2014-15 RA Manual by SHU Training 14

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Seton Hall Housing and Residence Life 1

TABLE OF CONTENTS 1

THE BASICS ............................................................................................................5 1.1

University Mission ........................................................................................................ 5

1.2

HRL Mission and Goals ............................................................................................... 5

1.3

2014-2015 Resident Assistant Agreement .................................................................. 5

1.4

Resident Assistant Employment Policy ..................................................................... 11

1.5

Resident Assistant Self Evaluation ............................................................................ 12

1.6

Senior Staff Evaluation of Resident Assistant ........................................................... 13

1.7

HRL Job Descriptions ................................................................................................ 14

1.8

Roles of the Resident Assistant ................................................................................. 16

1.9

Residence Life Code of Ethics................................................................................... 17

1.10

ABCs for RAs ............................................................................................................. 18

1.11

2014-2015 Academic Calendar ................................................................................. 19

1.12

SHU Clubs and Organizations ................................................................................... 21

1.13

HRL Jargon ................................................................................................................ 22

POLICIES AND PROCEDURES.............................................................................23 2.1

Behavior Policies for Campus Housing ..................................................................... 23

2.2 2.2.1

Alcohol Policy............................................................................................................. 25 Good Samaritan Policy ......................................................................................................................... 26

2.3 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5

Fire Safety Policies .................................................................................................... 26 Appliance Policy for Residence Halls ................................................................................................... 26 Residence Hall Allowed and Prohibited Items ...................................................................................... 27 Health and Safety Inspections .............................................................................................................. 27 Residence Hall Holiday Decoration Guidelines .................................................................................... 28 Arson and Fire Policy ............................................................................................................................ 28

2.4

Guest and Visitation Policy ........................................................................................ 29

2.5

Noise Policy ............................................................................................................... 31

2.6

Academic Policies ...................................................................................................... 31

2.7

University Racial and Ethnic Discrimination Policy.................................................... 32

2.8

Non-Hazing Policy ..................................................................................................... 34

2.9

Sexual Assault and Harassment Policies and Procedures ....................................... 34

2.10

University Center Room Reservation Policies ........................................................... 37 2

2.11

SHU Traffic Rules and Regulations ........................................................................... 38

2.12

Publicity and Posting Procedures .............................................................................. 38

2.13

Involuntary Medical Leaves of Absence .................................................................... 39

DUTY PROCEDURES AND CONFRONTATION ...................................................40 3.1

What to Do While on Duty .......................................... Error! Bookmark not defined.

3.2

Calling Senior Staff on Duty....................................................................................... 40

3.3

Emergency Procedures ............................................................................................. 41

3.4

Behavior ..................................................................................................................... 42

3.5 3.5.1 3.5.2 3.5.3

3.6

Responding to an Intoxicated Person ........................................................................ 45

3.7

Incident Reports ......................................................................................................... 46

COMMUNITY ..........................................................................................................47 4.1

What is Community? .................................................................................................. 47

4.2

Creating Community .................................................................................................. 47

4.3

First Floor Meeting ..................................................................................................... 48

4.4 4.4.1 4.4.2 4.4.3

Confrontation ............................................................................................................. 42 Components of Assertive Confrontation ............................................................................................... 44 Confrontation Tips ................................................................................................................................ 44 Reactions to Confrontation ................................................................................................................... 44

Community Standards ............................................................................................... 50 Community Standards Meeting Agenda ............................................................................................... 52 Community Standards Dos and Donâ&#x20AC;&#x2122;ts ................................................................................................ 53 Community Standards Accountability Meeting ..................................................................................... 54

4.5

Resident Student Association .................................................................................... 54

4.6

National Residence Hall Honorary............................................................................. 54

PROGRAMMING ....................................................................................................56 5.1

Programming Model .................................................................................................. 56

5.2

Program Proposal ...................................................................................................... 59

5.3

Program Evaluation ................................................................................................... 59

5.4

Program Planning ...................................................................................................... 60

5.5

Advertising from A to Z .............................................................................................. 61

5.6

Challenging Issues for Students ................................................................................ 62

5.7

Door Decoration Ideas ............................................................................................... 64 3

5.8

Internet Resources .................................................................................................... 64

5.9

Icebreakers ................................................................................................................ 65

COMMUNICATION AND HELPING SKILLS ..........................................................68 6.1 6.1.1 6.1.2

Communication .......................................................................................................... 68 Effective Communicators ...................................................................................................................... 70 Listening................................................................................................................................................ 71

6.2 6.2.1 6.2.2 6.2.3 6.2.4 6.2.5 6.2.6 6.2.7 6.2.8 6.2.9

Helping Skills ............................................................................................................. 72 Empathy ................................................................................................................................................ 73 Attending Behaviors .............................................................................................................................. 74 Depression ............................................................................................................................................ 74 Eating Disorders ................................................................................................................................... 75 Rape and Sexual Assault ..................................................................................................................... 76 Grief ...................................................................................................................................................... 78 Suicide .................................................................................................................................................. 79 Alcohol Issues ....................................................................................................................................... 80 Making Referrals ................................................................................................................................... 82

6.3 6.3.1 6.3.2

Roommate Conflicts .................................................................................................. 83 Mediation .............................................................................................................................................. 84 Cross-Cultural Dispute Resolution ....................................................................................................... 85

DIVERSITY .............................................................................................................86 7.1

Understanding Diversity............................................................................................. 86

7.2

Seven Skills of Cultural Awareness ........................................................................... 87

7.3

Why Appreciate Diversity........................................................................................... 87

7.4 7.4.1 7.4.2 7.4.3

Language ................................................................................................................... 88 History of Commonly Used Inappropriate Words ................................................................................. 89 Strategies for Responding to Slurs and Ethnic Jokes .......................................................................... 89 Unbiased Terminology .......................................................................................................................... 90

7.5

Stereotypes ................................................................................................................ 95

7.6

Guidelines for Dealing with Issues of Diversity and Equality ..................................... 95

7.7

Programmerâ&#x20AC;&#x2122;s Checklist for Planning Diversity-Sensitive Events ............................. 96

THE BASICS

1.1

University Mission Seton Hall University is a major Catholic university. In a diverse and collaborative environment it focuses on academic and ethical development. Seton Hall students are prepared to be leaders in their professional and community lives in a global society and are challenged by outstanding faculty, an evolving technologically advanced setting and values-centered curricula.

1.2

HRL Mission and Goals The Department of Housing and Residence Life at Seton Hall University is dedicated to providing a safe and inclusive living and learning environment within our residence halls. We provide intentional programming to promote academic success, personal and spiritual development, inspired by the University's Catholic mission. We work collaboratively with other departments to foster opportunities for our diverse students to grow and develop as servant leaders and global citizens. Housing & Residence Life has as its strategic directions the following three areas:  Strategic Direction 1 – A firm Focus on Community in residential settings  Strategic Direction 2 – A commitment to Integration of Academics into our work  Strategic Direction 3 – An awareness of our Responsibility in Resources for our students

1.3

2013-2014 Resident Assistant Agreement

Overview This document contains four parts: the General Duties and Expectations of the RA Position; the Student Staff Code of Ethics; the Staff Disciplinary Policy; and the Third Year Staff Expectations. This document is intended to ensure effective and consistent performance of duties and expectations while highlighting the skills and experiences to be gained from the RA position. Failure to fulfill job responsibilities and/or any violation of university policy or state law may be grounds for termination. If any terms, or expectations are unclear, staff members should contact a supervisor immediately for clarification. The Department of Housing & Residence Life reserves the right to amend, modify, or update this Agreement at any time during the time of employment as necessary or as directed to by University Counsel. Binding Agreement The Resident Assistant Agreement is binding as of the day the Agreement is signed (Spring Training Day – April 19, 2013) and all Resident Assistants who sign the agreement are expected to understand and abide by the terms of the Agreement until the agreement expires on May 20, 2014.

1. General Duties and Expectations of the RA Position The Resident Assistant (RA) is a part-time, paraprofessional staff member of the Department of Housing and Residence Life (HRL). The RA is a valued part of the staff and as an employee has a responsibility to the Catholic mission of the University and the Department of Housing and Residence Life. 1-1. Period of Employment This is an academic year appointment beginning with a start date approximately two weeks prior to student move-in for the fall semester (the tentative date for 2014 is August 8, 2014) and continuing through the day after graduation (the tentative date for 2015 is May 19, 2015) at 6:00pm. The arrival and departure dates are not negotiable. All staff must plan accordingly, advising all who will need to be informed of these dates. RAs are required to remain on campus 24 hours after halls close for all break periods and are also required to return to campus up to a minimum of 24 hours prior to halls opening at the end of all break periods. 1-2. Basic Expectations 5

a. The roles of the RA position include, but are not limited to, community builder, resource person, programmer, policy enforcer, administrator, and role model. It is implicitly understood that RAs will respect confidential issues appropriately. b. As a representative of the University and the Housing and Residence Life staff, RAs are expected to maintain a high level of job performance and to behave at all times in an ethical manner and a manner which upholds university and departmental policy. Failure to uphold this expectation may result in job disciplinary action. c. As a representative of the University and the housing staff, RAs are expected to abide by and enforce all SHU Community Standards, HRL policies, State and/or Federal Laws anywhere on campus or in SHU owned or leased property. Being found responsible of a policy violation in a campus judicial hearing may result in immediate dismissal. d. RAs are expected to encourage and promote community on their respective floor/hall by spending time on a regular basis with their residents, decorating and maintaining their floor/hall, creating bulletin boards and door decorations, and encouraging students to be social with and respectful of one another. 1-3. Academic Expectations a. RAs in Aquinas Hall, Boland Hall, Xavier Hall, the Complex, and Ora Manor are required to maintain a cumulative 2.75 GPA. RAs in Turrell Manor are required to maintain a cumulative 3.0 GPA. If this minimum is not maintained, it will be cause for termination. Grades will be checked after each semester. b. Compensation is issued via a grant therefore RAs must maintain full-time student status, which is a minimum of 12 credit hours per semester. Therefore, it is vital that any RA who will fall below 12 credit hours inform their supervisor immediately to get approval for an exception from the HRL Central Office.

1-4. Training All RA staff members must attend all Spring, August, and Winter Training sessions. Spring Training takes places on a Friday afternoon in early to mid-April (2015 Spring Training is scheduled for April 17, 2015). August Training begins two weeks prior to the fall semester (2014 August Training begins tentatively on August 8, 2013). Winter Training begins up to five days prior to the spring semester (2015 Winter Training begins tentatively on January 7, 2015). In addition, on-going staff training occurs throughout each semester. Training involves full and active participation as well as day and evening commitments. Staff members are responsible for making travel and other necessary advance plans according to these training dates as well as informing all family and friends of these dates and the required attendance at these trainings. 1-5. Programming RAs are responsible for meeting programming requirements as set forth by supervisory staff. Incorporation of theme related initiatives, academics, and active involvement of faculty and priests in residence are encouraged. Programs must be properly planned and advertised in advance. The minimum of 5 programs per semester must be spaced out evenly over the course of each semester and the deadlines for proposing those programs should be followed. Programming paperwork must be completed thoroughly and on time. In addition, as a staff team, the RAs are responsible for planning and implementation of at least one all-hall program per semester. Effective programming assists in creating a stronger community in the residence halls. Weekend programming is required and at least one of the 5 programs per semester must be held on a weekend (Friday, Saturday or Sunday). 1-6. Duty RAs are required to remain on campus two weekends per month to assist in the development of the residential community. Dependent upon the size of the staff the number of night and weekend duty days may vary, but the start and end times for duty are consistent throughout campus. RAs must check-in with Senior Staff on Duty when starting duty. Unapproved duty switches, failure to arrive for duty, or leaving the building during duty without prior permission may result in staff disciplinary action. 1-7. Staff Meetings and Individual Meetings RAs must attend and participate in all staff meetings and work-related activities. Supervisor(s) must give advance approval to miss any staff function. Staff meetings occur once a week, length and location indicated by supervisor(s). Individual meetings are scheduled by supervisor(s) and in general should occur at least once every other week. 1-8. Co-curricular Activities, Employment, and Experiential Education (Internships) 6

All RAs are expected to advise supervisory staff of all co-curricular activities so that they may discuss balancing these activities with academic success and job responsibilities. RAs may not exceed 10 hours of co-curricular activities such as sororities, fraternities, cheerleading, ROTC, athletics/intramurals, and clubs and organizations. RAs are not allowed to serve as a Peer Advisor, as an executive officer of the Student Government Association, or as a Head Desk Assistant. RA employment and/or experiential education may not exceed 10 hours per week. Exceptions may be granted for student teaching and nursing clinical practice in consultation with supervisor(s) and the Assistant Director for Training and Development. Any staff member wishing for any employment exception must meet with supervisory staff in advance of starting employment to discuss how all responsibilities will be managed. For all employment, an agreement will be signed and periodically reviewed to insure positive performance. If a staff member is unable to manage their commitments, a decision must be made as to which activities to drop. Further violations of this agreement may result in termination. 1-9. Evaluation and Placement Staff appointment and placement decisions are made based on each staff member's skills, personal interests and needs for the particular living environment. Resident Assistants are hired for the department, therefore assignments are subject to change at the discretion of the HRL Central Office depending on the needs of the department. Reappointment is not guaranteed and will be based upon a reapplication process including but not limited to a reapplication, interview, performance evaluation, and recommendations by supervisory staff. Reappointment is not automatic. If rehired, attendance is required at Spring Training. 1-10. Administrative Responsibilities & Duties RAs are responsible for assisting with the check-in and check-out processes each semester. RAs will assist in room change paperwork and room verifications. RAs are responsible for completing programming forms, incident reports, verification forms, and other miscellaneous paperwork. RAs are also responsible for assisting during Health and Safety inspections and during fire alarms. RA participation in Student Staff Selection, Room Selection, Open Houses, and Freshman Preview is also required. Each RA will be required to work (3) hours in the hall office each week. These hours will be utilized to assist with work that needs to be done in the office or at the front desk. Senior Staff will designate what work will be done during these hours. (Some RAs may be hired to work additional hours for pay by serving as a Desk Assistant or Office Assistant.) Ora Manor and Turrell Manor Resident Assistants will be required to fulfill this administrative responsibility in the Ora Manor or Turrell Manor hall office, or the TORA Hall Director Office (located in Cabrini Hall). 1-11. Remuneration a. All Resident Assistants will receive a room and a meal plan, which includes 160 meals per semester, 5 guest meals, and 400 pirate dollars as compensation. b. On-campus and Turrell Manor RAs will also receive voicemail and computer network access to be utilized in fulfilling job responsibilities. Staff are required to activate and set-up voicemail in their room on a land line phone. c. All Resident Assistants will receive Internet access to be utilized in fulfilling job responsibilities.

