers between you and the person while in
conversation.
• If the person is using hearing aids, avoid conversations in large, open and noisy
surroundings.
• Do not become impatient or exasperated with the person if it takes longer to
communicate.

Communicating with People who are Blind or Visually Impaired

Things to know:
• While many persons who are blind can use Braille, the majority of persons who are
blind do not.
• The definition of legally blind is 20/200 vision with best correction. Many more
persons who are considered blind have some sight, rather than no sight at all.
• Many persons who are blind are quite mobile and independent. Some people who
are blind view blindness not as a disability as much as an inconvenience.

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 Things to do:
• Introduce yourself. Identify who you are and what your job or role is. Give the
person verbal information that is visually obvious to those who can see.
• Tell them when you have brought new items into their environment, describing
what they are and, most importantly, where you have put them.
• Lead someone who is blind only after they have accepted your offer to do so. Allow
them to hold your arm rather than you holding their arm. It is important to let
them control their own movements.
• Be descriptive when giving directions. Saying “Over there” has little meaning to
someone who cannot see you point. “Four doors after turning right from the
elevator” would be much more helpful.
• Describe things from their perspective, not yours. Some persons who are blind use
a “clock” reference for things directly in front of them such as a meal. For example,
something could be positioned at three o’clock (directly in front and close). Before
using this strategy, ask the person if this is useful to them.
Things to consider:
• Persons who are blind have a long history of being patronized and talked to as if
they were children. They have been told more often what to do rather than asked
what they would prefer doing. This attitude is not acceptable towards any person.
• Persons who are blind and/or visually impaired are by and large much more
independent than most people realize. Many times negotiating the physical
environment is less frustrating than trying to communicate with persons who are
not sensitive to their needs.
Things to avoid:
• Do not interact with a guide dog while it is working (in harness).
• Do not move items (furniture, personal items) after the person has learned their
position. This can be frustrating and, in some cases, dangerous for the person.
• Do not use references that are visually oriented like, “Over there near the green
plant.”

Communicating with People who have Speech Impairments

Things to know:
• There are many reasons for having difficulty with speech. Deafness, cerebral palsy,
stroke, head injury, physical malformation of speech mechanisms and general
speech impairments are just a few.
• It is not unusual in stressful situations for someone’s speech to become harder to
understand.
Things to do:
• Consider writing as an alternative means of communication. Use a computer
terminal, or a Telecommunications Device for the Deaf (TDD), or plain paper and
pencil.
• If you do not understand what the person is saying, bring it to his/her attention
immediately and ask how the two of you may better communicate.
• If no solution to the communication problem can be worked out with you and the
person, consider asking if there is someone who could translate or interpret what
is being said.

18
• If it is a stressful situation, try to stay calm. If you are in a public area with many
distractions, consider moving to a quiet or private location.
• Things to consider:
• Many persons with difficulty in speech find themselves in situations where people
treat them as if they are drunk, retarded or mentally ill. They are accustomed to
being avoided, ignored and even hung up on by phone.
• Accessibility for persons with difficulty in speech lies within your power. Your
understanding, patience and communication skills are as important to someone
with a speech impairment as a ramp or grab bar is to someone who uses a
wheelchair.
Things to avoid:
• Do not become impatient or exasperated with the communication.
• Do not finish peoples’ sentences for them.
• Do not pretend to understand them when you really do not.

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 COMMUNITY DEVELOPMENT
You are the key to community development on your floor and in your building. It is vital
to community development that you reach out and really get to know each and every one
of your residents. As the RA, promote floor/building ownership among your residents.
This can be done by getting them active, involved and reaching out to cater to their
interests. When you have your residents involved in decisions and activities on the
floor/building, they begin to take pride in their floor/building which leads to a feeling of
responsibility for what happens on their floor.

Sounds like a lot? Here are some helpful suggestions to get you started:

• First Floor Meeting of the Semester: Set the tone! Get your residents involved
during this meeting by starting with an icebreaker or two. This will ensure that
each of your residents get to know each others and start making people feel
comfortable. Read upcoming section on floor meetings for more info

• Decorations! Make your floor into a welcoming and exciting place. Encourage
your residents to decorate as well to make the floor/building to make it their own.
Holidays are also a great time to get the floor involved and decorate as a group.
Make the community an attractive and fun place!

• Community Agreements: This is a great opportunity for you to empower your

residents to have a voice on how their community will be run. It allows all of your
residents to set the norms and acceptable behaviors on your floor.

• Activities / Programs: Throughout the course of the year you will get to know
your residents and their hobbies, interests, etc. Utilize your knowledge of your
residents to plan activities and programs that cater to their interests. This way you
will have higher turn-outs at events and your residents will find them more
enjoyable.

20
 FLOOR / BUILDING MEETINGS
Planning your first floor meeting can be a little intimidating. Make sure you plan ahead
and create an agenda so you are organized. By creating an agenda, you have mapped out
what you want to discuss and are prepared to talk about the topic. If you are not prepared
for a meeting, you will be wasting your residents’ time and they will get frustrated. This
will lead to you having difficulty with attendance and participation for your next building
meeting. Remember to stay calm and be yourself! Make this meeting your own and be
creative!

Here is a sample of an agenda for your first floor/building meeting for freshmen or new
students:

Welcome
Introductions
Meeting Overview
Icebreakers
Living in the Halls
Staff (Other RA’s, RD’s, Asst. Directors)
What does the staff do?
Office
On-calls
Housekeeping and Maintenance
Trash
Recycling
Damages: room, floor, building
Community Development
Discussion of what they would like their community to be
Community Agreements
Open door policy
Respect for self and others
Discuss student confrontation (ex: regarding noise complaints)
Program ideas
Campus Resources
Mailroom / obtaining a mailbox
Laundry
Building resources (lounges, laundry room, computer labs, etc.)
Food (cafeteria and grill hours, etc.)

This is just a list of some of the topics that you can cover during your floor meeting. You
do not need to include all of this information on the first meeting since it will probably
overwhelm the students. Possibly think of creative ways that you can present this
information other than in a meeting. Bulletin boards? Floor newsletter?

21
 ROOMMATE AGREEMENTS
There may come a time when some of the students on your floor approach you about
disagreements with their roommate. Take this as a serious concern and follow up with
the students to make sure that the disagreement is not going to escalate into a bigger
problem.

If the problems continue after you follow up with the students, sit both of the roommates
down and have them create a roommate agreement. This will help both students to
understand and agree on the concerns they may have between each other.

Since both students will have to sign off on the contract, they are bound to uphold it.
The roommate contract may not work in every situation but it’s a start. If the roommates
are still having problems after signing a contract, please arrange a meeting with the
RD/Asst. Director of your building.

The following is a blank roommate agreement form that can be used in any roommate
conflict. In certain cases you may have to create a more specific agreement. In this case,
speak with your RD/Asst. Director to discuss future options and how to handle the
situation.

22
 Keystone College
Roommate Agreement

All roommates will be involved in completing this agreement. If the agreement is broken,
the person who broke the contract will be the one to move out of the room if it is deemed
necessary by the Residence Life staff. (Check all that apply.)

1. Cleaning the Room

___Everything in its place ___ Leave things where we drop them
___Neat but not perfect ___ Each person is responsible for their own side
How will responsibility for keeping the room clean by shared?
___________________________________________________________________________
_____________________________________________________________________

2. Study Time
We like to study during the ___Day ___ Night ___ Morning
When studying we need ___Silence ___ TV playing ___ Stereo playing
Studying with a group in the room is ____ok ____not ok
The study hours for our room will be ____________________

3. Use of Possessions
___ It is ok to borrow each other’s stuff as long as we ask each time.
___ We prefer to use our own things and not share
These are items that we are willing to share with each other:
___________________________________________________________________________
_____________________________________________________________________

4. Temperature of the Room

We like the room ___hot ___cold
We like to keep the window ___open ____closed
The air conditioner/heater will be set at ____ degrees unless both roommates agree to
change it.

5. Appearance of the room

___ We will decorate the room together
___ Each roommate is expected to decorate their own side

6. Socializing
____ Friends are allowed to be over at any time
____ Friends must be out of the room by _______ so we can go to bed
____ Friends are not allowed to come over when we are studying
____ There will be no over night guests
____ Overnight guests are allowed as long as there is at least 24 hours warning
____ Friends are allowed to sit on roommate’s bed and at roommate’s desk
____ Friends must stay on your side of the room

23
7. Private Time
____ We will work together to make sure that each roommate has private time in the
room alone.
___________________ will be alone in the room on this day and time____________.
___________________ will be alone in the room on this day and time____________.

