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Campus Assessment Response and Education Team (CARE)

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The Campus Assessment Response and Education Team (CARE) was established* with the mandate to identify, assess, and monitor OCU students displaying moderate to extreme levels of concerning behavior, including distress, disruption, and/or behavioral dysregulation such as homicidal, suicidal, assaultive or self-injurious threats, and to implement timely interventions that protect the welfare of the student and the safety of the University Community. The primary goal is to intervene before a crisis arises.

In the event of an immediate threat, call OCUPD at 405-208-5911

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* Originally established as the Behavioral Intervention Team (BIT). The BIT was renamed CARE on January 2022.

SUBMIT A PERSON OF CONCERN REFERRAL HERE

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CARE Team Leadership

CARE Team Partners in Academic and Cocurricular Units

The CARE Team Partners are key staff members on campus that act as bridges between the CARE team and a student's academic or cocurricular needs.

    Petree College of Arts and Sciences
    Denise Binkley Director of Student Success and Retention All Majors in School
    Wanda Bass School of Music
    Gayle Robertson Student Services Coordinator BFA and Acting Majors
    Brandon Burton Student Services Coordinator Design and Production Majors
    Thalia Hernandez Student Services/Student Success Coor. Freshmen and Sophomores
    Katherine Heltzel Student Services Coordinator Upperclassmen vocalist
    Emma Roper Student Services/Recruitment Coordinator Upperclassmen instrumentalist and Transfer students
    Meinders School of Business
    Lynette Martin Dir. Student Success All undergraduates in School
    Cindy Treadway Assist. Dir. MBA Program, Graduate Advisor All graduates in School
    Ann Lacy School of Dance and Entertainment
    Melanie Shelley Interim Dean and Professor All Majors in School
    Kramer School of Business
    Brandi Stanley Clinical Instr. of Nursing All Majors in School
    CO-CURRICULAR
    Dr. Greg Stewart Dir. of Housing and ResLife Students in University Housing
    Elizabeth Richardson Assoc. Dir. of Housing and ResLife Students in University Housing
    Rev. Aly Shahan Dir. of Religious Life Pastoral Care
    Allie Longoria Dir. Student Engagement Student Clubs and Organizations
    Ashley Palmer Assoc. Dir. Student Engagement Student Clubs and Organizations
    Kara Morrow Dir. Disability and Access Services Disability and Access Services

    Common Behavioral Warning Signs

    • Direct statements indicating distress, family problems, or loss
    • Expressions of hopelessness or worthlessness, crying or tearfulness
    • Lack of response to outreach from staff or course instructors
    • Excessive fatigue
    • Frequent or chronic illness
    • Coming to class or work bleary-eyed or smelling of alcohol
    • Angry or hostile outbursts, yelling or aggressive comments
    • Expressions of severe anxiety or irritability
    • Shakiness, tremors, fidgeting or pacing
    • Visible changes in weight, statements about change in appetite or sleep
    • Disorganized speech
    • Concern about a student by his/her peers
    • More withdrawn or animated than usual
    • Excessively demanding or dependent behavior
    • Deterioration in physical appearance or personal hygiene
    • Noticeable bruises, cuts or burns
    • Unusual inability to make eye contact
    • A hunch or gut-level reaction that something is wrong

    CARE Team Objectives

    • Increase identification of OCU Students whose behaviors are distressed, disruptive, and/or dysregulated.
    • Discuss situations brought to its attention by any member of the campus community seeking guidance on concerning, disruptive and/or problematic behaviors that might lead to aggression, self-harm or direct threat.
    • Centralize the process of collecting and assessing “red flags” raised by student behavior and documented by different sources within the University before there is a crisis.
    • Develop a coordinated plan to help students in crisis, mitigate risk, facilitate early intervention and protect and maintain campus safety.
    • Coordinate follow-up with the student of concern to ensure that recommended services, support and resources are deployed effectively.
    • Recommend mandated psychological assessment and/or medical leave/withdrawal, when necessary.
    • Balance FERPA, HIPAA and counselor privilege with University need-to-know and emergency communication needs.
    • Seek to participate in the protection of the campus community in cases of imminent threats to others or self.

    The CARE process DOES NOT REPLACE faculty classroom management, disciplinary processes, and/or public safety or law enforcement responses to incidents. The CARE process provides the opportunity to help someone in need by referring concerning, alarming or distressing behaviors.