2. Student Staff Code of Ethics Student staff members of Housing and Residence Life (HRL) at Seton Hall University have many responsibilities as a student employed by the University. Staff members must abide by and enforce all SHU Community Standards, HRL policies, State and/or Federal Laws anywhere on campus or in SHU owned or leased property. 2-1. Abiding by Policy An HRL student staff member is both a leader and role model for other students. Therefore, staff members are expected to act in a consistent, professional manner, to refrain from inappropriate or offensive communication or behavior, and to act in a respectful manner towards all residents and supervisors. Staff members are expected to support, enforce and abide by all federal, state (civil and criminal) laws, and University, and Housing policies and procedures. If, for any reason, staff members violate the Community Standards or are party to a possible policy violation, they will notify their direct supervisor in a timely manner. In addition, not abiding by University and HRL policies will result in disciplinary action. 2-2. Scope of Position The RA position is a priority second only to academics. RAs have a primary responsibility for their floor/wing. As an employee of Seton Hall University, staff members have broader responsibilities within the campus community. 7

It is expected that all student staff members, when present, offer to aid in any conflicts and situations that may arise in any residence hall at any time. 2-3. Confidentiality Student staff members are expected to maintain appropriate confidentiality of all residents/guests and other Residence Life issues, unless maintaining this confidentiality would compromise health and safety of residents/guests and/or staff members. Vital information should be reported in a timely fashion, only to the proper and necessary staff. 2-4. Decision-Making and Communication Staff members must, at all times, exercise ethical decision-making skills and maintain open and honest two-way communication with supervisory staff regarding circumstances or issues that affect employment or this agreement. All staff members are required to provide the department with a personal cell phone number to be used confidentially by professional staff for job related communication if necessary. 2-5. Social Networking Sites If staff members choose to have a Facebook/MySpace/Twitter/Instagram/Vine or any other social networking site account and/or an instant messenger account, they must ensure that only appropriate content/images are associated with the account as students (current and prospective) may encounter the account and it is vital that staff members remain a role model online and offline. 2-6. Intimate Relationships As stated in the Sexual Harassment Policy in the Universityâ&#x20AC;&#x2122;s Student Handbook, â&#x20AC;&#x153;The University considers it inappropriate for any member of the community to establish an intimate relationship with a student, subordinate or colleague on whose academic or work performance he or she will be required to make professional judgments. The University requires that the individual cease such conduct and divest himself/herself of the professional responsibility for supervision or oversight, should an intimate relationship develop.â&#x20AC;? Given this University policy, it is expected that any student staff member who engages in an intimate relationship with a resident or another staff member will communicate with their supervisor(s) about the relationship and ensure that no conflict of interest develops. 2-7. Illegal Drugs Staff members have a responsibility to be role models regarding the use of illegal drugs. Staff members will not sell, trade, transfer, purchase, promote, or possess, in any manner, illegal drugs. Staff members will not abuse medications for which they have a prescription.

3. Staff Disciplinary Policy This policy has been developed to provide staff members with a complete description of the continuum of sanctions that will be imposed in response to any concerns with their job performance. Because the Department of Housing and Residence Life is committed to the growth and development of the paraprofessional staff, supervisors will work closely with Resident Assistants so that there is a thorough understanding of their obligations to both themselves and resident students. The Department's philosophy of progressive discipline sees staff performance concerns as an opportunity to allow a staff member to grow and correct certain behaviors. There are however situations that will warrant a staff member being removed from the position without the benefit of the progressive disciplinary process. Examples of those situations are listed later in this section. 3-1. Purpose The purpose of this policy is to clearly detail and inform staff of the continuum of sanctions: Documentation Form, Letter of Warning, Probation, and Request for Resignation/Termination. These sanctions may be imposed alone or in conjunction with judicial action. The sanctions may begin at any point on the continuum. Depending on the seriousness of work performance issues, probation and/or termination may be the first or only job action. 3-2. Procedures a. At the first indication of a staff performance deficiency, the Residence Hall Director (RHD), or Residence Coordinator (RC), will gather the facts. If written documentation from a third party is needed, that information is gathered.

b. A meeting with the staff member will be requested to discuss the performance concern(s). The RHD, or RC will discuss the reasons for the meeting, allowing the staff member to present his/her side of the issue. After this meeting, the RHD, or RC will follow through with an outcome letter and sanctions (if any) as deemed appropriate. c. If a staff member is placed on probation, or if the performance concern is of a serious nature the meeting may involve the Assistant Director, RHD, RC, and the RA. After this meeting, an outcome letter will describe sanctions (if any) are issued. 3-3. Sanctions a. Documentation Form: This form is used for minor concerns as a reminder to the staff member of the inappropriateness of his/her behavior, the expectation that it does not reoccur, and what the expected behavior should be in the future. A copy of the form is given to the staff member and a copy is forwarded to the Assistant Director for Training and Development to be placed in the central file. b. Letter of Warning: A warning letter is used for repeated minor concerns or more serious performance concerns. It will be a summation of the discussion the supervisor had with the staff member, outlining specific behaviors that warranted the meeting, and what is to be expected in the future. The copy of the letter is given to the staff member and a copy is forwarded to the Assistant Director for Training and Development to be placed in the central file. c. Probation: There may be times when a written warning may not be sufficient in addressing certain behaviors, especially if prior warning has already been given. The probation letter will summarize the discussion the supervisor had with the staff member, which will cover all the points that led up to such action. The letter will outline what level of performance is expected, focusing on specific behaviors. Probation is a time period that allows a staff member to regain an acceptable level of performance. An action plan may be developed that facilitates this goal. The copy of the letter is given to the staff member and a copy is forwarded to the Assistant Director for Training and Development to be placed in the central file. d. Resignation/Termination: When a pattern of behavior or choices emerges and/or the staff member has not adequately responded to the terms of probation, an HRL professional staff member may move to begin the process of termination/resignation. There are also some performance behaviors that may lead to immediate dismissal regardless of any prior history. The Assistant Director will review all matters pertaining to such action to insure consistency with prior decisions, and to protect the staff member against possible bias, before final determination is made. The staff member's resignation may be requested. In the event that a resignation is not received, a letter of termination will be presented to the staff member. In some instances, termination will be immediate and no request for a resignation will be made. This will be at the sole discretion of the HRL Central Management Team. 3-4. Appeal A staff member wishing to appeal a probation or termination decision may do so. All appeals must be in writing, outlining new information that was not known or available at the time of the probation or termination decision. The new information must be directly related to the performance issues that led to the probation or termination decision. All written appeals are to be submitted to the Associate Director of Housing and Residence Life within five business days of receiving notice of a decision from the RHD or RC. An investigation will be made, and the results will be furnished to the appellant within five business days. Should the investigation warrant a formal appeals conference, it will be held with the Associate Director and any additional participants designated by the Associate Director. The appellant may request a neutral third party to serve as a witness to the appeal hearing. The neutral third party will be designated by the Director of Residence Life. Once an appeal decision is rendered, it will be final. 3-5. Severe Job Action Behaviors The following is a list of some job performance behaviors that may lead to immediate dismissal, without the benefit of the progressive discipline procedure outlined above. Please note that this list is not all-inclusive, and therefore should be used as guidance on what the Department views as severe behaviors. a. Assault b. Threats/Harassment, including but not limited to Sexual/Racial Harassment c. Insubordination d. Deliberately providing false information e. Missing training/duty without notification f. Violating any University and/or HRL policy and/or procedures g. Being under the influence of drugs at any time or under the influence of alcohol if underage or on duty h. Misuse of University funds and property i. Loss/Misuse of sequence lock key or misuse of any other key issued by HRL j. Misuse or improper use of university supplied technology or data 9

3-6. Violations of SHU Community Standards and/or HRL policies As a representative of the university and the housing staff, student staff members are expected to abide by and enforce all SHU Community Standards, HRL policies, State and/or Federal Laws. Violations of any of these policies or being found responsible in a campus judicial hearing may result in immediate dismissal. 3-7. Removal From a Position Once a staff member has been removed from a position, 48 hours will be given to vacate the assigned room. The staff member will be responsible for following proper check-out procedures with the RHD, and for returning all items on loan during the employment period, i.e. Staff Manual, keys, flashlights, accountable items, etc. Priority with new housing will be offered, if requested, and will be based on availability. All charges will thus be prorated on the amount of time remaining in a given semester. The Department will cover room and board costs only up to the effective date of termination/resignation. It is the practice of the Department to deny living privileges in the hall or apartment area where a staff member is terminated, for the remainder of that particular semester.

4. Head Resident Assistant Role The Head Resident Assistant (HRA) is a part-time, paraprofessional staff member of the Department of Housing and Residence Life (HRL). The Head RA is a valued part of the staff and as an employee has a responsibility to the Catholic mission of the University and the Department of Housing and Residence Life. The Head RA is a student leader who has exhibited the ability to be a leader among their RA peers and has been hired to complete additional responsibilities. Our Head RAs will work closely in conjunction with area professional staff in management of specific aspects of the residential experience. The Head RAs comply with all of the requirements of the Resident Assistant and will have additional duties as follows:  Head RAs are required to take on a leadership role during August and Winter TIR/RA Training, including: o Assisting with training sessions during August training, which may include presenting or copresenting sessions o Assisting with in-hall training (hall tours, fire safety practices, Behind Closed Doors, etc…) o Presenting a breakout session for staff during Winter Training  Head RAs will serve on a duty rotation between 5:00 PM and 8:30 PM on weekdays for the campus. During this time, they will be responsible for lockouts, check-outs, check-ins and other RA tasks throughout campus. They will contact SSOD for any serious crisis situations. They will also serve on their respective hall’s duty rotation.  Head RAs will be expected to attend monthly meetings with the other HRAs to discuss monthly in-service topics and other important information pertaining to the position.  HRAs will coordinate a monthly staff recognition and staff development activity as determined by the Head RA Monthly Meeting  Given the additional responsibilities associated with the HRA position, HRAs are ONLY permitted 12 hours (6 hours a week) of on-campus employment. SRAs are required to conference and receive written approval from their respective Residence Hall Director before applying for and/or accepting additional oncampus employment.  In addition, at the discretion of supervisory staff, additional responsibilities will be determined and communicated within the first two weeks of the academic year. Expectations may vary but will generally include the following: o Senior RAs will be involved with their residence hall council as co-advisor and assist in promoting elections, attending meetings and programs, and serving as a resource to hall council members o Senior RAs will participate in at least one of the following professional development opportunities: Seton Hall Leadership Conference, MACUHO Student Staff/Live-In Conference, NCBI (Train the Trainer), CERT, LEAD Workshops, Leadership Certificate Course, NJ CORE Conference, MACUHO Annual Conference  Remuneration o Head RAs will receive 400 Pirate Gold in addition to their room and board compensation. o Head Resident Assistants who meet the mandatory credit requirement for a parking pass will receive a $25.00 credit each semester towards their Seton Hall Parking Pass. Head Resident Assistants who do not meet the mandatory credit requirement will be eligible to purchase a Seton Hall Parking Pass.

Anti-ism Statement The Department of Housing and Residence Life has a commitment to actively combat racism, sexism, heterosexism or any other discrimination that seeks to suppress another group or individual. As such, while acting in their professional role, HRL Student Staff Members will not engage in any type of activity that exhibits the above characteristics (i.e. jokes, bias, insults or gossip) and will confront inappropriate actions, comments and/or remarks. My signature below indicates that I have read and agree to adhere to all parts of the Resident Assistant Agreement. I understand that any violation of this agreement may result in employment action, up to and including termination of the RA position. I also understand that as a Resident Assistant, I have a responsibility to the students, the University, and myself. I agree to uphold the University and Department’s policies and philosophy and will carry them out accordingly.

1.4

Resident Assistant Employment Policy I.

General Requirements  The HRL Student Staff member may hold an outside job provided the staff member complies with the stipulations of their position agreement.  The RA/TIR position responsibilities will always supersede the responsibilities of a second position.  The HRL Student Staff member may not hold the Head Desk Assistant position.

II. Hours  The HRL student staff member is eligible to work 10 hours per week.  Staff members may be permitted to work more than 10 hours per week for student teaching and nursing clinical practice in consultation with supervisor(s) and the Assistant Director for Training and Development.  Work hours may not be scheduled during staff meetings, duty hours, or one on one supervisory meetings.  The HRL student staff member may not work past 8 pm. III. Supervisory Relationship  The HRL student staff member is expected to maintain communication with his/her supervisor regarding the outside job throughout the entire time he/she is employed.  The RA/TIR supervisor has the authority to determine whether the student staff member may retain their second position. IV. Performance  Should the student staff worker have any performance/behavioral issues with their second position, i.e. missing shifts, tardiness, etc., the infraction will be documented and placed in the RA/TIR file.  If the student staff worker is terminated from his/her second job for poor/negative job performance, he/she will automatically be placed on RA/TIR probation. V. Other Restrictions  The RA/TIR must receive permission from his/her RHD/supervisor to apply for a second position.  The HRL student staff member may have only one other job.  If the RA/TIR is on probation, s/he is not eligible for a second position.  To retain a second job, RAs/TIRs must maintain a cumulative GPA of 2.75 and above (3.0 for RAs in Turrell Manor and TIRs). Holding a second job within HRL is a privilege granted to HRL employees. Any violation of this contract will result in revocation of permission to hold a second position held as well as RA probation. 11

1.5

Resident Assistant Self Evaluation This evaluation is designed to help you reflect on your performance this year. Scale: 1 – Does not meet expectations 2 – Does not meet expectations consistently 3 – Meets expectations 4 – Often exceeds expectations 5 – Exceeds expectations on a regular basis

Student staff member as an administrator: I am reliable in assuming duty coverage, i.e. on-time for duty, accessible when on-call, documents on-call changes. My Incident Report documentation is complete, concise and timely. I attend required meetings regularly and punctually. I check my RA mailbox at least once a day. I check my e-mail the required amount of times daily. I assist in the accurate and timely reporting of facilities concerns to my RHD. I complete assigned administrative tasks accurately and thoroughly. Comments:

Student Staff member as a team member: I participate in staff meetings. I make positive contributions to my staff group. I am able to work with other staff members. I give honest and constructive feedback to other staff members and maintain open lines of communication. I am respected and trusted by others on staff. Comments:

Student staff member and his/her relationship with supervisor: I keep my supervisor informed of problems within the residence hall(s). I give honest and constructive feedback to my supervisor(s). Comments:

Student staff member as a community builder: I am approachable to residents. I have made myself available to residents. I take initiative to know and spend time with residents I have made an attempt to develop a sense of community on my floor(s). My students see me a resource person for them. I am attentive to the diverse needs of our student groups. I enforce policies and procedures with fairness and consistency – this is inclusive of violation of policies and confronting inappropriate comments and/or behavior. Atmosphere on the floor(s) is one which people from all groups can feel safe, supported, and appreciated, demonstrated through passive and active programs, publicity, and informal floor discussions. Comments:

Student staff member as a programmer: I am able to develop, execute and facilitate programs effectively. 12

I am attentive to the details regarding the implementation of programs (i.e. confirming speakers/presenters). I assess students’ needs and interests when planning programs for my students. I have made good use of bulletin boards to get useful information out to residents. I make good use of bulletin boards to get useful information out to residents. I make efforts to assess students’ needs and interests. I have supported other RAs/TIRs in their programming efforts. I have made use of TIRs in my programming initiatives. I have utilized on campus resources including but not limited to faculty, staff and administrators. Comments:

Strengths:

Areas For Improvement:

1.6

Senior Staff Evaluation of Resident Assistant This evaluation is designed to help you reflect on your performance this semester. Scale: 1 – Does not meet expectations 2 – Does not meet expectations consistently 3 – Meets expectations 4 – Often exceeds expectations 5 – Exceeds expectations on a regular basis Student staff member as an administrator: Is reliable in assuming duty coverage, i.e. on time for duty, accessible when on duty. Incident Report documentation is complete, concise and timely. Attends required meetings regularly and punctually. Checks RA mailbox at least once a day. Checks e-mail the required amount of times daily. Assists in the accurate and timely reporting of facilities concerns to RHD. Completes assigned administrative tasks accurately and thoroughly. Comments:

Student Staff member as a team member: Participate in staff meetings. Makes positive contributions to staff group. Is able to work with other staff members. Is able to give honest and constructive feedback to other staff members and maintain open lines of communication. Is respected and trusted by others on staff. Comments:

Student staff member and his/her relationship with supervisor: Keeps supervisor informed of problems within the residence hall(s). Gives honest and constructive feedback to my supervisor(s). Comments:

Student staff member as a community builder: Is viewed as approachable to residents. 13

Has made themself available to residents. Takes initiative to know and spend time with residents Has made attempts to develop a sense of community on my floor(s). Is seen as a resource person for them. Is attentive to the diverse needs of our student groups. Enforces policies and procedures with fairness and consistency â&#x20AC;&#x201C; this is inclusive of violation of policies and confronting inappropriate comments and/or behavior. Atmosphere on the floor(s) is one which people from all groups can feel safe, supported, and appreciated demonstrated through passive and active programs, publicity, and informal floor discussions. Comments:

Student staff member as a programmer: Is able to develop, execute and facilitate programs effectively. Is attentive to the details regarding the implementation of programs (i.e. confirming speakers/presenters). Is able to assess studentsâ&#x20AC;&#x2122; needs and interests when planning programs for my students. Has made good use of bulletin boards to get useful information out to residents. Makes good use of bulletin boards to get useful information out to residents. Makes efforts to assess studentsâ&#x20AC;&#x2122; needs and interests Supports other RAs/TIRs in their programming efforts. Has made use of TIRs in my programming initiatives. Has utilized on campus resources including but not limited to faculty, staff and administrators Comments:

Strengths:

Areas For Improvement:

Action Plan: 1. 2. 3.