8. Safety and Security

_____ We will keep our door locked at all times when we are out of the room (even
for showers)
_____ We will lock the door at night while we are sleeping
_____ We will do our best to not lock our roommate out of the room, but
understand that mistakes happen from time to time.
_____ We will not allow others to touch our personal belongings.

9. If a problem arises
____ We will talk to each other if a problem comes up in the room.
____ We will not talk to other people in the suite or on the floor about our
problems.
____ We will get the RA involved if the problem cannot be fixed.
____ We understand that we must act with respect at all times.

10. Any other issues that need to be discussed:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________

Signature of Roommate ___________________________________ Date ________

Signature of Roommate ____________________________________Date ________

Signature of RA __________________________________________Date ________

Signature of RD __________________________________________Date ________

24
 COMMUNITY AGREEMENTS
Community agreements are a great way to establish certain ground rules and
expectations for a community. They are designed so that every member of the community
(whether on the floor or building) has a voice. These are agreements are designed for the
community, by the community. This will help to alleviate problems and overall conflict
on the floor. Once the agreement is created with everyone’s input, the residents will be
aware of each others expectations.

NOTE: Timing is important. Community agreements should be established after a

few weeks of the students living together, typically 2-3 weeks after move-in. This
way the students know each other better and have an idea of how things have
been going within the community and what should be standard or changed.

To develop a successful community agreement, you will need to understand the concerns
of your residents. You will also need to communicate what is flexible and what is not.
(Example: College policies are not flexible, but quiet hours on the floor could be, etc.) You
may want to add other concerns that may be brought up in the future such as
bathroom/hallway cleanliness, noise levels, guests, etc.

Below is a step by step summary of how to create a community agreement and make it
work for your residents.

1. Planning and Preparation

At your first floor meeting present the idea of the community agreement and
describe what it is. Let your residents know that they will be able to give their
input on the agreement at a future meeting and have them start thinking about
how they would like their community to be.
2. Discussion and Creation
Distribute a blank form with some of your or the RD’s concerns and begin a
discussion on each of the concerns. Lead a group discussion so that each of your
residents can voice their ideas. It is extremely important to involve all of your
residents in this process!
3. Completion
Try to reach a final agreement by group consensus at your next floor meeting.
Make the agreement formal by typing it up and having each resident from the
floor sign the agreement. You can also make the agreement into a poster which
can be displayed on the floor.

Check out the Community Agreement example on the next page…

25
 Keystone College
Community Agreement

As a member of this residence hall and floor, I will abide by the standards and
expectations established by this community.

Specifically I agree to:

... treat others the way I want to be treated.

... promote an environment that fosters learning, focuses on academic achievement and is
free from excessive disruption.

... help create and promote an environment that is safe and healthy for all residents.

... support the diverse culture of this hall and respect other residents regardless of the
differences between us.

... promote a living environment that is clean, particularly in the areas that all residents
use.

... treat the residence hall facility and its furnishings, and the personal property of other
residents with respect.

... hold myself and others accountable for the decisions we make and for the
consequences of acting upon them.

... not harm another resident either physically or psychologically.

... confront and/or report others who violate the standards of this community.

... respect the residence hall staff and support the work they do to develop community in
the building.

... refrain from using vulgar, foul or derogatory language, particularly in public areas.

... abide by all residence hall regulations and College policies.

(Signatures of community members)

26
 CONFLICT MANAGEMENT
Steps to Integrate Conflict Management:

ASSESSSMENT:
• Allow yourself time to calm down and to evaluate the situation
• Gather appropriate information or documentation
• Asses the points you are willing or unwilling to compromise on
• Asses what the other party wants
• Make a preliminary determination of the appropriate conflict-handling behavior
for the situation: for the relationship: for the environment

ACKNOWLEDGEMENT:
• Listen to the other party’s concerns
• Try to understand his or her viewpoint

ATTITUDE:
• Avoid stereotyping and making predeterminations
• Try to remain objective
• Remain as flexible and open as possible

ACTION:
• Watch your own use of language
• Watch your nonverbal communication
• Observe how the other party communicates verbally and nonverbally
• Stick to the issues: don’t go off on tangents
• Don’t make promises you can’t keep
• Don’t present issues in a win-lose context
• Don’t sidestep the issues
• Be sincere and trustworthy
• Try to remain open-minded and flexible
• Use the conflict-handling behavior appropriate for the situation and be
Able to revise your behavior according to how the transaction progresses
• Listen, repeat, clarify information

ANALYSIS:
• Make sure all parties’ concerns have been articulated and considered
• Summarize and clarify decisions
• Review procedures for implementing any changes

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Conflict Management Styles:

The five conflict styles, by Lawyer and Katz, are described as follows:

1. Collaborator – The collaborator’s approach to conflict is to manage it by maintaining

interpersonal relationships and ensuring that both parties to the conflict achieve their
personal goals. This attitude toward conflict is one in which the collaborator acts not
only on behalf of his or her self-interest but on behalf of the opposing party’s interests as
well. This is a win/win posture, in which both the collaborator’s stance toward conflict
management and that of the other party are win.

2. Compromiser – The compromiser’s approach to conflict is to assume that a win/win

solution is not possible. The objective is to find some expedient, mutually acceptable
solution, which partially satisfies the parties involved. This is a compromise posture, with
both the compromiser’s stance toward conflict management and that of the other party to
being mini-win/mini-lose.

3. Accommodator - The accommodator’s approach to conflict involves maintaining the

interpersonal relationship at all costs, with little or no concern for the personal goals of
the parties involved. This is a yield-lose/win posture, in which the accommodator’s
stance toward conflict management is to yield-lose, allowing the other to win.

4. Controller - The controller’s approach to conflict is to take the necessary steps to

ensure that his or her personal goals are met, whatever the cost to the relationship
involved. Conflict is viewed as a win or lose proposition, with winning somehow equated
with status and competence.

5. Avoider – The avoider’s approach to conflict is to view it as something to be shunned

at all costs. A central theme of this style is hopelessness. Personal goals are usually not
met, nor are the interpersonal relationship maintained in this style of the conflict. This is
a leave-lose/win posture, in which the avoider’s stance toward conflict management is to
leave-lose, allowing the other to win.

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 ROOMMATE CONFLICT AND MEDIATION
In case of a roommate conflict that may call for mediation or an agreement between two
(or more) roommates, refer to the roommate agreement form previously mentioned in
this section of the handbook. This form provides a way to document problem areas and
the resolutions decided upon during mediation. Students must sign the agreement after it
has been completed with the help of a Resident Director or a Resident Assistant. The
agreements should be kept on file, in the Resident Director’s office or in the Office of
Residence Life, in case of further problems.

Steps to conducting roommate mediations:

1. One of the roommates approaches the RA:
 Find out what the problem is.
 Have they talked to their roommate about the problem?
 Make sure that the problems have not spread to the rest of the
floor (stop this if it is happening).
 Give them a timeline to talk to their roommate about the
problem and say that you will be talking to the other person at
that time.
 Understand that the situation is a real problem and be
supportive.
 Explain that moving is not an option at this time. They must first
go through the protocol of roommate mediations.
 Keep the RD informed about the situation.
 After they have spoken with their roommate, check in to get the
other side of the story.
 Follow up!
2. Mediation:
 Have all of the information readily accessible.
 If they are uncomfortable with you being the mediator, ask if
another RA would be better.
 Setting:
• Your room, their room, outside, the office
• Set ground rules before you begin (no yelling, etc)
 Ask someone to begin by explaining the problem. Give the other
roommate and opportunity to respond to any accusations or
problems.
 Do not favor one roommate over the other, even if you agree with
one and not with the other. You are a third person unbiased
person. If you cannot be that person, another RA should be
conducting the mediation.
 After all of the problems have been expressed, ask the students to
come up with solutions to the problems.
 Create and Roommate Contact.
29
  Follow up with the situation.
If you do not feel like you are able to help, let the RD know that you need help with this
roommate problem. Always keep the RD in the loop!

After the above steps have been completed and the situation has still not been resolved,
the RD should then follow the process outlined above. If there will be no solution to the
problems, the following steps will happen:

1. The RD will contact the Assistant Directors of Residence Life.

2. The Assistant Directors and the RD will have a meeting with the student(s) to
learn more about the problem and try to see if any solutions are possible.
3. If no solution is possible, the RD will try to find a room for the student to move
into upon their discretion.
4. The RD will notify the student of the room.
5. The student will come to the Office of Residence Life to fill out the required
paperwork and get their new keys. At the time of the move, the student will be
required to check out of their old room and complete the process of checking in to
their new room.