1.7

Projected Date:

HRL Job Descriptions Director of Housing and Residence Life The Director of Housing and Residence Life is a full-time, live-out professional staff member in the Division of Student Affairs. S/He reports directly to the Vice President for Student Affairs. The Director assumes the primary responsibility for the overall development and implementation of programs, policies, and procedures, which will ensure a living environment which is safe, secure and conducive to maximum academic, personal and social development of the resident students. The Director is responsible for providing direct supervision for the Associate Director, Assistant Director of Housing Services, and the Secretary of HRL. Associate Director The Associate Director is a full-time live-out position reporting to the Director of Housing and Residence Life. The Associate Director supervises 2 assistant directors and is responsible for providing direction for the residential education program for a resident population of over 2,100 students. The Associate Director has an integral role in the planning, development and assessment process for the housing and residence life program. The Associate Director will assume leadership for the department judicial processes as well as the facilities repair and replacement project planning and implementation.

Assistant Director for Training and Development The Assistant Director (AD) is a full-time live-out position reporting to the Associate Director of Housing and Residence Life. The AD supervises the Xavier and Complex Residence Hall Directors and is responsible for providing direction for the residential education program for a resident population of over 1,000 students, including the Sophomore Discovery Program. The AD assists staff in building an inclusive learning community where student's personal and academic growth is enhanced. The AD has an integral role in planning the long-range goals of the housing and residence life program. The AD will assume leadership for a comprehensive training and development program for paraprofessional and live-in professional staff that reinforces the educational mission and strengthens the Catholic identity of the institution. The AD will serve on university committees. Assistant Director for First Year Experience The Assistant Director for First Year Experience (AD) is a full-time live-in position reporting to the Associate Director of Housing and Residence Life. The AD supervises the Aquinas and Boland Residence Hall Directors and is responsible for providing direction for the residential education program for a resident population of over 1,000 students in the COMPASS First Year Experience Program. The AD assists staff in building an inclusive learning community where student's personal and academic growth is enhanced. The AD has an integral role in planning the long-range goals of the housing and residence life program. The AD will assume leadership for all aspects of the first year experience program in the two freshmen halls: Aquinas and Boland, including staff development, coordinating programs and services to serve the first year residential interest group housing, developing living learning collaborations with faculty and staff through academic housing. The AD will serve on university committees. Assistant Director for Housing Services The Assistant Director for Housing Services is a full-time live out position reporting to the Director of Housing and Residence Life. The AD supervises student assistants as needed. The AD assists in hall professional staff in ensuring accuracy in occupancy related issues. The AD has an integral role in planning the long-range goals of the housing and residence life program. The AD will assume leadership for all aspects of coordination, maintenance and update of all records and operations relating to student housing assignments, meal plans, and billing. The AD will serve on university committees. Assistant Director for Housing Operations and Marketing The Housing Operations Coordinator is a twelve month, full-time, live-in professional in the Department of Housing and Residence Life (HRL), who reports to the Assistant Director for Housing Operations and Marketing. S/He is responsible for the coordination of housing operations related processes including housing assignments coordination, priority point calculation, and desk operations. Secretary of Housing and Residence Life A Secretary is a full-time position reporting directly to the Director, but also serving the Associate and Assistant Directors of Housing and Residence Life. Responsibilities include word processing of various memos, bookkeeping and filing, setting appointments for various meetings; creating various lists and reports, utilizing Housing Director to access housing database information, and maintaining current up-todate information. S/he serves as a communication liaison between administrators, staff, and students. Residence Hall Director The Residence Hall Director (RHD) position is a twelve month, full-time, live-in professional in the Department of Housing and Residence Life (HRL), who reports directly to an Assistant Director of Housing and Residence Life. The RHD serves as the leader in forming residential communities that reinforce the educational mission of the institution. The RHD works towards advancing the Catholic identity of the institution. The RHD will lead the paraprofessional staff and together the staff team will assist students in building an inclusive community where personal, spiritual, and academic growth is enhanced. The RHD position requires intentional efforts to interact with students, assess their needs and promote community growth and development. Responsibilities also include facilities management, overseeing all administrative processes and procedures for the hall, and managing the hall environment through crises intervention, student behavioral meetings and roommate mediation. The RHD will be a part of departmental goal setting and will also establish a vision, goals and objectives for the residence hall. The RHD will be expected to take initiatives that are consistent with the goals and vision and see them through to completion. 15

Residence Coordinator The Residence Coordinator (RC) position is a ten month, full-time, live-in professional in Housing and Residence Life, who reports directly the Residence Hall Director (RHD). An understanding of the Catholic tradition in higher education and ability to promote the values of the University are critical for the RC position. The RC’s primary role is to assist students in building an inclusive community to enhance personal, spiritual, and academic growth. The RC’s work is performed within the framework of the Community Standards model and requires intentional efforts to interact with students, assess their needs and promote community growth and development. Hall Council and supervision of staff are also central to the RC role. The RC will assist the RHD in establishing a vision, goals and objectives for the residence hall. Participation in HRL project teams is expected and RCs are encouraged to participate in other University committees. Resident Assistant The Resident Assistant (RA) is a part-time paraprofessional staff member of the Department of Housing and Residence Life. S/he lives on a wing of typically about 40 people and assumes primary responsibility for responding to the personal needs of residents, shaping an environment that supports academic and personal development, and managing critical administrative tasks at the floor/wing level. The RA receives direct supervision and training from the Residence Hall Director (RHD). Tutor in Residence The Tutor in Residence (TIR) is a part-time paraprofessional member of the Department of Housing and Residence Life. The TIR will live in the residence hall and assumes the responsibility of supporting academics throughout the residence hall. TIRs are an active part of academic planning and receive direct supervision and training from the Boland RC assigned to supervise TIRs.

1.8

Roles of the Resident Assistant As an RA, you will be called upon to play many roles. In order to provide leadership, assistance and support to the residents living in the halls, each RA serves in diverse roles with many different responsibilities. These roles have been identified by the Department of Housing and Residence Life, however, this list is by no means all inclusive. Overall, an RA is a student leader on campus who is looked up to and admired. Yours is a coveted position and it is important to understand the importance of your role in HRL. Student First and foremost, you are a student. Your primary goal here at SHU should be to successfully complete your coursework. As a student and an RA, it is important for you to remember that it is your sole responsibility to maintain appropriate grade point averages and course loads. It is a delicate balance between managing your time and energy as a student, an RA and any other roles you may have. Community Builder One of your primary goals as an RA is create a positive community on your floor(s). What does this mean? A positive community is one in which its members share a mutual respect for each other, one that feels like home, where one feels comfortable enough to study, develop relationships/friendships, socialize, solve personal and interpersonal problems and to develop as individuals. To have a thriving community, you, as the RA, must go out to meet your residents, getting to know not just their names, but their interests as well. This will help you to get your residents to become familiar with one another as they begin to make connections with their roommates and floor mates. Role Model You will hear more than once in the course of your RA career that you are living in a fishbowl. Essentially, this means that it does not matter where you are, you will have an audience - on campus as well as off campus. When you see a fish in a glass bowl, there is not one place it can hide from onlookers. This holds true for RAs also. As an RA at Seton Hall, you are a unique individual. You will always be looked at as an RA or “my RA” or “Jamie the RA”. As a staff member, you are expected to continuously display certain standards of conduct and behavior. You are a reflection of ALL of the members of Housing and Residence Life, and how competent you are as an individual staff member reinforces how competent we all are as a team. Policy Enforcer 16

As a department, we are committed to the individual and collective development of our residents. While enforcement of University and residence hall policies and regulations is not the most pleasant part of the RA job, it is essential to ensuring the utmost safety and security in the residence halls. RAs are expected to understand, explain and consistently enforce residence hall and University policies and regulations. RAs are expected to a behavioral approach to confrontation of policy violations, such that in confronting the individual you are focusing on the individual’s specific behavior, and not on the individual’s overall person. Helper Recognizing that you are not professionally trained as a counselor, you will find many times that you are in a helping role similar to counseling. Helping may be offering a listening ear, a hand or a smile. As an RA you are there for support and as a resource. If you believe a situation is beyond your scope of help, it is your responsibility to contact Senior Staff. As a helper, it is important to understand that it is not your responsibility to solve the problems of your residents. Instead you are available to help them discern the actual problem; organize their thought and their options. Residents should be the ones to formulate a plan for themselves about how they would ultimately like to resolve the problem. Your role is to give them lifelong tools, not one-time answers. Always remember to follow up with your residents to see what progress has been made – let them know that they are important and help them reflect on what they have achieved. Administrator Sound administration involves many components which range from policy and procedural information to the overall management of one’s human, environmental and economic resources. Therefore, it is vital that the individuals who serve in an administrative role are capable and qualified not only to create and implement policy, but also to effectively and efficiently utilize all available resources. The key elements to being a successful administrator are: organization, time management, and avoiding procrastination. Your administrative role is a key part of the operation and it is important that you perform tasks in a professional manner. Programmer Programming is one of the areas where RAs can be most productive and one of the single most important aspects of helping build community on your floor(s). Involving residents in programming helps to make the residence halls more than just a place to sleep. RAs should make suggestions about possible floor events, however, RAs should also encourage residents in the planning process and implementation of floor and community events. As you learn about your residents you will learn more about their interests and curiosities. This will help you in implementing well balanced programming for your residents.

1.9

Residence Life Code of Ethics As a representative of Seton Hall University, I will conduct myself according to the following principles: 1. I will treat others, as I would have others treat me. 2. I will uphold the spirit as well as the letter of Seton Hall’s guidelines, policies, and procedures. 3. I will conduct all business and personal affairs in a manner that will command respect from those above me, alongside me, and below me on the organizational chart. 4. I will always represent Seton Hall in an honest and truthful manner. 5. I will place great value on my own name and reputation. 6. I will offer criticism constructively, clearly, and in a positive manner so that we as a staff may improve on performance. 7. I will lead more by example than by words. 8. I will try to anticipate obstacles and view them as challenges through which I will grow personally and professionally. 9. I will not assume or condemn and will try to get all possible facts before drawing conclusions. 10. I will remain aware that I represent Seton Hall University and the Residence Life position at all times and in all areas, on and off the campus.

Ethics for RAs  When an RA has a problem with another student staff member, he or she should confront the other student staff member directly and privately before bringing the issue to the RHD or RC unless the problem affects staff or resident safety.  An RA never strikes a resident student or guest in anger.  An RA never abuses the submaster key and only uses it for official purposes.  An RA strives to keep the confidentiality of personal information shared with him or her by residents and privileged information told to him or her by the RHD or RC.  If an RA feels he or she disagrees with a rule so much that he or she cannot enforce it, that RA should resign.  Realizing that he or she is constantly being watched, the RA must be alert to that expectation that he or she is a role model. In accepting the job, the RA must agree to meet behavioral expectations on and off campus that are higher than those of ordinary students.  An RA strives to be consistent with other staff.  An RA always backs up another staff member in front of residents.  An RA does not impose his or her personal values upon residents.  An RA treats all residents alike, showing neither favoritism nor differing expectations for any individual or group. As an RA, your challenge is to:  Recognize that different situations will require different roles and/or approaches.  Decide which track to take.  Know your own style, strengths, and your limitations.  Allow yourself to make mistakes and to learn from them and grow.

1.10

ABCs for RAs Ask for help! You aren’t alone, and you probably aren’t the expert. Utilize the resources on your staff, in your hall and on your campus. Think of yourself as a "Referral Agent." Know when and to whom to refer! Balance is very important. Remember you are a student first, then an RA. Prioritize the various commitments you have and continually self-evaluate to find out if you are out of balance. If you find yourself unbalanced, talk to someone about it! Consistency is key! If you aren’t consistent, it will come back to haunt you. Treat everyone fairly and don’t let anything “slide.” Don’t take things personally. When residents violate policy, it is not directed at you as a person! Evaluate and assess the needs of your residents. At the beginning of the year, and on an ongoing basis, do formal and informal assessments to find out what your residents need! Fun should always be part of the job! If you aren’t having fun, you need to take a step back and look at what you are doing. If all you do is policy enforcement, you are missing out! Get to know your residents and remember their names. Make picture flashcards if you have to! Have a servant’s attitude, but don’t let yourself be taken advantage of. Invest your time with care because it is a valuable commodity. Use a day timer. Don’t over-commit, and remember how to say the magic word, “no.” Just be yourself! Let your residents see you as a person, not just an RA. Know that you can’t please everybody. Laugh when things get crazy! Sometimes it’s all you can do to stay sane. Maintain a solid front with your staff. If residents are complaining about another staff member, don’t join in, even if you agree with them! Never share confidential information you know about a resident! Open your door, but know when to lock yourself in for some “me-time.” Program, program, program! Plan programs and activities that help your residents to grow, socially, academically and personally! Quality time with residents is better than a large quantity of programs. Programs are essential, but be sure to just “hang out” with your residents too. Remember why you became an RA. Write down what your reasons are for being an RA, and put them in a place you can refer to on a regular basis. Study! In addition to the fact that academics come first, you are a role model for your residents. Take care of yourself. If you don’t take care of yourself, how can you take care of your residents? 18

Understand the variety of developmental levels your residents are at, as well as the various backgrounds they have come from, and the variety of views and beliefs they hold. Seeking to understand them more completely will help you relate with them and serve them better. Value this great opportunity to help others! Working as a team with your fellow staff is a key to success. eXamine your own values, beliefs and background, so you know your own biases. This understanding of self will help you to better understand others, which is very important for working with a diverse group of people. You have one of the most important jobs on campus! Zs! – Get some rest!

1.11

2014-2015 Academic Calendar

Fall 2014 August 21

(Thursday)

Registration – New Students

August 22

(Friday)

Registration for Senior Citizens/Au Pairs 9:00 a.m.– 3:00 p.m.

August 25

(Monday)

Classes Begin - Add-drop Continues and Late Registration Begins

August 31

(Sunday)

Deadline for filing online Application for Degree for Fall 2014 undergraduate and graduate degrees; Online application available in Banner Self-Service

September 1

(Monday)

Labor Day – University Closed.

September 2

(Tuesday)

Add-drop and late registration end

September 10

(Wednesday)

Mass of the Holy Spirit 12:00 noon; Classes canceled from noon to 1:00 p.m.

October 3

(Friday)

Last day to request course withdrawal without professor/dean approval; Deadline for pass-fail and audit requests Last day for December 2014 baccalaureate candidates to add a major or minor

October 10

(Friday)

Spring 2015 registration PINs generated

October 13-14

(Monday-Tuesday)

Fall Break – No classes

October 17

(Friday)

Last day to request course withdrawal with professor/dean approval

November 1

(Saturday)

Online Application for Degree for Spring 2015 undergraduate and graduate degrees available in Banner Self-Service; Deadline for filing is January 25

November 3-25

(Monday-Tuesday)

Spring 2015 registration

November 26

(Wednesday)

No Classes

November 27-28

(Thursday-Friday)

Thanksgiving Recess – University Closed 19

November 29

(Saturday)

No Classes

December 8

(Monday)

Last day of classes; Last day to submit assignments to resolve Fall 2013 Incomplete grade; Unresolved Incomplete grades will convert to failing grades (FI); Online grading opens for faculty

December 8

(Monday)

Solemnity of the Immaculate Conception – 1:00 p.m.; Classes canceled from 1:00 – 2:00 p.m.

December 9

(Tuesday)

Reading Day

December 10-16

(WednesdayTuesday)

Final Examinations (n.b., Requests for ‘Incomplete’ grade must be submitted before final examination)

December 18

(Thursday)

Deadline for faculty to enter Fall 2014 grades on-line via Banner Self-Service

January 12

(Monday)

Classes Begin - Add-drop Continues and Late Registration Begins

January 19

(Monday)

Martin Luther King, Jr. Birthday – University Closed

February 18

(Wednesday)

Ash Wednesday Mass – 12 p.m.; classes canceled from noon to 1 p.m.