Moving students is always the last resort! Immediate moves will only happen in
emergency situations, such as when a life is in danger or there is physical
violence.

30
 CONFIDENTIALITY
Confidentiality of Information:
As a RA, you may be given information by many different sources. Your discretion is
required to determine who else, if anyone, should be given this information. Your
supervisor may tell you something that has not yet been officially announced. This is for
your information only and should not be shared with residents of the building or your
friends until your supervisor gives you permission.

Students may also tell you something private about themselves in helping with a
situation. Do not share this information with other students or even other RA’s. This
information, in most cases, should be shared with your supervisor.

Some students will ask you not to tell anyone about what they have said. In these cases let
the student know that you may need to share it with you supervisor, depending upon the
severity of the information. Never promise to keep a conversation confidential
before you hear what the student says. There are certain topics that you should not
keep confidential. If a student talks about harming themselves or someone else, tell your
supervisor or a RD/Asst. Director immediately.

If you feel overwhelmed by confidentiality, talk to your supervisor. We are a team and
you do not have to carry the burden alone.

Building /College Incidents:

When something happens on your floor, in your building or in another residence hall
when you are on-duty, it should be reported either to your supervisor or the RD on-call.
Your supervisor or the RD on-call will determine whether or not the information needs to
be shared with other staff members or residents of the building.

If there is a major situation occurring on campus, make sure you give your residents only
the facts. RA’s are representatives of the College and should only present factual
information about situations. If your supervisor has not given you the facts, you should
not share any information with your residents. This will prevent the creation of rumors
and false information from being spread. In the end, make sure you know and have the
exact correct information. This will help keep your credibility among your residents and
lead to less confusion and misinformation.

Should residents ever feel that what they tell you has become common knowledge among
your staff or your residents, it will not be long before you find that no one else will
confide or trust in you. Make sure you make good decisions when it comes to
confidentiality!

31
 OPENING AND CLOSING PROCEDURES
FALL AND SPRING OPENING:
Resident Assistants are expected to help in the opening procedures in the residence halls.
This is an important time for building preparation, administrative tasks and getting ready
for the students. It is important that you are prepared and plan your time wisely. You
want to create a welcoming atmosphere and get the students excited to be back at
Keystone! BRING YOUR ENERY AND ENTHUSIASM!!!! Below is a list to help you plan
for what needs to be done.

RA Opening Task List

 Complete Room Condition Inventory form for each room prior to the students
moving in
 Complete Area Condition Inventory form for each of your floors or hallways
where there is lounge furniture
 Cover all bulletin boards on your floors or those assigned to you
 Create door tags for each of your residents and place on doors
 Cover and decorate your room door
 Plan your first floor meetings with every floor you are responsible for and
include icebreakers, community agreements, policies, etc.
 With your hall/area staff, create a welcome banner and prepare the building to
welcome back the students
 Meet with your Resident Director to get a key to the building office
 Help clean and organize the staff office
 Attend all training sessions and bring handbook and pen to each session
 Read through RA manual, bring any questions to training sessions
 Place work orders for any last minute things that need to be repaired or fixed
 Once the students have moved in, go door to door with the Room Condition
Inventory sheets and explain the purpose of the form and have the students
sign off on the form. Use this moment as a chance to get to know your
residents as well!
 Once all Room Condition Inventory sheets have been signed for each room on
your floor/area, return them to your Resident Director or the building office
 Please ensure that residents sign and date their Room Condition Inventory
form. This will eliminate students being wrongfully charged for damages.
 If you have any questions, speak with your RD or please call the Office of
Residence Life at extension 8271.

32
BREAK CLOSING (Thanksgiving and Spring Break):
All College housing will close for specific breaks during the year. All Residence Life staff
members are expected to remain on-campus until the residence halls are officially
closed and the students have left campus. If a RA can not stay until after the residence
halls are officially closed, they will need to get approval from their supervisor.

To close the residence halls for breaks, the following tasks should be completed and
checked by the Residence Life staff:
 The residence hall will need to locked down and checked to make sure all
students have left.
 All areas of the building (including student rooms) should be checked to assure
that:
 Windows are closed and locked
 Blinds are drawn
 All plugs have been unplugged from outlets (with the possible
exception of microfridges)
 All lights are out
 Remove any illegal items placed in the room such as lounge
furniture, microwaves, refrigerators, etc.
 If you find alcohol or drugs during checks, contact your RD
immediately
 Check for running water in sinks (bathrooms)
 Document any violations of College policy you may see and give it to your RD
immediately. Examples of violations would be possession of alcohol or drugs,
display of empty alcohol containers, possession of stolen property (lounge
furniture, etc.) etc. If you have any questions, contact your supervisor.
 Once all the rooms have been checked and the building is clear, check with
your RD and see if they need you to do anything else. If not, your RD will give
you permission to leave.

BREAK OPENING (Thanksgiving and Spring Break):

The residence halls will reopen typically at noon on the Sundays following the break. All
Residence Life staff members are expected to come back by noon to ensure there is staff
available to assist students and families as they return from break. If you can not make it
back to campus by noon when the halls re-open, please contact your RD.

FALL AND SPRING CLOSING:

Resident Assistants are expected to help in the closing procedures in the residence halls.
This is an important and busy time to clean up the building, finish administrative tasks
and get ready for the students departure. It is important that you are prepared and plan
your time wisely. You will be busy with checking out students from their rooms and
collecting keys. Below is a list to help you plan for what needs to be completed so the
residence halls can close.

33
 RA End-of-Year Task List
 Participate in the mandatory floor meetings with every floor in the hall
regarding the end-of-the-year check-out process.
 Follow up with students and make sure they have turned in “Intentions Form”
for the upcoming semester
 Post sign-up sheets for checkout times outside of your door
 Post all end-of-year flyers on each floor by Friday April 31st
 Place donation boxes in your lobby and check on a frequent basis
 Remove all signs, flyers, and posters from on your floor after the residence halls
close.
 Remove all staples and/or tacks from your floor bulletin board.
 Walk through your floor with your RD after every student has checked out of
the building.
 Bag any personal items left by students on your floor and mark student’s name
and room number on the bag.
 Help clean and organize staff office.
 Submit all outstanding programming forms by Friday May 7th
 Note any damages that residents might incur. Please do not guarantee
residents that they will not get charged. Please make your RD aware of any
damages.
 Please ensure that residents sign, date and time their checkout. This can
eliminate students being wrongfully charged for damages.
 Students will be fined if they do not check-out properly so please stress to your
floors the importance of following the process.
 Rooms must be restored to move-in condition!
 If you have any questions, please talk with your RD or call the Residence Life
Office at ext.8271.

34
 ROOM CONDITION INVENTORY FORMS
One of the most important duties of a Resident Assistant during the opening of each
semester is completing Room Condition Inventory forms for each of the empty rooms on
your floor.

Prior to the student’s arrival, every RA should go to each empty room and conduct a
visual scan of everything in each room (furniture, walls, doors, ceilings…). During this
visual scan you will want to look for any noticeable damages or problems with the room
such as vandalism on the furniture, chipped paint on the walls or door, etc. Any
observations should be written down on and documented on the form. BE AS
ACCURATE AS POSSIBLE! If possible, place a work order if something can be fixed or
repaired.

After documenting each room on the form, plan a time once the students have arrived
and go door to door with the completed Room Condition Inventory forms. Explain to the
students what the form is and how it applies to them. Make sure you get all of the
students who live in the room to sign off on the form when they check-in and when they
check-out of the room. This will ensure proper billing for any damages that occurred in
the room while the students were living there.

35
 Room Condition Inventory
Hall: Frear-Reynolds
Room:___________

Item Check-in Condition Check-out Condition

Ceiling
Walls
Room Door
Floor
Closets
Closet doors
Bureaus
Desks
Desk chairs
Bed frames
Mattresses
Overhead light
Windows
Screens
Blinds
Data/Cable/Phone Jacks
Electric Receptacles
Bathrooms
(where applicable)
Check-in Condition Check-out Condition
I accept responsibility on this date for I understand that the damages listed
these items and conditions. I understand above are preliminary and that any
that I will be charged at the replacement additional charges may be billed to me
or repair cost, including labor, for loss after the final room inspection.
and damages incurred.
Staff Date Student Signature Staff Date Student Signature
Initials Initials

36
 ON-DUTY LOGS
On-Duty logs as utilized by the Resident Assistants, serves the purpose of monitoring
and documenting the overall behavior/condition of the residence halls on their duty
evening. The following procedure should be utilized to complete this form.