March 9-14

(MondaySaturday)

Spring Break

April 2

(Thursday)

Holy Thursday – University Closed

April 3

(Friday)

Good Friday – University Closed

April 4-5

(Saturday-Sunday)

No Classes

April 6

(Monday)

Easter Monday – No Classes

May 4

(Monday)

Last Day of Classes

May 5

(Tuesday)

Reading Day

May 6-12

(WednesdayTuesday)

Final Examinations

May 14

(Thursday)

Ascension Day

May 18

(Monday)

Baccalaureate Commencement

Spring 2015

1.12

SHU Clubs and Organizations Academic and Professional Accounting Club American Chemical Society Asian Studies Club The Biology Society Catholic Studies Organization Chemistry Club Criminal Justice Association Economics Club Education Opportunity Program Student Organization (EOPSO) Finance Club French Club Graduate Diplomacy Council (GDC) History Club Marketing Club Mathematics Club Organization of Physical Therapy Students (OPTS) Physicians Assistant Student Society of SHU Political Science Association Public Relations Student Society of America Psychology Club Society for Physics Students Sports Management Student Association Student Nurses Association Student Occupational Therapy Association (SOTA) Sociology Club St. Thomas Moore Pre-Legal Association Undergraduate Diplomacy Student Association

Student Government and Planning Commuter Council Freshman Class Council Graduate Student Association Human Relations Programming Council (HRPC) Junior Class Council National Coalition Building Institute (NCBI) Resident Student Association Student Government Association Senior Class Council Sophomore Class Council Student Activities Board Sports Dance Team Martial Arts Club Ski Club The Sixth Man Honorary Societies Alpha Epsilon Delta (Pre-Med) Alpha Kappa Delta (Sociology) Alpha Kappa Psi (Business) Beta Alpha Psi (Accounting) Beta Gamma Sigma (Business & Management) Martin Luther King Scholarship Associations Kappa Delta Pi (Education) Phi Alpha Delta (Pre-Law) Phi Alpha Theta (History) Phi Sigma Tau (Philosophy) Pi Sigma Alpha (Political Science) Psi Chi (Psychology) Sigma Delta Pi (Spanish Culture) Sigma Tau Delta (English) Theta Alpha Kappa (Religious Studies)

Religious and Political Amnesty International College Democrats College Republicans ONE Campaign Seton Hall United for Life Seton Hall United Nations Association Student Bayley Seton League

Service Alpha Phi Omega Habitat for Humanity International Red Cross Club Student Ambassador Society

Cultural Adelante African Student Association (ASA) Black Student Union Filipino League at Seton Hall International Student Association Italian Student Union National Council of Negro Women Salaam Organization Seton Hall Association of Indians (SHAI) Seton Hall Union of Cuban American Students (SHUCAS) Slavic Club West Indian Student Organization (WISO)

Student Media Chavez Literary Magazine The Setonian WSOU FM Pirate TV Special Interest Active Minds Amnesty International Chess Club Emergency Medical Services Club Gospel Choir Theatre Council

1.13

HRL Jargon

AR or AQ TIR BR CA CD or Comm Dev COMPASS CR DA DFE DOVE FYA FYE GDS GMM HC HRL NR OA OCA OR P-Card PIR PSS RC RCR RHD SR SSOD SOFD SOPD TR UCA XR or X Submasters or Subs Sequence Lock/Key Tag Key Central or Duffy Verifications Resource Room St. Barnabas

Aquinas Hall Tutors In Residence Boland Hall Conference Assistant Community Development Collaborative Opportunities to Mature Personally, Academically, Spiritually and Socially Cabrini Hall Desk Assistant Department of Facilities and Engineering Division of Volunteer Efforts First Year Area First Year Experience Gourmet Dining Services General Maintenance Manager Hall Council Housing and Residence Life Neumann Hall Office Assistant Off-Campus Area Ora Manor Purchasing (Chase) Card Priest In Residence Public Safety and Security Residence Coordinator Room Condition Report Residence Hall Director Serra Hall Senior Staff On Duty South Orange Fire Department South Orange Police Department Turrell Manor Upperclassmen Area Xavier Master key for each floor and room In order to get the master keys, a staff member must insert their sequence key in the sequence lock and is not able to get their sequence key back until the master key is returned Extra key for a particular room HRL Central Office, 68 Duffy Hall Each resident must sign a list to confirm they are living in their designated room assignment Supply room for RAs and TIRs located in each residence hall St. Barnabas Hospital in Livingston NJ, which is about 15 minutes away from campus

POLICIES AND PROCEDURES

2.1

Behavior Policies for Campus Housing Bed Bunking Policy Unauthorized bunking of beds or stacking of furniture is not permitted. Only beds designated by Housing and Residence Life may be bunked. Beds must be bunked by an approved representative of the University. Use of inverted beds, waterbeds, mattresses on the floor, or non-university mattresses is not permitted. Candles and Incense For fire safety reasons, burning candles, incense or other open flame devices is prohibited in the University housing. Cohabitation Cohabitation, which is defined as the sexual union between two individuals without the benefit of marriage, is not permitted in University housing. Guests of the opposite gender of their hosts may not sleep in the same room, regardless of relation. Common Area Damages Damage to any common area in University housing is the responsibility of the student and/or student's guest who caused the damage to those areas. If the responsible party cannot be determined, the University will charge the students residing in that area and those students pay the cost of repairs and replacement for those damages. Fireworks and Explosives Fireworks are illegal in New Jersey and are all prohibited in University housing. They are a serious threat to the safety and welfare of the residents. In addition to possibly being sanctioned, criminal charges may also be pressed. Gambling Gambling on University property is illegal and thus prohibited. Harassment or Interference with Staff Staff includes all student and professional employees of the University. Anyone who harasses the staff or interferes with their duties including failure to present a SHU ID upon request, providing false, misleading, or incomplete information or withholding information is subject to sanction. Keys, Locks and Chains Keys are issued upon check. Students are responsible for those keys at all times. While keys remain the property of the University, they are loaned or licensed only as long as a student is the rightful occupant of the room to which these keys provide access. Please note: Misplaced, lost or stolen keys threaten the safety and security of the room and residents. Locks will be changed in all cases, and $85 materials and labor cost will be billed to the resident who lost the keys. Failure to return room keys to a residence life staff member during check out will result in the lock change charge. Unauthorized duplication, lending, borrowing or possession of University keys is prohibited. Students may not install their own door locks and chains or make any other repairs or additions to the facilities. Lock Outs\Lost Keys It is the residentâ&#x20AC;&#x2122;s responsibility to carry their room/apartment keys at all times. However, should a resident be locked out of their room or apartment, they may contact a staff member for access. A charge will be placed on their Bursar bill for this service: $5.00 for the first occurrence, $10.00 for the second, and $15.00 for each occurrence thereafter. Abuse of the lockout service will result in a meeting with the RHD and judicial action.

Microwaves Microwave size is limited to .8 cubic feet or 800 watts. Motorcycles, Moped & Bicycles Motorcycles, mopeds or other internal combustion engines may not be kept or stored in or around the apartments/residence halls. They must be registered with the Parking Office. Violators are subject to sanctions imposed by the University hearing officer. Riding a bicycle in University housing is not permitted. Bicycles must be walked at all times while in the halls. All bicycles must be stored in the student's living area only. At no time should a bicycle impede the entrance or exit of a room or facility, therefore they cannot be stored in the hallway of a suite. Students may be asked to remove their bicycle from University housing. Parking Spaces for the Apartments Parking spaces in the Ora Manor and Turrell Manor parking lots are assigned by Housing and Residence Life. Only vehicles with a clearly displayed parking decal for Ora Manor or Turrell Manor may park in a designated space, and only within the designated lot. Violators of this policy may be ticketed and towed at the owner's expense. Guest or visitor parking is not provided. Personalizing Rooms As a member of our residential community, it is each resident’s responsibility to maintain and leave the facilities in the same condition at check-out as when they arrived. In order to maintain clean and safe facilities, Housing and Residence Life enforces guidelines on decorating.  Residents must exercise good taste and judgment in posting items in rooms.  Residents may not use adhesives, nails, tacks or screws that will damage the walls, ceiling or door of the room.  Residents may not stack furniture or construct a loft.  Residents may not cover or tamper with smoke detectors or obstruct any room/suite exit or window.  Residents may not hang any decorations from the ceiling, overhead structures or safety devices.  Residents may not paint, wallpaper, or use markers to decorate. Any damages that occur to the living space, beyond what is considered normal wear and tear, will be the resident’s responsibility and will be billed to their account. Pets Only DSS-approved service animals or fish in an aquarium of 10 gallons or less are allowed. Physical Confrontation Physical confrontation with and/or bodily harm to any student or University employee will result in referral to a University hearing officer. Pranks Participating in any prank that is perceived as/or is threatening to the safety of others is prohibited. Private Business Enterprises/Sales and Solicitation Private business enterprises, door-to-door sales and soliciting are prohibited. Residents may choose to sell or solicit products from their rooms provided they first notify their Residence Hall Director (examples of acceptable products are Girls Scout Cookies and World's Finest Chocolate). Food items sold by residents must be prepackaged and sealed by the manufacturer. Food items may not be prepared in students’ rooms due to sanitation regulations. Representatives of commercial companies may not conduct business from a student's room. Restricted Area Entry into locked or restricted areas, including, but not limited to roofs, maintenance closets and mechanical rooms or areas is prohibited. Smoking The University community prohibits smoking in all buildings, including Residence Halls. Smoking is only permitted at least 25 feet away from any building on SHU property, electronic cigarettes are included. 24

Sports and Games in Public Areas Physical sports and games are prohibited throughout University housing. Storage Housing and Residence Life does not offer storage space for personal belongings. Room furnishings or personal belongings may not be stored in public areas. Thermostats for Apartments The thermostat in each apartment has been set by the University. Thermostat units may only be turned to "cool", “heat" or "off". Any individual who tampers with this device is subject to judicial action. Trash Disposal All trash and unwanted items must be disposed of properly using the trash receptacles in the parking lot of the apartments or in the trash room(s) on each floor of the residence halls. Vandalism Vandalism or malicious acts of defacement of property is prohibited. Individuals whose property has been damaged have recourse through the civil and criminal court system. Windows Students may not open or remove screens from their windows or other apartment/residence hall windows at any time, nor take any action that may damage the window screens/casings. Windows and balconies are not to be used as entrances or exits. Throwing objects out the window/balcony or resting them on the exterior window sill is prohibited. Red security tags are placed on ground floor window screens so staff can ensure that these screens have not been opened or removed.

2.2

Alcohol Policy In addition to the University policies involving alcohol and other drugs (see current Student Handbook), the following regulations apply to the use of alcohol in University housing:             

The state law of New Jersey allows possession and consumption of alcoholic beverages by those 21 years of age and over. Only residents and their guests, who are 21 years of age and over, may legally possess and consume alcoholic beverages in their rooms and/or in the rooms of other students 21 years of age (and over), and only if they live in alcohol designated living areas. The alcohol designated areas are Cabrini, Neumann, Serra, Xavier, Ora, and Turrell. The consumption of alcohol is prohibited in all public areas. Anyone under the age of 21 is not permitted to be in a room where alcohol is visible and/or being consumed unless that person is the roommate of a person over the age of 21. In Boland and Aquinas Halls, the possession and consumption of ANY alcoholic beverage by any person, regardless of age, is prohibited. In Cabrini Hall, Neumann Hall, Ora Manor, Serra Hall, Turrell Manor, and Xavier Hall, alcohol may be transported by individuals 21 years of age or older, provided that all alcoholic beverages are in the original containers and remain sealed by the manufacturer. If a University official has reason to believe that alcohol is being transported in a non-designated area, or by an individual under 21 years of age, the University official has the right to check any packages, book bags, etc. Resident students bringing alcohol into University housing must have their SHU ID scanned for validation of legal drinking age. Non-resident students and visitors are not permitted to bring any alcohol into University housing regardless of their age. Possession and consumption of alcoholic beverages is limited to personal consumption. Personal consumption is defined as one 6-pack of beer OR one liter of wine or liquor. No kegs or beer balls are permitted. The purchase or sale of any alcohol is prohibited in ALL University housing. No person shall provide any alcoholic beverages to any person not 21 years of age for possession and/or consumption. 25

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2.2.1

All alcoholic beverages present during violation of University and/or housing policy will be confiscated and disposed. Any violation relating to the possession or consumption of alcoholic beverages in University housing will result in a judicial hearing with an appropriate hearing officer. Students found responsible for violating the University alcohol policy will face sanctions ranging from disciplinary reprimand to University suspension. (Refer to University Code of Conduct, Student Handbook). Students will be held responsible for their actions while they are under the influence of alcohol. Students hosting guests will be held responsible for their guests' violation of any portion of the above alcohol policy.

Good Samaritan Policy Student health and safety are primary concerns to our community. Whenever there is concern for another student or belief that assistance is needed, students are expected to contact Public Safety. In the case of a medical emergency, students should immediately call 911. Students who seek medical assistance for individual who is intoxicated or experiencing an alcohol-related emergency, or for themselves, will not be subject to University disciplinary action related to the alcohol policy. Furthermore, the intoxicated student who receives medical assistance will not be subject to University disciplinary action. When an incident that falls under the Good Samaritan Policy occurs, the student(s) involved will be required to meet with the Coordinator for Community Standards to review the matter. While no formal disciplinary sanction (i.e. Probation) will be applied, an appropriate educational response may be. This may include participation in an educational class, mandated counseling assessment, additional fee for ambulance service, and/or parental notification. Failure to complete the educational requirements will result in referral to the University discipline system. The following is also of important note:  Other violations of the Student Code related to the same incident may be referred for disciplinary review and sanction.  A student involved in more than one incident that falls under the Good Samaritan Policy may be subject to disciplinary sanction.  Students may still be subject to local and state law for their behavior.  The University reserves the right to review each incident on a case by case basis. For information about New Jersey’s 9-1-1 Lifeline Legislation, please see http://www.njpn.org/wpcontent/uploads/File/911%20lifeline%20legislation.pdf.

2.3

Fire Safety Policies Fire Safety Policies incorporate a number of policies, including Prohibited Items and Actions and Evacuation. All staff members should have a copy of and be familiar with the Fire Safety Brochure.

2.3.1

Appliance Policy for Residence Halls     

The number of appliances plugged in at one time should be carefully monitored and limited. Use of power strips is strongly encouraged to decrease the possibility of electrical fire. Extension cords are prohibited. Housing & Residence Life reserves the right to require students to restrict use of adapters and appliances. All appliances must be utilized as originally designed by the manufacturer (i.e. ovens may not be used to heat an apartment) and must be UL approved. Any individual who violates this policy places their housing in jeopardy and may face charges by the University and the Village of South Orange. Open heating surfaces of any kind are not permitted in the residence halls. Such items include, but are not limited to toaster ovens, hot plates, coffee makers that 26



2.3.2

have an open heating element, hot pots and traditional popcorn poppers. Hot air poppers are allowed, but must not be used near smoke detectors. Examples of appliances that are allowed in Residence Halls include alarm clocks, computers, printers, most types of desk or floor lamps, vacuums, flashlights, full-length mirrors, automatic shut off irons, ironing boards, laundry baskets, telephones, radios, microwaves, refrigerators (4 cubic feet maximum), televisions, VCRs, etc. Examples of appliances that are not allowed in Residence Halls include decorative and holiday lights, halogen lamps, candles, incense, space heaters, toasters, toaster ovens, skillets, woks, amplified instruments, fireworks, combustibles, etc. See the Fire Safety Brochure for more detailed information about Fire Safety Policies. Housing and Residence Life also reserves the right to confiscate any illegal appliances found in student rooms. Health and safety guidelines must be adhered to at all times by all residents, including paraprofessional staff.

Residence Hall Allowed and Prohibited Items ALLOWED ITEMS        

Alarm Clock Computer and printer Desk and/or floor lamp (most types) Dust buster and/or vacuum Flashlight and batteries Full-length mirror Iron and ironing board Laundry bag or basket

       

Laundry detergent Microwave (no more than 800 watts) Telephone/Cell Phone Pillows and pillowcases (all linens) Radio or stereo Refrigerator (4 cubic feet maximum) TV (cable ready)/cable wire UL-approved power strip with circuit breaker

PROHIBITED ITEMS        

2.3.3

Amplified Instruments Candles and incense Halogen Lamps Multiple bulb plastic shade lamps Coffee pot Extension Cords Multi –plug adapters Decorative lights

     

Space heaters Appliances with an exposed heating element, including: o Toaster oven, toasters, and hot-plates o Broilers, skillets/, and woks Fireworks/ explosives Combustibles Other electrical appliances Weapons

Health and Safety Inspections Rationale: To ensure safety of the entire residential hall community, all residence halls rooms will be inspected an average of three times per semester for Health and Safety compliance. Policy: University code strictly prohibits the following items: halogen lamps, extension cords, incense, candles, open-coil heating/cooking devices (coffee pots or coffee warmers with an open heating element, hot plates, heaters, etc.) and hanging ornamental or holiday lights. Additionally, students are prohibited from tampering with, removing, hanging or placing items on fire-safety equipment. At no time, may students place furniture or other items that would impede any means of egress from their room/suite. Procedures: The Residence Hall Director along with a Resident Assistant will key into each room and inspect for health safety compliance. The resident(s) do not need to be present during this time. Each room will be marked off on a HealthSafety master list. If violations are found, items may be confiscated and the resident(s) will receive a violation form alerting them of what has been removed from their room. 27

Progressive Discipline: Any residents found in non-compliance will receive the violation form alerting them of the violations and how to arrange to recover items to be removed from the hall. Students will be required to meet with a HRL professional staff member to discuss the violation(s) cited in their room. Students who fail to meet with the staff member will be sanctioned without the benefit of their input.

2.3.4

Residence Hall Holiday Decoration Guidelines The following guidelines pertain to all Seton Hall Buildings and are intended to allow for the placement of festive decorations while ensuring a safe campus environment and adherence to the N.J Uniform Fire Code.        

Live Christmas trees, wreaths, garland or other combustible materials (e.g grass, hay, leaves, stalks) are not permitted in the residence halls. These items are also prohibited in all buildings unless the Compliance Office and South Orange Fire Department first grant approval. Holiday or “strung” lights are not permitted in any area of the residence halls. These items are also prohibited in all buildings unless the Compliance Office and South Orange Fire Department first grant approval. Candles are prohibited in all buildings except for the Chapel or other places of religious assembly. Prior approval from the Compliance Office and South Orange Fire Department is required. All exits are to be visible at all times and remain clear of all decorating materials. Decorations may not be placed within six feet of any fire safety device or equipment (e.g. smoke detectors, sprinkler heads, pull stations, alarm horns and strobe lights, exit signs, fire extinguishers) Lights in common areas or public spaces may not be turned off or dimmed. Holiday decorations are not to be hung from the ceiling or suspended from overhead pipes. Residence Hall Decorating Contests: The residence halls may at times hold decorating contests. These contests require prior approval from the Housing Department, Compliance Office and South Orange Fire Department and must adhere to the above guidelines.

The Fire Department, Compliance Office or the Housing and Residence Life Staff may order the immediate removal of any decoration that violates these guidelines or is deemed unsafe. Please direct any questions to either the office of Housing and Residence Life or the Compliance Office.

2.3.5

Arson and Fire Policy N.J. State Statutes Concerning Arson New Jersey State Statutes Concerning Arson and Like Crimes N.J.S.A.2C:17-1 Aggravated Arson (2nd degree crime) 2C: 17-19(a). A person is considered guilty if he starts a fire or causes an explosion, whether on his own property or another’s: Thereby purposely or knowingly placing another person in danger of death or bodily injury; or with the purpose of destroying a building or structure of another; or Arson (3rd degree crime) 2C:17- 19(b). Thereby recklessly placing another person in danger of death or bodily injury; or thereby recklessly placing a building or structure of another in danger of damage or destruction; or (In order to elevate the above crimes to a crime of the 1st degree: 2C:17:1(d)) any person who, directly or indirectly, pays/accepts/offers to pay or accept any form of consideration, including, but not limited to, money or any other financial benefit, regardless of whether any consideration is actually exchanged for the purpose of starting a fire or causing an explosion in violation of this section commits a crime of the 1st degree. Fire Safety Equipment Abuse The safety of the community is everyone's responsibility and equipment and facilities are maintained to enhance safety. Tampering with any fire and safety equipment is prohibited. All acts will be referred to the University hearing officer. The minimum sanction is a $500 fine, replacement costs, and removal from University housing. Criminal charges also may be pressed. According to the New Jersey State Uniform Fire Code 5:18-2.12, anyone guilty of disabling or decreasing the effectiveness of any fire suppression or alarm device or system in a place of education is subject to a maximum fine of $5000 per occurrence. Students having any information regarding a false alarm or fire should report information to a Housing and Residence Life staff member immediately. Fire Evacuation All residents must evacuate an apartment/residence hall promptly when the fire alarm sounds.

2.4

Guest and Visitation Policy Definitions: For the purpose of this policy: Consent form is a form that must be filled out by a parent/guardian of a person under the age of 18 wishing to spend the night in a University residence hall. The consent forms are available at all residence hall front desks, Residence Hall Director offices and from all Resident Assistants (RA). Ora Manor residents must see an RA or go to staff office on the 2nd floor of the building. This document is available on our Housing website. Daytime is defined as 8:01am until midnight (11:59pm). Guest is defined as any person who is not a resident of the University residence hall being entered, and a person is considered a guest of a specific host rather than a particular residence hall. One-week period is defined as the time from Sunday 12:01am to Saturday 11:59pm. Overnight is defined as 12:01am and beyond to 8am. Resident is defined as any Seton Hall University student who has a current housing assignment and a residence hall validation sticker. Policies and Procedures For Residents: 

Residents may visit other residence halls by swiping their ID from 8am to midnight. From midnight to 8am, residents are able to visit other halls by being signed in by a resident of that hall. To host someone from another hall, residents may sign in the resident (one per person) at the residence hall front desk. The resident student visiting a hall (other than his or her own) will be required to leave his or her SHU ID at the residence hall front desk. After midnight, residents may only host one resident from another University residence hall.



If residents wish to host a commuter from 8 am to midnight, they must meet the commuter student at the residence hall front desk and register him or her as a visitor. From midnight to 8 am, commuters are only allowed in a University residence hall if he or she receives an overnight pass by midnight. Please note: An overnight visitor must be of the same gender.

Commuter Guest Policy to be added soon. 

If residents wish to host a non-SHU individual, they must bring the guest with proper and valid ID to the Residence Hall front desk to receive a guest pass between the hours of 8 am and midnight. No guest passes are issued after midnight. Please note: An overnight visitor must be of the same gender.



If residents wish to have their parents and/or grandparents visit, they must meet them at the Residence Hall front desk and register them in a parents/grandparents log each time they enter the University residence halls. They will be asked/required to show ID. Any other family member (siblings, cousins, etc.) wishing to visit must obtain a guest pass at the residence hall front desk. Please note: Parents and grandparents do not count toward the daytime guest total.



If residents wish to host a non-SHU person younger than 18, they must bring him or her to the Residence Hall front desk to receive an under-18 guest pass. If the person is 15 or older and is staying overnight, he or she must present a letter of consent (see definitions) from a parent/guardian containing a contact phone number, for approval by HRL senior staff and/or RA. Please note: Visitors younger than 15 are not allowed to stay overnight in University residence halls.

For Commuters: Policy to be updated soon. 

If a commuter wishes to visit the University residence halls between 8am and midnight, the host must accompany them to the residence hall front desk and register them as a visitor. Commuters must register each time they enter the University residence hall.



If a commuter wishes to visit the University residence halls between midnight and 8am they must obtain an overnight pass prior to midnight. Please note: An overnight visitor must be of the same gender.



Commuter students have the privilege to stay as an overnight guest a maximum of any two days during a one-week period (see definition of one-week period), not to exceed a total of 20 nights per semester (defined as first day of classes until halls close).

General Rules: 

The Guest and Visitation Policy applies to all Seton Hall University students and their guests.



All students and guests must carry their valid Seton Hall University ID or a guest pass with them at all times.



A resident (host) is allowed a maximum of three daytime guests (8am to midnight) at a time. Please note: Residents visiting another University residence hall do not count toward the host’s guest total.



A resident (host) is allowed one overnight (see definition of overnight) guest at a time, with a maximum of two times per week (see definition of week).



An overnight guest must be the same gender as the resident (host) student.



Only guests with valid overnight passes are allowed through the front gate of campus after midnight.



Any guest who arrives at the Front Gate between 11pm and 12am must be escorted by a current resident.



An overnight guest pass is valid until 1pm the following day, and the guest has a privilege to stay any two days during a one-week period (see definition of one-week period), not to exceed 20 nights per semester.



Daytime visitation has no limits. Visitors are issued day passes (valid 8 am to midnight only) after registering at the residence hall front desk and leaving a valid ID.



If a resident of another University residence hall is hosting another residents’ guest overnight, the host must escort their guest to the other University residence hall and have the overnight host register them at his or her residence hall front desk.



To obtain a guest pass, visitors to University residence halls must present one of the following: o Commuter Students: A valid SHU ID o Non-SHU Students: One of the following: a valid driver’s license with a photo, military ID, college ID, DMV non-drivers license. o To be considered valid, an ID must have a non-expired expiration date.



Overnight guests must obtain an overnight parking pass. A parking pass can normally be obtained at the Office of Parking Services located at 68 Duffy Hall between the hours of 8am to 7pm Monday through Thursday, and 8am to 5pm on Fridays. At all other times overnight-parking passes can be obtained from the Office of Public Safety and Security. Vehicles parked on campus overnight with improper parking passes are subject to a fine and/or towing.



The Guest and Visitation Policy is in effect on the first day of classes in the Fall Semester and ends on the last day of classes in the Spring semester. No guests are permitted in University residence halls before or after these dates. See posted policies for Welcome Week, Senior Week and Summer. 30



2.5

No visitors are permitted when the University residence halls are closed: Thanksgiving, Winter Break, Spring Break and Easter.

Noise Policy As a general guideline, common courtesy and respect for the community should be used at all times regarding noise levels; Courtesy Hours are in effect 24/7. Quiet hours in University housing are: Sunday - Thursday: 10:00 p.m. - 10:00 a.m. Friday - Saturday: 12:00 a.m. - 10:00 a.m. During quiet hours sustained noise should not be heard one door away. Noise amplified out windows is not allowed at any time. The established quiet hours are standard for all University housing. When each community establishes standards on the floor, the floor may decide to extend quiet hours to meet the needs of your floor. Each floor may also establish standards for noise levels for non-quiet hours. During FINALS WEEK quiet hours are as follows: Quiet hours begin two days before the first day of final exams (i.e. if finals begin on Thursday, quiet hours begin Tuesday at 6:00 p.m.). During finals week quiet hours, sustained noise should not be heard outside residents’ rooms. Residents should be encouraged to confront each other with minor noise concerns. If the noise issue is not resolved, they should then go to their RA to intervene. When a RA has to respond to a noise violation for any reason, only one warning should be given on any given night, which should be noted in the duty and/or noise log. An IR should be written for all subsequent violations that night. In addition, Senior Staff may inform RAs of a room that has exceeded an appropriate number of noise warnings and should be documented on the first noise violation of the night.

2.6

Academic Policies Full-time Students A full-time undergraduate student is defined as a student who is registered for a minimum of 12 credits during any one semester. A student enrolled in a department-approved program in which fewer than 12 credits is the recommended full-time credit load also is considered a full-time student. Full-time undergraduate students are required to successfully complete at least 24 credits in each 12 months of full-time registration and have a cumulative GPA of at least 1.75 for freshmen, 1.90 for sophomores and 2.0 for juniors and seniors. Individual schools and colleges may apply additional criteria for good academic standing and retention beyond the University minimum. Students who were registered for the previous two semesters as full-time students but who have not successfully completed 24 credits in the previous 12 months are ineligible to participate and hold office in recognized student activities, to participate on athletic teams, and for student employment. The dean of each college may waive any or all rules of ineligibility if the student’s failure to complete the 24 credits in the previous 12 months was due to medical conditions, family emergencies or circumstances beyond the student’s control. Part-time Students A part-time undergraduate student is defined as a student who is registered for fewer than 12 credits in the current semester. Part-time undergraduate students are required to have the same cumulative GPA as full-time undergraduate students. Part-time students who were enrolled in the previous semester must have completed a minimum of six credits in the previous 12 months. Part-time students who meet the required GPA standards are eligible to participate and hold office in recognized activities except for varsity Athletics and receive Title IV federal aid for which part-time students must qualify and for which the student is otherwise ineligible.

Warning A full-time or part-time student who meets the cumulative GPA criteria but whose GPA for any one semester falls below the requirements will receive a letter of warning, reminding the student of the criteria for probation. Probation Full-time and part-time students whose cumulative GPAs do not meet the minimum requirement are automatically placed on academic probation for the current semester. A letter from the student’s respective dean is sent as a reminder of minimum requirements, as well as to require a meeting with the student and the department chair or representatives. If a student is placed on probation for a second consecutive semester, the dean must conduct a suspension/dismissal review, and the student is ineligible to participate and hold office in recognized student activities, to participate on athletic teams (not applicable to part-time students), and for student employment Enrollment Services distributes a list of students placed on probation or in default of the 24-credit requirement to all deans, department chairs, the faculty representative for athletics and the vice president for student affairs. The dean will review the student’s progress with the respective department chair and the student. The resulting decision must be communicated to the student, in writing, by the dean. Normally, the review will allow no more than one additional semester for a student’s performance improvement. Complete information regarding the University policy on probation is detailed in the University Catalogue. Procedures for dealing with issues of academic dishonesty or academic grievance are available upon request from the offices of the academic deans of each college.

2.7

University Racial and Ethnic Discrimination Policy I. Preamble As a Catholic institution of higher education, Seton Hall University abides by values that proclaim the dignity and rights of all people. In keeping with this fundamental principle, we affirm the value of racial and ethnic diversity and welcome persons of all groups, cultures and religious traditions to Seton Hall. We categorically reject all forms of racial and/or ethnic discrimination. We acknowledge our obligation to safeguard and enhance the dignity of every member of our University community. We seek to foster an understanding of cultural differences and encourage and support the ethical and moral values that are the basis of a humane social order. To fulfill these aspirations, we commit ourselves to create and to maintain an environment free of racial and/or ethnic intimidation, humiliation and harassment. We urge all members of the Seton Hall community to adhere to the following values:       

Respect for the dignity of each person Openness to opinions and points of view different from one’s own Understanding and respect for persons whose background may be different from one’s own Respect for persons and groups in the search for and affirmation of differences and commonalities of human experience and endeavors Maintenance and enhancement of our University as a setting in which differences may be debated and defended with civility, respect and reason as the standards of humane discourse Use of education as a humanizing force for all members of the community Courage to face conflicts with integrity and maturity so that negotiation may be genuine and accommodation attainable.

Racial or ethnic discrimination is a violation of University policy and may be the basis for disciplinary action. No member of our University community may engage in racial and/or ethnic discrimination. II. Applicability This Policy against Racial and/or Ethnic Discrimination applies to all University students, faculty, administrators, staff members and employees, as well as vendors and guests on or off campus. This includes those members of the University community who are involved in the University’s extension and off-campus programs, such as Cooperative Education, internships, clinical practice, student teaching, etc. This policy does not replace or supersede an individual’s rights and remedies under the law.