Starting in the fall of 2009, all on-duty logs will go paperless!

1. Go to http://kcreslife.wikispaces.com/ and log into the page.
2. Go to “On the Job” and “Duty.”
3. On the “duty” page click on the “discussion” tab. The Resident Assistant will
fill in their name, date and times as the subject heading.
4. Documentation is extremely important so RA’s should record any necessary
information in the “message” section of the form as well as utilize any other
documentation procedures communicated by the RD.
5. If there are damages or work that needs to be completed, a work order should
be filed. Incident reports should also be completed if necessary.
6. Duty logs should be completed at the end of the night and include all
observations from rounds done throughout the residence halls.

IF YOU ARE HAVING DIFFICULTIES LOGGING ONTO THE WEBPAGE OR

ACCESSING / POSTING INFORMATION, PLEASE SPEAK WITH YOUR RD.

COLLEGE EMAIL
As a Resident Assistant, it will be very important to check your email periodically.
RD/Asst. Directors will be sending you key information pertaining to students and
scheduling meetings through your email. Please make sure you check your email at
least twice a day, morning and night. This will allow you to make sure you are in
the loop with recent news and information.
 MAINTENANCE AND WORK ORDERS
If you notice a problem or something that needs to be repaired in a student’s room, in a
hallway or in a lounge in one of the residence halls, place a work order. Placing work
orders is easy and the fastest way to get something done (except in emergencies such as
leaking pipes, broken glass, etc., then you should contact the RD on-call or Campus
Safety immediately).
Here’s how to place a work order:
1. Go to the Keystone College website
2. Go down to the “Online Services Toolbar” located in the middle of the page.
3. Look for the yellow icon with the wrench an click on it.
4. This will open the facilities work request system. Log in as “reslife” and type in the
password “reslife.”
5. Depending upon the issue that needs to be addressed, look through the different
menus and decide what category your issue falls under.
6. On the next menu, click on the magnifying glass next to the building, floor and
room to select the correct locations for the issue.
7. Type a brief description of the problem and what needs to be fixed. Be as specific
as possible giving directions
8. To end the description, make sure you type your name. This will help the
RD/Asst. Directors track the work orders and know what is happening in
the buildings

38
 RA ON-DUTY
As a RA, you will be on-duty one night during the week and typically one weekend a
month. What does this mean? What does it entail? Why do I have to be on-duty?

What does being on-duty mean?

When a RA is on-duty it means that they are present and available in the residence halls
to be able to address and respond to any issues or situations that may arise. Resident
Assistants are on-duty from 8:00pm – 8:00am on the weekdays and 6:00pm – 8:00am on
the weekends. Resident Assistants are required to remain on-campus during their duty
shifts.

What does being on-duty entail?

When a RA is on-duty you will remain on-campus either in your room, your building
office or in your residence hall. RA’s are required to complete three (3) office hours during
their weekly on-duty shift. RA’s are also required to complete three (3) rounds during
their on-duty shift. A round is when you walk through the residence halls and check on
the buildings. You want to stop in to say hello to your residents and fellow students while
also checking the buildings to make sure there are no students violating any policies
(quiet hours, drugs/alcohol, etc.)

Why do I have to be on-duty?

RA’s are on-duty for many different reasons.
1. To maintain a safe, clean and fun living / learning environment in the
residence halls
2. To be available for your residents, fellow students and staff members
3. To build relationships with the residents living in your building and on-campus
4. To assist in enforcing College policy and keeping the residence halls a safe
place
5. Think about it… Think about your role and how you fit into the bigger picture.
There are many more reasons I am sure you can come up with.

What if I need to reschedule an on-duty shift?

If you are not going to be able to work an on-duty shift, you need to find another RA to
switch on-duty shifts. Once you have found another RA who is willing to switch, go to the
Residence Life wiki page, http://kcreslife.wikispaces.com/ and go to the section “On the
job” and click on “documents.” Open the “RA Switch Form” and fill out the blanks with
the information of the RA who is switching shifts with you. Once the form is completed,
email or send the form to the Assistant Director of Residence Life (Ken) for verification
and approval.

If you need to reschedule an on-duty shift at the last minute, try to find another RA who
is willing to switch shifts with you. Please call the RD on-call to inform them of the
change so they know who is working and who to contact.
39
 SRA ON-CALL
The SRA’s have a slightly different role than a regular RA when it comes to being on-duty
or on-call. The SRA’s work closely with the Assistant Directors and are responsible for
holding the on-call phone during their shift. The SRA’s will address and respond to any
concerns or issues during their on-call shift. If there is a major incident (such as an
alcohol or drug violation) or any situation where they feel the Assistant Director is
needed, they will then call the Assistant Director to come and address the situation.

ASSISTANT DIRECTORS / RD’s ON-CALL

The Assistant Directors and RD’s are on-call seven (7) days a week on a rotating basis.
They have office hours during the day where they can be reached in their building offices
and the Assistant Directors have office hours in the main Residence Life offices in Sickler
Hall.

If you need an Assistant Director or RD after normal business hours, call the Residence
Life Hotline (on-call phone) at 570-840-8473. The Assistant Director of RD on-call should
be notified in case of any emergencies or incidents that occur in any of the residence
halls.

If the no one is answering the on-call phone, it may be because they are in the middle of
another situation. Leave a voicemail and the on-call staff member will return your call. If
it is an emergency, contact Campus Safety while you wait for the staff member on-call to
return your call.

40
 THE ROLE OF A SRA / RA
What exactly is my role with in dealing with student conduct issues?
As a Senior Resident Assistant or a Resident Assistant, you are on the front lines of
addressing student conduct issues. You are the eyes and ears of the residence halls.
Be aware of your surroundings. Look out for things that are suspicious or not ordinary.
Use your nose as well…notice an odd smell? Check it out and see what’s going on.
Your role can be thought of in four different categories:
1. Enforce and honor:

In your role, you must enforce and honor the Student Code of Conduct

The Code of Conduct was not created to limit student rights, but was
created to give an opportunity for all students, faculty and staff to be a
part of a community that remains a healthy and safe living / learning
environment.

For every action or decision made, there is a consequence

Encourage your residents to become familiar with the Student Code of
Conduct and discuss the handbook
2. Teach:

You have the ability to influence your residents!

You may not think of yourselves as teachers, but you are teachers out of
the classroom!

Your residents will watch your every move and behaviors…make sure you
are reflecting the behaviors and actions that you want the residents to
instill from you!
3. Restore:

“An eye for an eye only makes the world go blind.” – Ghandi

It is important to show how people’s actions can affect the whole
community, affect each other and their education.

Not every situation can easily be solved. As long as you treat everyone
equally and fairly, you can offer them the best experience. This will help
to provide positive outcomes for everyone involved.
4. Include:

Make sure to include everyone on your floor or in your building in the
decision making process.

COMMUNITY AGREEMENTS! A great way to include your residents on
making rules for your area. (see handbook)

The more students feel included in their community and the decisions
made, the more they will feel apart of campus, and the more they will
respect each other and the campus facilities.

How do I fulfill my role in dealing with student conduct issues?

Stay cool, calm and collected. Always address students in a proper manner. Be
respectful and fair at all times. Make sure everyone has a voice and listen to all parties

41
involved. Depending on the issue you are dealing with there are a few options of how
to fulfill your role…
1. Dialogue:

Why use it?
• Encourages students to confront and communicate with each
other
• Empowers the students to be able to solve their own problems
independent of a staff member
• Allows students to gain a better understanding of others and
how to manage conflict

When to use it?
• To create understanding
• In a space where both parties are feel comfortable, safe and
trusting

2. Mediation:

Why use it?
• Offers long term, sustainable results
• Equalizes power between different parties
• Preserves relationships

When to use it?
• A conflict that is centrally contained (between individuals)
• Have the proper time to sit down and discuss
• Agreement is the goal

3. Restorative Practices:

Why use it?
• Empowers ALL parties involved in an incident
• Offers healing and repairs relationships
• Develops empathy

When to use it?

• All parties voluntarily come into the process
• What happened and who is responsible is not in debate
• Less about finding and documenting a policy violation and
more about restoring any harm done

4. Shuttle Diplomacy

What is it?
• To negotiate an agreement between two parties that do not
wish to directly engage with one another.