III. Definitions Racial and/or ethnic discrimination is conduct that serves to limit the social, political, economic, employment or educational opportunities of particular groups or individuals solely on the basis of their race and/or ethnicity. Racial and/or ethnic discrimination is oral, written and/or physical conduct directed against any person or group of persons because of race, ethnicity, color or national origin that harms or creates an offensive, demeaning, intimidating or hostile environment for that person or group of persons. Such conduct includes but is not limited to objectionable epithets, demeaning depictions or treatment, and threatened or actual abuse or harm. Racial and/or ethnic discrimination is further defined as conduct that:  Is directed at an identifiable person or persons, and insults or demeans the person or persons to whom the conduct is directed, or abuses a power or authority relationship with that person on the basis of race, color, ethnicity, or national origin by the use of slurs, epithets, hate words, demeaning jokes, derogatory stereotypes and similar action; and/or  Is intended to inflict direct injury on that person or persons to whom the conduct is directed; and/or  Is sufficiently abusive or demeaning that a reasonable person would find it so severe or pervasive as to create a hostile environment; and/or  Occurs in any context or location such that an intent to inflict direct injury may reasonably be inferred; and/or  Is intended to affect negatively the work or educational environment in a way that makes the treatment of the affected party unequal with respect to his or her proper functioning, opportunities for promotion and development because of his or her race, color, ethnicity, or national origin; and/or  Is intended to damage or destroy, or damages or destroys private property of any member of the University community or guest because of that person’s race or ethnicity with the purpose of making the educational, work or living environment hostile for the person whose property was damaged or destroyed. The following examples illustrate but do not exhaust the types of conduct referred to:  A person would be in violation if causing bodily harm to an individual because of that person’s race and/or ethnicity.  A person would be in violation by making a demeaning remark based on a person’s race or ethnicity, or by using racial slurs or “jokes”, and those remarks created a hostile work, educational or living environment for a person or persons hearing the remark, or for a person to whom the demeaning remark may have been specifically addressed.  A person would be in violation if intentionally placing visual or written material demeaning the race and/or ethnicity of an individual in that person’s work, study or living area; and such material made the work, educational, or living environment hostile for the person in whose work or study area the material was placed.  A person would be in violation when that person’s conduct resulted in making hostile the work, educational or living environment for a person subject to such conduct.  A person would be in violation if misusing grades, evaluations or promotion procedures to adversely affect a person on the basis of race or ethnicity.  A person would be in violation if intentionally not hiring a person on the basis of race or ethnicity. IV. Process for Investigating and Resolving an Alleged Incident of Racial and/or Ethnic Discrimination Any individual who becomes aware of an incident of racial and/or ethnic discrimination has a duty to report it to the Compliance Officer immediately. Investigation of alleged incidents is carried out in accordance with the Investigation Guidelines for Complaints of Discrimination. The goal of the investigation process is to assist in achieving resolution in a timely and appropriate manner. The process for investigation and resolution of complaints is outlined in the University Guidelines for Complaints of Discrimination. The guidelines are available on-line at the University web site, Compliance Program home page, http://admin.shu.edu/complianceprogram/. V. Sanctions Misconduct will be dealt with appropriately. Responsive action may include training, referral to counseling, and disciplinary action such as warnings, reprimands, withholding of a promotion, reassignment, temporary suspension without pay, or discharge for cause. False charges may result in corrective action or sanctions against the accuser, countercharges, or any other appropriate response. 33

VI. Non-Retaliation Retaliation against an individual who has made a claim of discrimination is prohibited. Retaliation will subject an individual to disciplinary action.

2.8

Non-Hazing Policy Seton Hall University does not condone and never has condoned or supported the practice of hazing. Hazing contrary to the principles upon which the University community is built. Seton Hall, therefore, asserts its position to define and prohibit hazing as a requirement for admission or acceptance into any club, organization or athletic activity. The following information has been organized through the efforts of the College Panhellenic Council, Inter-Fraternity Council, Multicultural Greek Council and the Greek Life Office in the Department of Community Development. The information is designed to assist student organizations and their associates/new members in understanding University and state positions on hazing. In no way should this guideline be considered all-inclusive in definition and content as to what constitutes hazing. It is educational in purpose and serves as an outline of practices that may be considered hazing and counter-productive to missions, principles, and purposes of fraternities and sororities and the University itself. Statement of Position Seton Hall University recognizes that fraternities and sororities are an integral part of campus life. They provide leadership opportunities, social and academic support, scholarship, friendship and community service. The University has an obligation to protect the environment within which fraternities and sororities operate. All students are expected to conduct themselves responsibly and respect the rights of fellow citizens. Any departure from these standards may result in disciplinary action. Seton Hall University defines hazing as any action taken or situation created (on or off campus) to cause, or place in jeopardy of, physical or mental harm, discomfort, embarrassment, ridicule or mistreatment. A person(s) or organization(s) may be charged with hazing under the University's standards of conduct. Sanctions to persons found guilty of hazing range up to and include expulsion. Sanctions for organizations found guilty of hazing range up to and include permanent loss of recognition and possible criminal charges against the individual(s). Charges of hazing are referred to and investigated by the Department of Community Development. If you are being hazed or know someone who is hazing or being hazed, COME FORWARD AND REPORT IT to the Greek Life Office in the Department of Community Development, (973) 761-9077.

2.9

Sexual Assault and Harassment Policies and Procedures Sexual Assault and Misconduct Policy Sexual assault and sexual misconduct in any form will not be tolerated at Seton Hall University. Both sexual assault and sexual misconduct are serious crimes under the criminal laws of the state of New Jersey and a conviction of these crimes could result in imprisonment. The disciplinary mechanism described below is not intended to replace or serve as an alternative to the reporting of any sex offense to the appropriate authorities. The University believes that the victim of any sex offense should seek assistance and immediately contact the police. Confidentiality Victims of a sexual assault are encouraged to report the crime to the police. However, when a victim reports an assault to any member of Health/Counseling Services and/or Campus Ministry, that person will obtain emotional, spiritual, and medical support and assistance under strict confidentiality. Disclosures by a victim to any other offices on campus necessitate that the office contact police authorities regarding the crime. Definition of Sexual Assault and Sexual Misconduct Sexual assault encompasses rape in all forms. Date rape or acquaintance rape is no less criminal than the rape of a stranger. Sexual contact involves intentional touching of the victimâ&#x20AC;&#x2122;s or attackerâ&#x20AC;&#x2122;s intimate body parts, even through clothing, for the purpose of degrading or humiliating the victim or for the assailantâ&#x20AC;&#x2122;s gratification. Copies of the New Jersey statutes that include the legal definition of these crimes are available in the Department of Community Development.

Victims Bill of Rights The following rights shall be accorded to victims of sexual assault that occur: On the campus of any public or independent institution of higher education in the state of New Jersey, where the victim or alleged perpetrator is a student at that institution, or when the victim is a student involved in an off-campus sexual assault. Human Dignity Rights  To be free from any suggestion that victims must report the crimes to be assured of any other right guaranteed under this policy.  To have any allegations of sexual assault treated seriously; the right to be treated with dignity.  To be free from any suggestion that victims are responsible for the commission of crimes against them.  To be free from any pressure from campus personnel to: o Report crimes if the victim does not wish to do so. o Report crimes as lesser offenses than the victim perceives the crimes to be. o Refrain from reporting crimes. o Refrain from reporting crimes to avoid unwanted personal publicity. Rights to On & Off-Campus Resources  To be notified of existing campus and community-based medical, counseling, mental health and student services for victims of sexual assault whether the crime formally reported to campus or civil authorities.  To have access to campus counseling under the same terms and conditions that apply to other students in their institution.  To be informed of: o Any rights to confidential or anonymous testing for sexually transmitted diseases, human immunodeficiency virus and/or pregnancy. o Any rights that may be provided by law to compel and disclose the testing of sexual assault suspects for communicable diseases. Campus Judicial Rights  To be afforded the same access to legal assistance as the accused.  To be afforded the same opportunity to have others present during any campus disciplinary proceeding that is allowed the accused.  To be notified of the outcome of the sexual assault disciplinary proceeding against the accused. Legal Rights  To have any allegation of sexual assault investigated and adjudicated by the appropriate criminal and civil authorities of the jurisdiction in which the sexual assault was reported.  To receive full and prompt cooperation and assistance of campus personnel in notifying the proper authorities.  To receive full, prompt and victim-sensitive cooperation of campus personnel with regard to obtaining, securing and maintaining evidence, including a medical examination when it is necessary to preserve evidence of the assault. Campus Intervention Rights  To require campus personnel to take reasonable and necessary actions to prevent further unwanted contact of victims by their alleged assailants.  To be notified of the options and provided assistance in changing academic and living situations if such changes are reasonably available. Statutory Mandates  Each campus must guarantee that this Bill of Rights is implemented. It is the obligation of the individual campus governing board to examine resources dedicated to services required and to make appropriate requests to increase or reallocate resources where necessary to ensure implementation.  Each campus shall make every reasonable effort to ensure that every student at that institution receives a copy of this document.  Nothing in this act or any Campus Assault Victims’ Bill of Rights developed in accordance with the provisions of this act shall be construed to preclude or in any way restrict any public or independent institution of higher education in the state from reporting any suspected crime or offense to the appropriate law enforcement authorities. 35

Resources Available: Reporting Victims of sex offenses are strongly urged to report the assault to the police and a trusted University official. In addition, others who can assist include:  Resident Assistants (RAs) who know sex offense victims need assistance and support. RAs also can facilitate contact with the appropriate resources.  Physicians, nurse practitioners and registered nurses are available on call or by phone, 24 hours a day, for immediate intervention. Medical Treatment Health aides or professional personnel at Health/Counseling Services treat injuries, offer health care, facilitate transport to a local hospital/rape crisis center, and sensitively prepare the victim for the examination and treatment required. Counseling Health/Counseling Services provides intervention in the immediate situation and the ongoing support necessary for recovery to take place. A counselor will accompany the victim to the hospital. Spiritual Counsel Campus Ministry can assist regarding the role that faith and/or one’s spiritual life may sometimes play in recovery from a trauma such as rape. Housing Victims who would like to move from their present assignment can be accommodated by the Department of Housing and Residence Life. Security Students are urged to report sex offenses to the Department of Public Safety and Security. A representative of the department will come to students when called, and security personnel will summon the police to campus upon request. Victims’ Advocates A call to the office of the dean of any school in the University will identify an advocate who will remain in contact with the victim throughout all judicial and administrative actions. Restraining Order The Department of Community Development will issue a no-contact order against the accused at the request of the victim. Hospital The rape crisis facility for this area is St. Barnabas Medical Center, (973) 533- 5180. The hospital is located in Livingston. Police Victims are strongly encouraged to report sex offenses to the South Orange Police Department, (973) 378- 7772. The department is located two blocks west of Seton Hall on South Orange Avenue. Rape Crisis Center Located in Westfield, the Rape Crisis Center offers individual and group counseling, accompaniment to the hospital and a 24- hour hotline. To contact the center, call (908) 233- 7273. University Community Standards Proceedings in Sex Offense Cases In the community standards process, the accuser and the accused are entitled to call witnesses and introduce evidence at the hearing. The accuser and the accused will be promptly informed of the outcome of any sex offense disciplinary hearing. However, the University community standards process is not a substitute for the filing of a criminal or civil complaint by the victim or for a criminal prosecution by the state.

Sexual Harassment Policy As a Catholic institution of higher education, Seton Hall University embraces Judeo-Christian values that proclaim the dignity and rights of all people. Sexual harassment in any form will not be tolerated at Seton Hall. Sexual harassment is a form of sexual discrimination prohibited by Title IX of the Education Amendments of 1972 and Title VII of the Civil Rights Act of 1964. All members of the University community have an obligation to take appropriate action to eliminate sexual harassment. Definition of Sexual Harassment: For the purpose of this policy, sexual harassment is defined as sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature toward any individual, student, faculty member, administrator, staff member or employee when:  Submission to such conduct is made explicitly or implicitly a term or condition of an individual’s academic evaluation or employment  Submission to or rejection of such conduct by any individual is used in regard to academic decisions or employment affecting the individual  Such conduct has the purpose or effect of unreasonably interfering with an individual’s academic performance or employment by creating an intimidating, hostile, or offensive academic or work environment. Sexual harassment manifests itself in several forms. This behavior may include but is not limited to the following:  Conduct or comments directed at an individual based on the individual’s gender that are abusive in nature  Sexual innuendos in the guise of humor to coerce sexual favors  Sexual teasing, jokes, remarks or questions  Sexual remarks about a person’s body, clothing or behavior  Patting, pinching or other unwanted touching of another’s body  Leering or ogling  Uninvited emails, letters or telephone calls  Uninvited pressure for dates  Inappropriate and offensive sexual advances  Solicitation of sexual favors or other sexually related behavior by promise of rewards  Coercion of sexual activity by threat of punishment  Sexual crimes, including rape, acquaintance rape, attempted rape or sexual assault. Process for Resolving an Alleged Incident of Sexual Harassment Any individual who becomes aware of an incident of sexual harassment has a duty to report it to the Compliance Officer immediately. To report an incident, contact Lori Brown, University Compliance Officer (973) 313-6132. The process of investigation and resolution of complaints is outlined in the University Guidelines on Complaints of Sexual Harassment. The guidelines are available online at the Compliance Program home page at the University’s website http://admin.shu.edu/edu/complianceprogram/ Sanctions Misconduct will be dealt with appropriately. Responsive action may include training, referral to counseling and disciplinary action such as warnings, reprimands, withholding of a promotion, reassignment, and temporary suspension without pay or discharge for cause. False charges may result in corrective action or sanctions against the accuser, countercharges, or any other appropriate response.

2.10

University Center Room Reservation Policies All requests for use of University Center facilities including Galleon, Campus Green and Duffy Hall Game Room must be first approved by the Department of Community Development Scheduling Office (UC 107). The schedule request form must be completed regardless of the size of the event.   

Room reservation requests require 72 hour confirmation. Confirming forms will be delivered by mail or for student organizations, placed in the appropriate mailbox. Room reservations are not approved without the signature of the appropriate member of the Department of Community Development. No events can be scheduled outside the University Center hours of operation. Security may be required for each event at the cost of the sponsoring group.

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2.11

All events sponsored by non-university groups will require a rental charge. A non-refundable deposit is required before the event can be confirmed. Full payment is due 5 days prior to the event. The Scheduling office must be notified of all cancellations. A $100 no show fee will be charged if your group cancels without notification. Groups are responsible for room clean up. Events are not allowed to exceed the fire code capacity of the room. If tickets are to be sold, ticket sales must go though the ticket office. All food requests including snacks, meals, drinks, etc. must be arranged through the Gourmet Dining website. If you encounter difficulty call (ext. 9562). Arrangements for equipment and room set up must be made at least one week in advance. There may be additional charges for difficult or large set ups. Events which serve alcohol must be held in accordance with Seton Hall University policy. Event Organizers are responsible for all damages and losses incurred during their occupancy. Non-University groups are required to provide their own insurance in accordance with the University's policy and procedure. Certificates of insurance are due at least one week in advance. Seton Hall University is a private religious organization and reserves the right to grant use of its facilities based on determination made by institutional directors. Seton Hall University is a registered trademark and may not be used for promotional purposes.

SHU Traffic Rules and Regulations The University Board of Regents has authorized the President of the University to adopt such traffic rules and regulations as may be necessary for effective safety and control of people and property. These policies and regulations are applicable to all University employees, staff, guest, visitors, and any other persons driving and parking on University property. Permission to operate a motor vehicle on campus is to be considered a privilege, not a right to which one is entitled by reason of enrollment or employment by the University. Decals/Hangtags/Passes allow the authorization to bring a vehicle on campus. All students must purchase a decal and register their vehicles with the Office of Parking Services. Resident students that have not been classified as seniors by the Registrar Office may not register or bring their vehicles to campus. No parking will be permitted to on campus between 2 a.m. and 6 a.m. for vehicles with commuter or evening decals. Decals are to be directly affixed to the left rear window by means of the adhesive provided. Decals remain the property of Seton Hall and are subject to recall at any time. Replacement decals or hangtags cost $5. Vehicle registration or photocopies are required for purchasing a permit and every other transaction at Parking Services. The Parking Services Office may authorize the towing or vehicle immobilization (boot) of any vehicle while on campus (without notification to the owner or driver). Parking Services has a comprehensive Traffic and Parking Regulation brochure available in the Parking Services.

2.12

Publicity and Posting Procedures It is the responsibility of each group to properly publicize its activities. Publicity should include all information concerning particulars of the event, including what the event is, when and where it will be held, who is sponsoring it and admission price if necessary. On-campus publicity for student events must be distributed in accordance with individual building policies. Posting is prohibited on the University Green. Policies and regulations regarding the posting and use of advertisements on the campus are available through the Department of Community Development. For residence hall posting regulations and approval to post, you must speak with a member of that hall’s professional staff.  

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College of Nursing The bulletin board marked "Student Activities" located on the first floor may be used for posters and flyers. Materials placed on walls, doors or other bulletin boards will be removed. Fahy Hall Groups must have their materials approved and stamped by the dean of the College of Arts and Sciences, Room 118, before posting on public bulletin boards. Promotional materials on walls, doors and windows will be removed. Walsh Library All material must be approved by the dean of the library. No posting on library doors is allowed.

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2.13

University Housing All flyers, posters, etc., must be approved for distribution and/or posting and stamped by the Residence Coordinator or Residence Hall Director of each building. Information is to be posted on approved bulletin boards, not on painted or glass surfaces. Stuffing mailboxes or sliding materials under doors is prohibited. Arts and Sciences Hall Flyers and posters may be posted on bulletin boards. Materials may not be posted on walls, doors or in restrooms. Bishop Dougherty University Center All materials must be approved and stamped by the Department of Community Development. These materials may be displayed on bulletin boards throughout the Bishop Dougherty University Center. Flyers cannot be posted on painted surfaces, glass or walls. The University Center will only approve 10 posted items per group.

Involuntary Medical Leaves of Absence The University maintains Health/Counseling Services to serve the physical and emotional needs of students. Students whose needs are beyond the resources of these offices are referred to off-campus facilities and service providers when possible. However, students who cannot adequately be helped by the available facilities and/or refuse to accept recommended emotional and/or medical treatment, and whose resulting behavior renders them unable to effectively function in the residential or University community without harming themselves, others, or disrupting the University community, may be required to leave, following the described procedure below: 

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The Director of Housing and Residence Life, the Dean for Community Development and/or the Vice President for Student Affairs may require a mandatory assessment if a student’s condition renders him or her unable to function in the University community without harming him or herself or others and/or disrupting the educational mission of the institution. The Dean for Community Development or designee is promptly notified when, in the opinion of a professional member of the Health/Counseling Services staff, a student is unable to be adequately helped by the center or other available facilities, and the student’s condition renders him or her unable to function in the University community without harming him or herself or others and/or disrupting the educational mission of the institution. When the Dean for Community Development receives notification under the conditions described above, the dean or his or her designee seeks other professional opinions as appropriate, and confers with the student if possible. The student may submit other medical documentation secured independently for consideration and may be accompanied by a support person (friend, relative, faculty member, etc.) to scheduled appointments with University personnel. Failure to appear for a mandatory assessment may result in an involuntary medical leave of absence without further process. If the dean for community development concurs with the opinion that the student should leave the University, the dean or his or her designee may consult with the student’s parent, spouse or other guardian. If the student (or family member) declines to withdraw from the University, the dean for community development may authorize the withdrawal. Involuntary medical leaves of absence are normally for a minimum of one semester. Following that period, a student may apply to the dean for community development for reenrollment by following the reenrollment process described in the Procedures for Reenrollment from a Medical Leave of Absence documentation provided to the student at the time of departure from the campus.

DUTY PROCEDURES AND CONFRONTATION

3.1

Resident Assistant Duty Procedures

Duty is a major responsibility of the Resident Assistant position and should be taken seriously. Failure to follow the duty protocol listed below may result in disciplinary action. Duty Hours  Weekday duty begins at 8:30pm and ends at 8:00am the following day.  Weekend duty scheduling may vary from staff to staff, but all staffs must begin weekend duty coverage on Friday at 8:30pm and end at Monday at 8:00am. Duty start time for Saturdays is 5:00pm.  You must remain in your building(s) and accessible via two-way radio (on-campus buildings) or duty cell phone (off-campus) at all times with the exception of meal times on weekends (see below for details). Beginning Duty  At the start of duty at 8:30pm Sunday through Friday and at 5:00pm on Saturdays, on duty RAs must call Senior Staff On-Duty (SSOD) at 973-420-0832. Note: Never give this number out to students or parents!  For on-campus buildings: - Meet your duty partner at the front desk of the building promptly at 8:30pm (5:00pm on Saturday). - Swipe your ID card at the front desk to show that you are present in the building at the start of duty and rounds. - Write name, room number, and room phone number on the dry erase board by the desk(s). - Check the magnetic door panel behind the desk & fire panel to be sure all doors are locked. - Inform the Desk Assistant that you are starting rounds. Duty Rounds  Duty Rounds will begin at the following times in all buildings: - First Round: 8:30pm - Second Round: 10:30pm – 11:00pm - Third Round: Sunday – Wednesday: 12:30am – 1:00am & Thursday – Saturday: 1:00am – 1:30am  Swipe your ID card at the front desk and inform the desk staff at the beginning and end of each round. Ensure that the desk staff is aware of how to contact you with any issues (two-way radio for on-campus buildings, cell phone for off-campus).  A duty round consists of a walk-through of the entire building(s), interacting with residents, and checking for the following: - Fire doors (secure any open doors) - Maintenance issues (report to supervisor appropriately) - Bolted doors (confront and document appropriately) - Policy violations (confront and document appropriately) - Outdated flyers (remove)  For on-campus buildings: before your last round, check at front desk(s) to ensure all day guests have returned guest passes and follow up on any day guests remaining in the building(s) appropriately. Office Hours  On Monday through Thursday night, RAs on duty sit Office Hours in the designated area for each building from the time you finish your first round until 10:00pm.  Check the office for any tasks to complete during office hours. Meals on Weekends  On Saturdays and Sundays, on duty RAs may leave their building for meals for up to one hour for brunch and up to one hour for dinner (not to be taken concurrently).  Staff must remain on campus at all times; this time is to be used only for meals. Staff should not visit other parts of campus during this time, unless prior approval is received from supervisor.  All meals must be completed after 8:00am and before 8:30pm.  For on-campus buildings: one duty partner must remain in the building(s) at all times and you must inform the front desk(s) and your duty partner when you are leaving for a meal and when you arrive back to your building after the meal. The duty partner remaining in the building should contact SSOD if assistance is needed during this time. 40

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For off-campus buildings: you must inform SSOD when you are coming to campus for your meal and when you arrive back in your building.

Duty Log  The duty log is essential to recording all events and information that occurred during your time on duty.  The completed duty log is due via email to designated supervisory staff by 9:00am the following day. For oncampus buildings: your duty partner should be cc:ed on the email. Follow your supervisor’s instructions for saving and more detailed sending procedures.  For on-campus buildings: duty partners must communicate about all issues that occur on duty to ensure that the information is included in the duty log. Duty partners must also determine who will send the duty log as both on duty RAs are accountable for completing and sending the duty log on time. Duty Switches  All duty switches, including short-tern duty switched (which may not be permitted by all supervisors) must be approved by your supervisor in advance.  If an emergency occurs that requires a last-minute switch, SSOD must be called and approve the switch. Please note: Individual supervisors may include additional responsibilities. If you have any questions, please contact your supervisor.

3.2

Calling Senior Staff on Duty Always Call Senior Staff When:  You feel uncomfortable or unsafe dealing with any situation.  A student requires assessment for or transportation to the hospital for injury, sickness, alcohol or mental health reasons.  There is a physical fight.  Anyone is arrested for any reason on campus.  SOPD/SOFD/EMTs or any other outside agency is called.  There has been an actual or alleged break-in to a student room or building.  Any situation where a resident is very upset and wants to speak with a professional staff member.  Vandalism that is a hate crime or that poses a structural threat or health and safety threat.  There is a building-wide power failure.  There is an immediate fire safety concern (e.g. smoke detector going off, fire alarm, actual fire).  Note – If building Senior Staff is present at a fire alarm, Senior Staff will determine if SSOD needs to be present. Don’t Call Senior Staff For:  Small incidents that can be handled by the RA(s) on duty.  Vandalism or facilities concerns unless it is posing a safety threat to the students.  Questions about RA responsibilities.  Any other non-emergency questions or concerns. ALWAYS CALL SSOD IF YOU ARE UNCOMFORTABLE IN ANY SITUATION AND ALWAYS MAKE SURE YOU ARE NOT IN DANGER!!!! If you don’t call SSOD about a situation, make sure to inform your RHD/RC by the next morning and write an incident report for the situation immediately (if applicable).

3.3

Emergency Procedures Crisis Situations:  When a serious incident or crisis occurs: o Obtain as much information as possible about situation to relay to the SSOD and/or Security. o Call SSOD and/or Security x 9300 (if it is an extreme emergency Security will call SOPD). o Wait for the responding parties at a specified location.

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Follow instructions from SSOD and other responding officials during the incident. If applicable, keep residents calm and maintain crowd control. o Proceed with normal procedures as to Incident Report writing and follow up once the incident has been resolved. Ensure safety of all parties, but DO NOT endanger yourself. You will be given information on a need to know basis. Remember to maintain appropriate confidentiality. If the RHD of the building in which the incident occurred is not present at the time of the incident, notify that person by voicemail or email.

Fire Alarm Procedures:  When an alarm goes off, put on your weather-appropriate clothing and shoes.  Take your room keys and ID card with you.  On duty RAs will wear the emergency personnel vests to show that you are the contact person for the Security Guards, SOPD, and SOFD.  You MUST respond to all alarms if you are in the building. Failure to respond will result in disciplinary action.

3.4

Behavior As a member of the Housing and Residence Life Staff, you will interact regularly with your peers. Hence, you should understand the basis of college student behavioral patterns. Although these notions may sound basic, keeping these in mind will assist you in confrontation. Each student is different.  There are no two students that have identical backgrounds, experiences, and intelligence.  There is no single way in which to deal with all of your residents and all of their problems. Behavior is caused.  There is usually a reason why a student behaves in any particular way.  If you identify the cause of the behavior, you will be more likely to understand both the behavior and the student. Students attend college for a variety of reasons.  Some students attend college because of: parental or peer pressure, vocational preparation, social status, lack of other acceptable alternatives, increased potential income, a desire to learn more, could not find a job, preparation for graduate school.  Understand the reason(s) why a student is attending college in order to appreciate the adjustment s/he must make. Students generally dislike imposed limits and expectations, however necessary.  Since the college years provide an excellent opportunity to enjoy independence and identity exploration, most authority figures, including yourself, may be considered a “threat.”  Authority is more likely to be resented when it is viewed as inconsistent, unfair, makeshift, excessive, or hypocritical. Students will expect you to be an interested and objective listener.  You should make an effort to understand and acknowledge what the student tells you without imposing your own solution, values, or biases.  You will be most effective if you help the student to help her/himself.  You should encourage the students and assist her/him to explore realistic alternatives. Your suggestions will be most helpful it they are seen as such, and not as ultimatum or solutions.

3.5

Confrontation A confrontation is the interpersonal process of describing another person’s behavior so s/he can see the consequences of her/his behavior and possibly change this behavior. Remember that an effective confrontation helps the individual better understand how their behaviors are being perceived and how those behavior can affect the rest of the community. As an educational process, confrontations enable students to make better choices in the future. Also, students should be made aware of ways to prevent the behavior from happening again. Hence, CHOICE is the key – our goal is for

students to choose to behave appropriately. If a confrontation stops the behavior but not the underlying attitudes, students may merely find other ways of behaving inappropriately. Another goal of a confrontation is for the student to learn to accept responsibility for her/his behavior. “It was only a joke,” or drunkenness is not an acceptable excuse for inappropriate behavior. Furthermore, it is not fair for the entire community to be held responsible for the behavior of one individual (such as damage to the hall). Also, paying for damage does not buy one’s way out of responsibility – it is important for the individual to understanding why her/his behavior was inappropriate. During a confrontation is not the time to debate whether or not a policy is “fair” – if you have concerns about a policy, try to change the policy through the appropriate channels. Do not do yourself, the staff, the program or the students a disservice by inconsistently enforcing the policies. Regardless of what you as a staff member do before, during or after a confrontation, some students will choose to alienate themselves from you and from the rest of the staff. However, most students, when appropriately confronted, will respond positively to the staff. The following are some steps you as a staff member can take to help minimize student alienation: Prior to Confrontations  Show genuine interest in the students in your community. Maintain good visibility in the hall. Join students at meals and contribute to their conversations. Avoid showing partiality to any individual or group of residents. Offer your assistance whenever the opportunity arises.  Provide the residents with an opportunity to see you in roles other than that of policy enforcer.  Although part of your job is to be an advisor, you can establish a reputation as someone who really cares about the residents, who is fair and flexible, and who will listen to what students have to say.  Make sure that students are aware of the University and Residence Life policies. If students understand the rationale behind the policies, they may be able to better appreciate the “big picture” and see how their behaviors impact the rest of the community.  You were not hired to be the hall cop. Everyone in the residence hall should be responsible for her/his own behavior and for helping others to do the same. As an educator, you play a vital role in helping students understand this. A program on assertiveness may be an effective way to help residents develop the skills they need now and later in life to express themselves openly, clearly, and in a non-hostile manner. During Confrontations  Remove the person being confronted from her/his peers. (Not only is a one-on-one confrontation less difficult than a group confrontation, but also it allows the students to “save face.”)  Be simple, direct and specific in your confrontation…try not to overreact. Avoid shouting matches and make sure to let the student talk.  Remember to confront the behavior and its negative consequences – not the person. Avoid personal values in your conversation.  Remember that an effective confrontation is consistent and is not a personal attack. Whether or not you “like” this person should not affect the confrontation.  As you are confronting, separate your role from your person. Most of the time, you are not being personally attacked. If you are angry, make sure to direct this at the behavior and not the person – and tell her/him this. Following Up on the Confrontation  Always follow-up confrontations. You might want to wait a day to allow emotions to cool down – folks will probably be more objective.  Try to meet with the student in an environment that will not allow interruptions and one that is on “neutral ground.”  Ask the student to tell you why s/he acted the way s/he did. Push them to be honest.  Ask the student to examine their actions and behavior from your perspective. This may help them understand the impact they have on others.  Ask the students what s/he sees as a fair consequence of her/his behavior. This may help students learn to accept responsibility for their behavior.  For behavior that does not negatively affect other community members, consider giving the student the benefit of the doubt (at least the first time.) This may work to your advantage later in the term and the year.

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3.5.1

Continue to maintain contact with the student throughout the year. Say “Hello” and show an interest when see her/him. Remember that genuine caring means both confronting negative behavior and appreciating positive behavior.

Components of Assertive Confrontation Here are some helpful hints for assertive confrontation:        

3.5.2

Maintain eye contact and appropriate body language Use a neutral, calm, and clear voice tone Be confident in what you are saying Be upfront and honest Address the behavior, not the person Use appropriate language and don’t engage in an argument or debate Be respectful Don’t apologize for doing your job

Confrontation Tips                

Keep the big picture/ultimate goal in mind; don’t be swayed or distracted. Don’t assume residents will resist or argue – doing so puts you in a frame of mind to look for or expect those attitudes. Let residents verbalize their displeasure within reason; don’t take it personally. Don’t waste time arguing with people under the influence of alcohol or drugs; deal with them later. Get to know residents (first 2-4 weeks). Why? Less hassles from people that know you as a person You’ll know who lives where You’ll know where to spend more prevention time (trouble spots) You’ll know who doesn’t belong You can’t force residents to change their behavior. However, you can help them understand the consequences of their behavior and the benefits of changing negative behavior. Confrontations get easier, but they’re never easy. Keep in mind how the resident(s) feel about being confronted; treat them like you would want to be treated if the roles were reversed. Tailor your style to the situation or personalities you are dealing with. There is not one correct way to handle the situation. If there was, we’d tell you. Being nervous is okay. If you’re not even a little nervous, give yourself an attitude check. If you’ve had a high-stress confrontation, talk to a fellow staff member, the SSOD, or your RHD/RC about it as soon as possible. It helps to tell someone who understands, “Hey, what I just dealt with was not fun at all.” You’ll always walk away from a confrontation knowing you could have done something differently, so don’t be too hard on yourself.

Confrontation is a skill that takes time and experience to develop. Remember that you are not going to be able to handle every situation perfectly. Keep in mind that a student’s immediate safety comes first. Everything else an opportunity for all those involved to learn. It is important to remember that you have resources available and fellow HRL staff members to support you so please ask for help when you need it. Be consistent and address behaviors assertively.