Why use it?
• Lifeline when other pathways have failed

When to use it?
• Future interaction between the parties is limited
• Parties do not expect nor desire a future relationship
• Objectives and practical and matter of fact
42
 MASTER KEYS AND USAGE
Beginning in the fall of 2010, Senior Resident Assistants and Residents
Assistants will have access to a master key for access to residence hall rooms.

Master keys will be accessible via a locking key retaining device, located in a
designated area in each residence hall (except Davis and 39 College Avenue).
Only a SRA’s or RA’s room key will gain access to releasing a master key from
the key retaining device.

Master keys should only be used for the following instances:

1. A student is locked out and either: a.) their roommate is not around, or b.) it
would be detrimental to their personal safety & security or general health &
wellness if they do not gain access immediately to their room (e.g., just came
out of a shower, urgently needs medication, etc.)

2. To conduct room checks during: a.) Fire Alarms, b.) a Health and Safety
inspection, and/or c.) Opening/Closing Check-in/Check-out

3. A resident’s alarm or stereo is violating Quiet Hours and the resident is not
around. (In this instance, the staff member would need another person with
them to serve as a witness. It is recommended that the staff member who
entered the room then follow up the resident to inform them s/he entered
the room and why.

AFTER USING A MASTER KEY, IT SHOULD BE RETURNED TO THE KEY

RETAINING DEVICE AS SOON AS POSSIBLE! MASTER KEYS ARE NOT TO LEAVE
THE RESIDENCE HALLS!

In dealing with master keys, remember the following:

1. Notify the Assistant Directors of Residence Life immediately if keys are
misplaced or lost.
2. Do NOT use keys for any other purposes than to fulfill job responsibilities.
3. DO NOT give the master key to a student. Employment as a Resident
Assistant / Senior Resident Assistant will be terminated if found in violation.
4. DO NOT take any master keys outside the residence halls or leave them in
an open area (on a desk, in a mailbox in the office, etc.)
5. If you resign or your employment with Residence Life is terminated, return
all keys to the Office of Residence Life within 24 hours.

43
 DOCUMENTING SITUATIONS
DOCUMENT! DOCUMENT! DOCUMENT!!!
After dealing with an incident or situation, it is important that the event is
documented and documented properly. This will help in the future so we are able to
keep track of previous incidents or situations that occurred in a residence hall or with
a particular student.

The following page has a copy of the RA Information/Incident Report you will be
filling out to report violations. It’s easy! Just check the proper category the incident
falls under and get the involved students information.

Here are a few helpful suggestions to assist you in documenting incidents / situations:

DO NOT SAY: INSTEAD, SAY:

“Busted a party” “Documented a party” or

“Documented what I observed.”

Accused of / Allegations Allegedly violated: this refers to the

possible policy violations that will be
discussed with you

Guilty Found in violation of policy

Innocent Violations dropped

Trial Student Conduct Hearing

Evidence Information (documented by staff)

Sentence / Punishment Sanctions / Educational fines

“You are going to be fine X amount of You may not be sure of the fine amount
dollars.” for different situations and whether this
is the students first or second offense,
so do not give a specific amount, as that
amount will be determined late
44
 Keystone College
Office of Residence Life
Information / Incident Report

Date: Time: A.M. / P.M. Location: College Official Name:

Type of Incident

Student Conduct Issue Medical / Hospital Psychological Concern Roommate Conflict Other

Student Code of Conduct Violation

Abuse Fire Safety Privacy
Academic Misconduct Gambling Failure to Respond to Notice
Alcohol Harassment Rollerblades/skates/bicycles
Arson Hate Crime Sexual Misconduct/Harassment
Automotive Hazing Sexual Assault/Rape
Complicity Inappropriate Conduct Stalking
Computer/Technology Theft Littering Terrorist Threats
Contractual Obligations Mass Threats: Firearms/Weapons Theft/Attempted Theft
Demonstrations/Riotous Conduct Mass Threats: Explosives Threats of Violence
Disorderly/Disruptive Conduct Mass Threats: Date Rape Drugs Tobacco Use/Smoking
Domestic/Relationship Violence Misuse of Materials Trespassing
Drugs and Controlled Substances Misuse of Keys Unauthorized Entry/Use
Endangering Health or Safety Misuse of Identification Vandalism
Failure to Comply/Noncompliance Obscene/Lewd Conduct Violation of State or Federal Law
Falsification/False Testimony Off-Campus Conduct

Person(s) Involved: (College Official check box for disciplinary/student conduct issues)
Name ID Number Address/Hall Cell Phone #

Staff Involved:
Name Position Phone/Extension

Please provide a detailed and accurate account of the incident that occurred. This should be a
precise account of the situation that required your attention. You should only record what you
observed, actions of the person(s) involved, and your response to the situation. Only fact and
specific dialogue should be reported.

Please check one of the following:

Send to Coordinator of Student Conduct for review
Send to Asst. Director or Resident Director for follow-up or meeting
Documentation for student file
Residence Life Office
Incident Report Page45
 WHY DO WE DOCUMENT?
As the Residence Life staff, why do we document and respond to violations of policy?
When students violate the standards set by the College and their community, the
College is responsible to educate the students through student conduct procedures.
The goals of documenting and responding to violations include:
1. To bring students, behavior into compliance with the College and
community standards
2. To educate students by explaining the reasons for the College and
community standards
3. To hold the students accountable for their actions and behaviors
4. To assist students in making better choices that will enable them to help
grow into their adult roles in the future
5. To help students better understand the greater picture of how their actions
and behaviors impact the College and the community

APPROACHING STUDENTS

It is true… there will be some times when you need to approach students in difficult
situations. There are many times when students will approach you as well. You as a
Resident Assistant, have an obligation to the College and to your fellow students to
enforce College policy. The following are steps to take to address problems before they
occur (prevention) and to approach situations when they occur (intervention),

PREVENTION: Taking care of it before it happens!

You will be able to avoid some possible conflicts or situations by discussing and
enforcing policies and procedures with your residents as soon as they start the year.
Keep consistent and your residents will see this!
1. Explain policies and the reasons behind each one. Explain to the students
that they are designed to be fair
2. Discuss rules and the consequences if someone breaks the rules
3. Create a community agreement
4. Explain to students the resources that are available to them to avoid future
problems (ex: counseling)
5. Explain your role as a RA and how that will affect your residents regarding
reporting behaviors, etc.
 BE ASSERTIVE!!!
Assertive Behavior is…
• The type of behavior in which a person stands up for their rights in a way that
the rights of another are not violated
• Is a direct, honest and appropriate expression of one’s feelings, opinions or
beliefs. It shows consideration for another person.

Assertive Behavior can…

• Communicate respect for the other person but not necessarily the other
person’s behavior.
• Enable a person to act in his/her best interests, to stand up for himself/herself
without anxiety, to stand up for his/her rights without denying the rights of
others

When you act Assertively…

• You feel confident
• You feel self-respecting
• You choose for yourself (saying No in a respectful manner is ok!)
• Others feel general respect about themselves when you act assertively

PRINCIPLES OF ASSERTIVE BEHAVIOR:

Self Esteem: Strive to deal with the problem in such a way that your own self esteem
and other persons are not damaged. It is the other person’s behavior you want to stop
or change and that is not achieved by demeaning someone’s basic humanity.

Power: Realize that each of us have the power to affect the outcome of a particular
situation. Because you have the authority in most situations, does not mean you are
better than the other person.

Control: Stay in control of the situation by managing your own behavior.

Understanding what you are trying to accomplish and controlling your behavior will
help you achieve your goals.

Natural Tendency: Fight the natural tendency to return anger with anger. You are the
person charged with resolving the problem and you have all the rules, policies and
support behind you. There is no need for you to get angry. Getting angry will cause
more harm then good in any situation.

Primary Issue: Manage the primary issue so that it does not escalate into a more
complex secondary issue. Reduce the problem to its simplest form and deal with that.
Avoid adding other issues into the mix.

47
 CONFRONTATIONS
DISCIPLINARY CONFRONTATIONS: Cool, calm and collected.
There are no rules on how to approach or confront a particular disciplinary situation.
You can, however, develop skills in confrontation that will help you in the future. Over
time, you will feel more confident approaching students and dealing with
confrontations.

One of the best ways to help confront students is to develop assertive communication.
Assertive communication is a balance between aggressive communication and passive
communication. Assertive communication is open, honest and non-aggressive. Here
are some tips to remember:
1. Describe the person’s behavior in objective terms
2. Describe how this behavior affects you and/or others living in the residence
halls or on-campus
3. Describe how you feel about the behavior
4. Describe how you would like the other person to correct his/her behavior

Example: “Bill, I saw you spraying silly string on Ted’s door, If the silly string hardens,
it can ruin the paint which would create an expense and damage College property. I do
not believe you have the right to damage the door and inconvenience the student. I
would like you to clean off the door. Unless it is not cleaned up immediately, you may
face disciplinary actions for what you did.”

CONFRONTING INTOXICATED PEOPLE: Almost all of you will confront an

intoxicated student…here are some helpful tips to deal with intoxicated people:
1. Introduce yourself and what your role is to the student
2. Consider the intoxicated student. Is his/her judgment impaired, physical
condition diminished, possibly more aggressive? The person may not be
responsive to someone approaching them and may question your authority
3. Understand how comfortable you are with the student and his/her state of
mind. Are they ill? Violent?
4. Know when to call for help! If the intoxicated person turns violent or make
the situation worse, call the RD on-call or Campus Safety.
5. Decide what specific behavior you wish the intoxicated student to stop, (ex:
noise, visitor violation, violent behavior, etc.) State this to the student. It
may not be worth trying to discuss the issue at the time since the student is
impaired but you are still responsible for holding the student accountable.
Document the behavior and the situation so it can be discussed with the
student at a later time when they are not impaired.

48
ASSERTIVENESS AND CONFRONTATIONS:

Most common types of situations that a RA confronts:

• Drugs
• Fights
• Hallway sports
• Noise
• Alcohol
• Visitation violations

Most commons reactions by students in these situations:

• Crying
• Showing fear
• Try to intimidate you
• They are compliant
• They get angry
• Avoidance / run away
• Denial

Most commons ways to escalate a situation:

• Attracting a crowd
• Getting personal with someone rather than separating the person from the
behavior
• Losing your temper
• Not getting all the facts
• Not identifying yourself
• Yelling at a person
• Push or hitting the person

TIPS FOR EFFECTIVE CONFRONTATION:

• Remember you are confronting the behavior, not the person. Do not reject a
resident because he/she made a poor choice concerning his/her behavior
• Never confront a student in front of their peers. Take the person aside and
address the behavior
• Concern yourself with the specific behavior rather than motives. Do not
speculate as to why a person behaved a certain way, just deal with what
happened
• Keep the confrontation constructive and positive
• Communicate clearly and directly
• Stick to the facts, keep the content simple
• If possible, have another staff member with you as a witness
• Focus on the person’s strengths instead of weaknesses
• Reflection: reflect the message of the person you are dealing with. This helps
the aggressor realize that he/she has been heard and understood. Aggression is
usually released because feelings are being ignored

49
 • Pointing out assumptions: every argument is based on assumptions and this is
true in the case of the aggressor as well. Try to listen to the individual and
pinpoint those assumptions because they are the real central issue of the
dispute
• The “I” language: take personal ownership of the situation. Tell the person your
feelings and your needs. You have a job to do and this individual is stopping you
from doing that job. Make yourself a person instead of “just another RA trying
to bust someone.”
• Questions: ask plenty of questions. Find out what has been going on that day or
that night. Find out if the individual has plans for the night. You might stumble
across a hidden motive for anger and aggression.
• Nonverbal Behavior:
o Needs to be congruent with what you are saying
o Keep your voice soft
o Remember individual personal space
o Take the situation seriously (do not laugh or smile)
o Avoid clenching your fists, playing with keys or other distracting
behaviors
o Remember to talk directly to the student and establish eye contact

CONFRONTATION CHECKLIST:
• Stop and prepare yourself
• Check your body language (calm yourself)
• Maintain control by assessing the situation (clear the scene if
necessary)
• If necessary get back-up and call for help
• Identify yourself
• Address the problem behavior (do not get personal!)
• Remember to “choose to diffuse” (do not argue or get loud)
• Treat them with respect by listening and using “I” statements
• Make sure to follow up with student

50
 THE OFFICE OF STUDENT CONDUCT

The Office of Student Conduct is committed to providing all students the best possible
service and experience at Keystone College. The primary function of the Office of
Student Conduct is to uphold the Student Code of Conduct; administer conduct
procedures in support of the College’s mission and vision; and to maintain a positive
learning community for all faculty, staff and students.

The Office of Student Conduct encourages equality, dignity and mutual respect for all
members of the campus community. The office strives to inspire trust and confidence
in the College’s rules, regulations and student conduct procedures.

Goals of the Office of Student Conduct

1. Facilitate learning and growth by administering sanctions and other

requirements designed to allow individuals and groups to make better, more
informed, choices for the future.
2. Assist in the development, dissemination, interpretation and enforcement of
campus policies.
3. Promote a safe and secure campus environment that supports the overall
core educational and social values of the College.

Questions or concerns regarding the Office of Student Conduct should be directed to

the Coordinator of Student Conduct.

Ken Lastowka, Coordinator of Student Conduct

Phone: (570)945-8271
Email: studentconduct@keystone.edu

51
 ALCOHOL SITUATIONS
If you suspect that the student has alcohol in their room you should follow the
following steps:
1. Make sure that you have a writing utensil and paper. Contact the RD on call
to join you in the lobby of the building before approaching the situation
2. Knock on the door of the room that you suspect the violation is occurring in
and announce yourself as the RA.
3. Wait for the students to answer the door. Listen carefully as to what they
are saying in the room and if you hear the “clinking” of bottles.
4. If the students do not answer the door, tell them that the RD on duty will
key into the room.
5. If they open the door, make sure that you stay in the door way of the room.
Introduce yourself and tell the students why you knocked on the door. If
you see alcohol in plain sight, ask them to move the alcohol to the center of
the room. If you do not see alcohol, ask if they have any alcohol in the
room. Ask the students to open the refrigerator and to put the rest of the
alcohol in the center of the room.
6. Once the alcohol is in the center of the room, ask the students for their IDs
and write down their name and ID #.
7. After all names have been written down, ask the students (or the residents
of the room) to get the alcohol and accompany you to the bathroom to
dump it out. After the alcohol has been dumped out, place the empty
bottles in the recycling bin.
8. Tell the students that you will be documenting the situation and they can
expect to hear from the Student Conduct Board soon.
9. Fill out the appropriate paperwork and get the paperwork to RD on-call.
This must be done before you go off duty.

If you suspect that a student is publicly intoxicated or is exhibiting alcohol-

related disorderly conduct follow the following steps. This can be observed by
students stumbling, slurring their speech, acting aggressive or is vomiting.

1. If you feel that the student is a danger to you or to other students in the
area, or if they need immediate medical attention, call the RD on call and
Campus Safety immediately.
2. Make sure that you have a writing utensil and paper.
3. Ask the student if they are ok and then ask them to refrain from their
current behavior.
4. Ask for the student’s ID and write down their name and ID #.
5. Ask the student to go back to their room or escort them back to their room.
6. Fill out the appropriate paperwork and get the paperwork to RD on-call.
This must be done before you go off duty.
52
If the student is unable to be awakened as a result of drinking too much, has
clammy skin, shallow breathing, greenish tint to complexion, throwing up
while unconscious, or is having seizures. Place student on left side. Call 911 for
Medical Emergency and/or call Campus Safety 8989

Student is awake, but unable to walk. Do not leave unattended; monitor for alcohol
poisoning symptoms above until student is sober. Any report of intoxication mixing
drugs with alcohol Call 911 for Medical Emergency and/or call Campus Safety
8989

• Student reports having memory lapses or “blackouts”

• Student continues to drink regularly even though they said they were going to
stop drinking
• Student has to drink alcohol in the morning to relieve shaking hands, nausea or
to feel good /normal
• It is reported that a student drinks almost every night
• Student has ability to drink large amounts of alcohol
• Student reports they have been drinking for a number of years already and
displays some of the characteristics above

Caution!!!
Never leave an intoxicated student alone or let them “sleep off” the
intoxication!

53
 DRUG SITUATIONS
• Any report of student overdose, not breathing, becoming unconscious,
hallucinating, shallow breathing, hallucinations, sudden violence, empty
pill containers unusual behavior call 911 and Campus Safety immediately!
• Student reports being addicted and is currently in recovery (not using)
and is afraid they are going to use immediately or in the very near future.
Call a counselor immediately or the Resident Director on-call.
• Student uses over the counter (OTC) or prescription drugs and needs more and
more of a drug to get the desired effect
• Student gets sick, shakes, feverish, is irritable, gets headaches, or can’t sleep if
they can’t take the drug
• Student must take other drugs to cover up the symptoms of not having a drug
• Student spends a lot of time to get a drug, use it or recover from the effects of it.
• Student dose not socialize, see friends or do any activity unless use drugs are
associated with the activity.
• Student is not doing work or responsibilities because of drugs
• Student engages in unprotected sex, drives or operates machinery under the
influence of the drug
• Student has relationship problems or gets into fights/ arguments because of use

Suspicion of Marijuana
• Contact the RD on call and ask them to meet you in the lobby of the particular
building the violation is taking place.
• Get back-up, a writing utensil, and paper.
• Wait for the RD on call to meet you in the lobby.
• At that time, inform the RD on call of the details leading up to him/her arrival.
• The RD will contact Campus Safety via Nextel.
• The RD and the Campus Safety Officer on duty will approach the situation
together by knocking on the door, identifying yourself, and keying into the
room if necessary.
• They will survey the room for drugs and paraphernalia. If they do not see any of
these things, they will let the students know that they will be receiving a letter
from the Coordinator of Student Conduct and will be going before the Student
Conduct Board for the smell of marijuana emanating from the room.
• If drugs or paraphernalia are found, the RD on call will ask to see identification
cards, write the names and relevant information of the students involved,
including their building and room number. If they are not students of Keystone
College, they will get an address and phone number.
• The RD will clear non-residents from the room.
• The RD will contact the Director of Residence Life via Nextel.
• The only responsibility you have in this incident would be crowd control.

54
 COUNSELING ISSUES

Counselors:
Mary Smirne, M.S, Student Success Center, ext. 8321, mary.smirne@keystone.edu

Owen Conaghan, Student Success Center, ext. 8389, owen.conaghan@keystone.edu

Tanya Morgan, Student Success Center, ext. 8305, tanya.morgan@keystone.edu

Prevention Coordinator:

Nadine Cali, Student Success Center, ext. 8363, Nadine.cali@keystone.edu

Availability

Monday – 8:30 a.m. to 5:00 p.m.

Tuesday – 8:30 a.m. to 5:00 p.m.
Wednesday – 8:30 a.m. to 5:00 p.m.
Thursday – 8:30 a.m. to 5:00 p.m.
Friday – 8:30 a.m. to 5:00 p.m.

Counseling Services can be reached after hours and weekends by contacting

Campus Safety or the Resident Director on-call.

In the event that a counselor can not be reached, please contact Scranton
Counseling Center, 570-348-6100.
The counselors provide individual and group counseling for students in regard to a
variety of different issues, including, but not limited to: relationships with family,
friends, and significant others; depression; anxiety; sexual assault and domestic
violence; eating disorders; self-esteem; drug and alcohol concerns; stress management;
assertiveness; grief; career decision-making; values clarification; and abuse issues. All
counseling services are free and confidential.

The counselors also provide programs in the residence halls and on campus on a
variety of topics. Please contact counselors several weeks in advance, if you would like
to request a program.

55
 ANGER
Student reports being so angry that they will cause physical harm to self or
others or destroy property. Call Campus Safety 8989 and the Resident Director
on-call. Call fellow Resident Assistants for backup if needed. Do not try to
handle the situation yourself!

• Student reports outbursts of anger as a result of long term excessive stress or

feeling powerless
• Student reports coming from a family that is often violent and unpredictable

ANXIETY
• Check for medical emergency signs such as chest pressure or pain in arm,
neck or jaw, chest tightness, chest pain, nausea, uneven pulse, fainting or
lightheadedness, stomach pain, unexplained anxiety, profuse sweating,
clammy gray/pale skin, bulging eyes or severe symptoms as a result of
taking medication. Call Campus Safety 8989 and the Resident Director
on-call.
• Student has history of panic attacks and fear in-between attacks
• Student avoids places, or is not able to leave room
• Student reports or is reported to check over and over again for things like
locked doors
• Student washes hands repeatedly
• Student reports unwanted persistent thoughts
• Student reports that anxiety keeps them from doing normal things

BIPOLAR DISORDER
• Student reports he/she is suicidal Call Campus Safety 8989 and the
Resident Director on-call.
• Student may think people are after them or are hallucinating-seeing or
hearing things that don’t exist call Campus Safety 8989 or the Resident
Director on-call.
• Student is unusually hyper and does not sleep
• Student speaks of many ideas and thoughts, sometimes not even connected in
concept
• Student purchases lots of things unnecessarily or takes unusual risks
• Student is not able to concentrate
• Student cries a lot
• Student spends too much time in their room, too much time sleeping

CODEPENDENCY
• Student is constantly more concerned about someone other than him/herself
• Student always covers up for someone else
• Student blames him/herself for others’ actions
• Student denies problems existing with someone else

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 DEPRESSION
• Student reports having just attempted suicide, having repeated thoughts
of suicide or death, or having any current thought of suicide. Check for
any medical emergency, if they report taking pills or self injury that is
bleeding. call 911 for Medical Emergency and/or call Campus Safety 8989
and/or call the Resident Director on-call.
• Student reports that he/she is suicidal. If no medical emergency, call
Campus Safety 8989 and the Resident Director on-call, counseling will be
notified.
• Student reports loss of interest or pleasure in almost all activities most of the
day or week for several weeks
• Student reports being in a depressed mood for weeks or most days feeling
hopeless, worthless or restless
• Student reports sleeping or being tired all the time, loss of concentration,
trouble with decision making, changes in appetite, eating too much or too little.
• Student feels they are unable to be helped or there is no one who could point
out a way out
• Student reports sexual problems
• Student reports history of depression, diagnosis of depression or having taken
medication in the past for depression and is experiencing any symptoms of
depression again
• Student reports persistent, on-going pain
• Student reports thinking constantly about a sadness associated with a holiday,
birthday or anniversary of a death
• Student has the above symptoms and reports a family history of depression

EATING DISORDERS
• Student hoards food or leaves right after a meal to vomit, or spends long times
in the bathroom from taking laxatives
• Student loses a significant amount of weight by bingeing, purging, dieting,
fasting or exercise
• Student has intense fear of gaining weight or getting fat
• Student sees themselves as fat event though they are not
• Student continues to diet even though they are less than their desired weight.
• Student eats very fast, eats until uncomfortable often, eats when not hungry
• Student feels depressed/disgusted and guilty after overeating
• Student reports irregular heartbeat has rapid tooth decay, thin hair or hair loss,
dry skin or cracked fingernails, puffy cheeks, no period if female for several
months in a row, tired, loss of concentration. – All signs of malnutrition
• Student constantly counts calories, plays with food, cuts in small pieces, eats
very little and avoids rich foods

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 GRIEF
• Student is making plans for suicide or is thinking about suicide or death
which may be related to a loss. Call a counselor and/or Campus Safety
and/or the Resident Director on-call immediately
• Student uses drugs or alcohol to numb the pain of a loss
• Student reports extreme stress at school or job, is unable to cope with routines,
is unable to sleep, excessive crying, depression or feelings of guilt

OBSESSIVE – COMPULSIVE DISORDER

• Repeated hand-washing, cleaning, list making, checking and re-checking doors,
water faucets
• Endless organizing of closets, belongings, drawers, food
• Ritualistic behaviors

PANIC ATTACKS
Any symptoms of heart attack or medical emergency, including chest pain that
spans out to the arm or neck, inability to breath, or unconsciousness call 911
and Campus Safety.

• Student reports history of panic attacks and the symptoms have been checked
out and heart and physical body are not in danger after thorough examinations
by medical professionals
• Student constantly worries about having another panic attack
• Student changes routine behavior for fear of panic
• Student uses drugs or alcohol to avoid panic attacks or the thought of another
attack

PARANOIA
• Student worries excessively about being watched or being talked about by
others
• Student feels that everyone is after him or her

PHOBIAS
• Students show irrational fear of a thing or situation. Examples include an
inability to go into open spaces, speak in front of others, or fear of being
trapped in a small room. Fear of germs, animals, insects or darkness is possible
• Any irrational fear that gets in the way of performing normal activities is a
reason for referral

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 POST-TRAUMATIC STRESS DISORDER
• Student experienced a traumatic event at some point in his/her life that
involved death, serious injury, threat of death or serious harm to someone
including him/herself. Student felt helpless as the event unfolded
• Student keeps reliving the trauma by thinking about it, having flashbacks,
dreams and has physical symptoms of racing heart, headaches, and
stomachaches when he/she thinks about the event
• Student avoids situations that remind him/her of the trauma
• Student feels detached from others, is more anxious/jumpy, cannot concentrate
and is easily startled, may not sleep well or is extremely protective, is unable to
maintain loving relationships

RELATIONSHIP ISSUES
• Student reports having suicidal thoughts or a real desire to kill someone
else. Call a counselor and/or Campus Safety and/or the Resident Director
on-call immediately!
• Student has just been sexually or physically assaulted by someone. Check
for medical emergency and call ambulance if necessary. If no medical
emergency, obtain a counselor immediately only if the student wants to
talk with one. It is important to allow the student to make his or her own
choice about seeking help. Please review the S.O.A.R. Manual. There are
members of the campus community (the S.O.A.R. team) that are trained
to help with sexual assault.
• Student threatens to harm someone. If student is violent with Residence
Life staff, call Campus Safety. If not, obtain a counselor immediately.
• Student is being stalked /constantly watched, or controlled by another student,
contact Security or Police. Refer both students to counseling
• Student is unable to think/concentrate because of relationship
• Student is depressed because of relationship
• Student can not make decisions or does not take care of hygiene or dress
appropriately because of relationship
• Student acts intentionally in ways that cause emotional harm to others
• Student is unable to resolve or discuss a relationship issue with someone else on
his/her own
• Student is unable to change behavior patterns that lead to arguments

SCHIZOPHRENIA
• Student has disordered thinking, disconnected thoughts, may
hallucinate (hearing/seeing things that are not there), or may hear voices
telling them instructions. Student may mumble incoherently. Student
may believe that his/her own thoughts may be broadcast to another. If
student is violent and non responsive to directions call Campus Safety
and an ambulance. If not violent and responsive, obtain a counselor
immediately
• Student may believe that someone or the system is tracking them down
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 SELF ESTEEM
• Student may make statements such as “I am so depressed that I don’t
know if life is worth living, nobody would miss me if I were gone, I would
be better off dead etc…” Ask the student if they are considering suicide.
If they are, call a counselor and/or Campus Safety and/or the Resident
Director on-call immediately.
• Students state that they feel worthless, insignificant, insecure, unable to make
decisions, see themselves as flawed and they may magnify defects in themselves
• Students may be remaining in a relationship that is unhealthy, abusive or
hurtful. If so and there is no immediate danger, refer to counseling
• Students that are in danger of flunking out of school due to poor grades may
suffer low self esteem

STRESS
• Any student that has suicidal thoughts because they are so stressed out
should see a counselor immediately.
• Any student that feels they are so stressed that they might hurt someone
else in the immediate or very near future should see a counselor
immediately.
• Students that have witnessed a horrible event, death or accident may have
flashbacks, nightmares or have a hard time sleeping
• Students that are anxious, or troublesome, getting upset about small things may
be displacing emotions based on stress

SUICIDAL THOUGHTS
• If the student has attempted suicide call Campus Safety at 8989 or 911 if
any medical emergency exists.
• Any student that says they are suicidal, displays self injury, indicates
plans for suicide or says they have repeated thoughts of suicide should
see a counselor immediately.
• If there are suicidal signs evident contact a counselor and/or Resident
Director on-call immediately
• Behavior such as giving away possessions, cleaning up when they don’t usually
clean, acting happy after a period of depression might be signs of suicidal
thinking. Statements such as “I’d be better off dead, no-one would miss me if I
was to disappear or I wish I were dead” are signals of distress that should be
explored. If you are in doubt, ask directly if the student is suicidal.

Increased suicidal risk is indicated when student:

• previously attempted or thought about suicide
• has a detailed plan on how to do it
• has the means to carry out the suicide (possessing a gun, bottles of
medication/pills, knives or weapons)
• has a history of suicide in the family
• has experienced a loss lately
• thinks repeatedly about suicide and death
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 CRISIS SITUATIONS

SERIOUS INJURY/ILLNESS CONSCIOUS VICTIM

In the case of a severe injury, the Resident Assistant will contact the RD on-call by
calling the Residence Life hotline. After the RD has been contacted, he/she will inform
Campus Safety of the situation, and depending on the severity of the injury, Campus
Safety may respond to the situation as well. The Director of Health Services will be
contacted at this time if the situation occurs during working hours. The Resident
Assistant or Campus Safety officer will be designated for crowd control. If the student
is conscious and needs to go the hospital, an ambulance will be contacted, unless the
student has a ride to the hospital (if it is not an emergency). If a student refused to go
to the hospital, the student will sign an Emergency Disclaimer Form.

UNCONSCIOUS VICTIM
Campus Safety, a RD, and an ambulance will be contacted immediately in this
situation. If the incident occurs during working hours, the Director of Health Services
will be contacted at this time as well.

Follow-up
Once the situation is taken care of, the Director of Residence Life, the Dean of
Students, and the Director of Health Services will be contacted via voicemail to inform
them of the incident. A report will be filed with the Office of Residence Life. The
Resident Assistant will check with the student after the incident to find out any other
pertinent information.

DRUG / ALCOHOL OVERDOSE

In the case of a drug/alcohol overdose, the Resident Assistant will contact the RD on-
call by calling the Residence Life hotline. The RD will assess the situation, and contact
Campus Safety and an ambulance if necessary. The RD will stay with the student until
the ambulance arrives. If the student is unconscious, an ambulance will be contacted
immediately. Campus Safety and the Resident Assistants will be in charge of crowd
control.

Follow-up
After the situation is over and the ambulance has departed, the Director of Residence
Life, the Dean of Students, and the Director of Health Services will be contacted
through voicemail. A report will be filed with the Office of Residence Life. The
Resident Assistant will check on the student following the incident.

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 ATTEMPTED SUICIDE
In the case of an attempted suicide, the Resident Assistant will call the RD on-call by
calling the Residence Life hotline. The RD will have Campus Safety meet him/her at
the scene. A Campus Safety officer and the Resident Assistant will handle crowd
control. A Campus Safety officer will call an ambulance, and the RD will tend to the
student at risk. The Director of Residence Life or the Dean of Students will be
contacted at home. The on-duty counselor will also be contacted. Once the situation
is dealt with, any necessary staff will be notified through voicemail.

Follow-up
After the situation has been dealt with, the staff members involved will debrief with a
member of the Counseling Department and the Residence Life Staff to answer any
questions regarding the incident. A report will be filed with the Office of Residence
Life.

SEXUAL ASSAULT, DOMESTIC VIOLENCE,

AND DATE VIOLENCE

Keystone College Counseling Services maintains crisis recognition, support, and

referral services for residential and commuter Keystone College students who have
issues with sexual assault and domestic/date violence. Students will receive crisis
support, information, and assistance with referral to other providers, and follow-up for
continuity of care.

All efforts will be made to respect the right to make personal decisions of victims of
sexual assault and issues of domestic/date violence.

Counseling Services will respond to emergency situations immediately following

Keystone College Emergency Crisis response procedures.

Counseling Services will educate the Keystone College community through Residence
Life training and promotional materials, College In-Services, and all campus
programming.

Follow-up
Monitor the student behavior and check in with the Counseling Staff and Residence
Life Staff to report any behavior changes or problems you notice on your floor or in the
building.

The assaulted student has the option of changing rooms/halls for personal safety, in
which a RA would discreetly assist in this process.

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 STUDENT DEATH ON CAMPUS

1. Secure the scene with the help of other Residence Life Staff members and/or
Campus Safety staff members.
2. Do not touch anything.
3. Contact the Director of Residence Life and Dean of Students immediately.
4. Contact the appropriate authorities as directed by the Director of Residence Life
and the Dean of Students.
5. Work with the appropriate individuals to obtain all pertinent information
regarding the situation.
6. Serve as liaisons for the students and relay any relevant information to the students
through hall meetings, suite meetings, floor meetings, etc. Give only facts that have
been confirmed by the College.
7. Help control rumors, gather information, and work with the Counseling staff to
coordinate grief counseling for the students.
8. Attend memorial or other services as representatives of the College and in support
of the students.
9. Continue to monitor student behavior and refer students to counseling if
necessary.
10. Obtain appropriate support for yourself and those with whom you work.
11. File a written report as soon as possible if applicable.

Follow-up
Monitor student behavior in the residence halls and make referrals to the Counseling
Center or Residence Life Staff as necessary.

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