3.5.3

Reactions to Confrontation Denial The person will act aggressive, hostile, or somewhat threatening. They will challenge the confronter to “legally prove” their responsibility. This is sometimes called the “big lie.” Approach: Attempt to bring the issue to a level of common understanding using the information you have. Changing the Subject or Minimization The person will try to divert attention from themselves and the issue and/or may debate the correctness of the policy. 44

Approach: In a factual way, explain the policy and Seton Hall’s enforcement of it, then return to the main issue – the person’s behavior. Third Degree Questioning Challenges information you present and your observations, “How do you know that?” or “Can you prove that?” Argues over minor and irrelevant details and attempts to put you on the defensive. Approach: Keep the bigger picture in mind. Do not argue over the “nit picky” details. Personal Hostility Challenges your motives for questioning their behavior. “You must have it in for me.” “You always single me out.” Attempts to change the subject and delay the issue at hand. Approach: Simply relate the observed behavior and question why the behavior took place. Do not feel that you must defend yourself or your motives. It is enough to deny this accusation once, but not to repeatedly re-hash the past or your perceptions of what happened previously. Rationalization This person justifies one’s behavior with excuses that offer a more acceptable motive for the behavior (i.e. “borrowing” not “stealing”). Approach: Help student understand the faulty reason for this justification. Projection Justifies the behavior by attributing the same actions to everyone else. “Everybody does it.” Approach: Recognize that a few others probably do violate the policy. When their actions come to the attention of the staff, offenders are held accountable. Admission of Guilt Open acknowledgement of involvement in negative behavior and apology for causing any problem. Often their goal is that you will not take any further action. Approach: Proceed cautiously! In minor situations, not taking action after a discussion may be appropriate. However, sometimes it can create a situation where the students can evade accountability for his/her actions by saying s/he is sorry.

3.6

Responding to an Intoxicated Person Dos  Do keep the person comfortable – but not by giving him/her another drink.  Do position an intoxicated person on their side if they go to bed or pass out. Vomiting while lying on one’s back or stomach can lead to choking and suffocation.  Do keep your distance if someone is agitated. Some people who are usually gentle-natured may become violent when intoxicated. Don’ts  Don’t leave the person alone.  Don’t give any drugs or medication (not even Tylenol) to the person to sober them up.  Don’t give food in attempts to “absorb the alcohol.” This will increase the risk of vomiting.  Don’t give coffee, tea, or other liquid stimulants. You’ll just have a wide-awake, agitated person.  Don’t give a cold shower. They could fall, or the shock could make them pass out.  Don’t try to exercise the person in hopes of “burning off the booze.” This will not help and could cause injuries.  Don’t allow the people to drive, bike, or transport themselves anywhere alone. Always Always CALL 911 if a person appears to be in a life-threatening situation. Some signs would be:  Not breathing or breathing is slow  Unconscious and unresponsive  Lips are blue  Skin, hands, or feet are cold and clammy REMEMBER IF YOU’RE NOT SURE WHAT SOMEONE’S CONDITION IS CALL 911. 45

3.7

Incident Reports Whenever an incident occurs that HRL professional staff need to know about, you should write an Incident Report (IR). IRs should be written even if a policy violation did not occur. For example if a resident goes to the hospital for an injury or illness, regardless of whether a policy violation is involved, an IR should be written. It is crucial that IRs are written professionally and with as much detail as possible. Use direct quotes whenever possible, and always use third person (“RA Smith knocked on the door of room 123,” instead of “I knocked on the door of room 123.”) To enter an IR, use this link: https://publicdocs.maxient.com/incidentreport.php?SetonHallUniv. Be sure to fill out all fields accurately and completely. IRs should be submitted as soon as possible after the incident took place. For overnight incidents, IRs should be submitted by 9am the next day.

COMMUNITY

4.1

What is Community? At the core of what we try to accomplish in HRL is an intentional focus on building community in the residence halls. You play an essential part in helping us achieve that goal as you begin the process of creating a healthy, vibrant, safe, and secure place for residents to live and grow. Here are some characteristics that a strong community exhibits:        

4.2

Community members take ownership in their community Community members have pride in their community Personalization (decorations, etc.) of the community A lack of vandalism in the community Community members effectively deal with conflict Community members take responsibility for their actions Community members celebrate each other’s accomplishments Community members actively make decisions about their community

Creating Community Goal One: Familiarity and positive interactions will exist among members of the community. Action Ideas:  Before residents arrive, make door decorations to put on their doors.  Encourage residents who have moved in and are settled to help others move in as well.  Use an ice breaker at your first floor meeting.  Get everyone together to go to lunch/dinner…be sure to include those who tend to keep to themselves. Personal invites are usually effective!  When planning activities, programs, events, try to pair people together who do not know each other well.  Plan spontaneous activities.  Visit your residents regularly.  Be genuinely interested in your residents…this attitude will spread to other floor members. Goal Two: Members of the residence hall community will be familiar and become acquainted with members of other halls and campus communities. Action Ideas:  Get to know residents of other floors.  Visit other RAs and TIRs in their rooms.  View the residential hall staffs as people FIRST and encourage residents to do the same.  Ask the RHD/RC attend a program.  Explain the functions of various housing staff members at a floor meeting.  Encourage residents to talk to various housing staff about problems, concerns, or suggestions.  Work toward and exhibit good staff community so residents can model this behavior. Goal Three: Contributions and achievements of community members and community sub-groups are recognized and rewarded. Action Ideas:  Post notices about individuals’ achievements and birthdays.  Recognize individuals at floor meetings.  Have floor/hall awards dinner, party, or meeting at the end of the semester.  Have floor/hall talent night. 47

Goal Four: Mutual expectations of responsibility exist among members of a particular community. Action Ideas:  At the first floor meeting, create written Community Standards.  Outline discipline procedures and the referral process.  Strongly encourage students to approach one another with concerns rather than going to the RA first.  If a resident is concerned about something on the floor let him/her discuss the concern at the floor meeting. Goal Five: Healthy community living involves respecting the rights of others in their particular community and in other communities outside their own. Action Ideas:  Act as a role model by treating everyone with respect.  Follow all rules and regulations yourself - be an example.  Fairly and consistently enforce policies for ALL residents.  Encourage students to be familiar with SHU policy.  Be knowledgeable on SHU policy.  Inform students that there are channels for handling academic, environmental, and personal complaints.  Talk about the positive side of rules.  Try to acquaint your floor with other residents in the building.  Discuss informally with residents the differences in customs, values, and backgrounds among different people.  Show residents that though they are individuals, they are also part of the whole community. Goal Six: Formal and informal means for resolving interpersonal and inter-group conflicts should exist. Action Ideas:  Utilize your conflict resolution skills.  Ask your RHD or other resource person to present a program on conflict resolution or assertiveness to your floor.  Do not take sides in interpersonal conflicts…play the role of mediator.  Whenever approached by a student with a complaint about someone else, ask if they have taken the complaint directly to the person involved, if not encourage them to do so.  Try to generate an atmosphere of cooperation/responsibility on the floor so that students feel free to approach each other when conflict arises. All RAs should interact with all of their residents on a regular basis – at least once a week. It is important that RAs are aware of what is happening on their floor and with their residents at all times. RAs need to be aware of and inform their supervisor if a resident isn’t around for an extended period of time or if a non-resident is spending excessive amounts of time on the floor. Since the RA lives on the floor with their residents, it is essential that they are informed about their residents and their floor and keep their supervisor informed. The best way to promote a healthy community is to take the time and interest in everyone that lives in it. A healthy community is contagious. Your challenge is to build a community that you can be proud of, respect, and model when you leave Seton Hall.

4.3

First Floor Meeting Why Is It Important? The first floor meeting is important for five distinct reasons:  You are able to pass along important information to residents.  It serves as a model for future floor meetings.  Residents will form impressions of you and what is important to you as a leader in the residence halls.  It provides residents with the opportunity to meet each other for the first time.  It sets the stage for building community. 48

How to Run It The following is a sample outline for a first floor meeting. It is a suggestion for you to adapt it to fit your own style! However, it is important to cover all information listed in a way that your residents understand it. One strong suggestion: do not talk about policies first. This may cause your residents to conclude that enforcing rules is the most significant part of your job and it will start the meeting on a down note. Welcome and Icebreaker Introduce yourself  Share a little about yourself  Role of the RA o Resource person o Liaison between students and HRL professional staff o Community building – to help make this hall a home away from home; a place where you can feel comfortable and where to go to learn about other people o Programming – provide opportunities for learning about things like study skills, community service, etc. o Administration – such as the RCR forms that you received when you checked in your room o Enforce policies and ensure that the community is safe  Availability o You will know if I’m around by the schedule on my room door. o If I’m gone, please leave a message (offer preferred ways of receiving notes, etc). o If you need assistance while I am gone, see another RA. The front desk posts the name of the RA on Duty. If it is during business hours you can see the RHD or RC of the building. Introduce your fellow staff members  Residence Hall Director & Residence Coordinator o Who they are and what they do o Where their offices is located  Tutors in Residence o Who they are and what they do o Where their office is located Keys and IDs:  Carry your keys and your ID with you at all times.  Lockouts increase incrementally with each subsequent lockout.  If you find yourself locked out of your room, see your RA, the RA on Duty or go to Senior Staff during business hours.  If you lose your key it costs $85 for a lock change.  Lock your doors at all times!!  If you lose your ID contact Card Access or Security ASAP. Emergency Procedures  Fire Alarm: o There will be fire alarms. If you hear the alarm, evacuate immediately. o Always exit to the nearest Fire Exit. o Indicate the fire exits on your floor.  Other emergencies: o You can contact the front desk, who in turn will call the RA on duty. They will then come and assess the situation and call whoever is needed. o You can also call security directly at extension 9300. Policies  All policies are located in the Student Handbook available online. (Give the web address for the handbook).  Go over the major policies: o Alcohol and drugs o Guest and visitation o Fire Safety o Noise 49

o o

Pets Weapons

Community Standards  In addition to the community standards listed in the Student Handbook, each floor establish standards for their community.  Give the date of the Community Standards Meeting and explain the importance of all community members being a part of that discussion. Roommate Agreement  Give the procedure for handling roommate conflicts  Explain that Roommate Agreements are required for all rooms and you will be sending the form for the roommates to discuss first on their own  Give the date that roommates should send you the completed Agreement and explain how will set up meetings with all of the rooms Involvement opportunities  Purpose of Hall Council o Building community spirit, organize community service projects, programs o An avenue if you are dissatisfied with something – as a group you may be able to work to change it o Provide opportunities for social gatherings. o Where and when first meeting will be held. o Phenomenal leadership opportunities – executive board positions.  Discuss other ways they can get involved in their residence hall and on campus Programming  Explain the purpose of programming and that you will be planning at least five programs each semester  Find out what type of programs they would like participate in during the semester.  Do an Interest Survey to determine what your residents would like to see on the floor during the year. Other  Any issues/concerns with their rooms.

4.4

Community Standards Community Standards are the agreements made by the floor/wing residents concerning how residents will relate to and treat each other. Just as your staff is spending time discussing and agreeing on how you will relate to each other, all floors will spend time discussing and agreeing on how the residents will relate to each other. Community Standards can be seen as a product (a list of agreements). Community Standards are a process by which individuals begin forming a community through dialogue, compromise and commitment. Community Standards evolve; they should not be thought of as a task to be completed, but as a means by which community interaction occurs. Community Standards are an ongoing process that defines mutual expectations for how the community will function on an interpersonal level. They further provide the mechanism for the community to deal with behaviors that violate standards. An important aspect of Community Standards is discussing and deciding how to enforce the agreements. Discussing the issue of responsibility and accountability of each floor member to every other floor member can be difficult. This difficulty comes because many students believe that someone else, i.e., an RA, Security, other authorities, is responsible for making sure that they get what they want. Another way to think of this is that many students do not want to stand up for themselves. The thought of holding someone accountable can be equally difficult. Many students are very concerned about being accepted by their peers. Holding a peer to the standard may be personally uncomfortable. Why have Community Standards? College students are maturing adults. This means that they are making choices for themselves and learning from the outcomes of their choices. The young adult years are perceived as years of freedom, experimentation, limit finding and limit testing. If these years and the experience that occur during these years are to lead to increased ability to make

mature judgments, then the student must have the opportunity to make decisions so that s/he can experience the result of those decisions. An important area of decision making for college students concerns lifestyle and personal conduct. Students typically reject “rules” that are imposed upon them. They particularly reject authorities that appear to be trying to deny them their “freedom” or “independence.” At the same time they become angry with authorities, who do not meet their needs at the time when they want their needs met. Community Standards provide a means by which students’ expectation of the authority to meet their needs is shifted to recognition that the individual and the community must work together to create an environment that best meets everyone’s needs. The authority person becomes a person who helps this process to happen instead of someone who fixes things for people. That person is you, the RA. If every student lived in perfect isolation s/he could conduct him/herself in any way that s/he wanted. In reality, we exist within a tightly networked society, thus demanding that our conduct be shaped by others’ behavior. Because we are shaped by others’ behaviors we tend to have expectations about what we consider to be “OK” for the other person to do. We may or may not realize that our behavior affects others or we may believe that everyone has the same expectations at the same time. If students are to live together in reasonable harmony they must have the opportunity to express their expectations of how they want to be affected by others. Through discussion residents hear the range of expectations and therefore everyone does not do “X” or want the same thing that “I” want. As a result of this discussion, residents come to an agreement on the ways they can live with the different expectations or compromise around the differences. This process may not be easy because it requires many students to achieve new understanding and new behaviors. One of these is the ability to consider another’s point of view as being valid and thus needing to be taken into consideration in one’s own point of view. The context of learning that Community Standards creates can be a powerful tool to encourage students to develop a healthy, caring floor community. We have already identified how the process can cause an awareness of others. It can encourage students to build self-esteem through declaring oneself, through assertive interactions, and through the empowerment that comes from group agreement. The Community Standards shift responsibility for the floor from the RA to the residents. Conduct problems are no longer the sole responsibility of the RA; they are the responsibility of the community. By establishing Community Standards and residents assuming responsibility, they are empowered to deal with problems before they become more serious. This system can have the effects of reducing the probability of problems occurring. What about Housing and Residence Life Policies and Civil Law? Housing and Residence Life policies and civil law are the behavior guidelines/ expectations for all residents. They represent the basic safety and management issues necessary to assure reasonable quality of life for all residents. They are part of the contractual agreement between SHU and each resident. They also identify the parameters within which Community Standards are determined. Housing and Residence Life policies are minimum behavior expectations in areas such as noise, alcohol use, common area damages, personal safety concerns, etc. Civil laws apply to all citizens. The Community Standards do not replace policies and law, but rather further define how the community wishes to live together. How are Community Standards developed? The standards are developed thorough group discussion and consensus. The format provides the opportunity for each resident to assert his/her point of view. The format declares that in order to have one’s needs met, one must accept the responsibility for participation. The format teaches residents that they are responsible for their experience not simply passive recipients of experience. Recognition of this concept can lead to personal empowerment. Are residents mature or responsible enough for this to work? If residents were fully mature and responsible there would be no need for a process. The Community Standards process is necessary because it creates a context in which teaching and learning of relationship skills, interpersonal responsibility, and consideration for others can occur. In addition, it creates a context in which the individual maturity can develop. Suppose the residents do not want Community Standards? It is very likely that the residents will not see the importance of Community Standards. This is partially explained by the fact that they believe everyone has the same needs, will act the same way and be as considerate and understanding as “I” am. In other words, many residents do not foresee the conflicts that can occur. It will probably be necessary for you, the RA, to actually state the issues and “push” the residents to consider what may occur when the unexpected happens. 51

Residents must be helped to see what the implications of no standards or assumed standards means. They must also be helped to see that the role of the RA is not to “control” the floor, or to be their persona. In other words, residents cannot delegate responsibility to the RA. It is unlikely that every person on the floor will choose to reject the floor standards process. Those residents who want a voice will determine the Community Standards. Those who choose not to participate will be held to the standards of those who framed them. This is a reality of life. If I give up the right to influence circumstances I must respond to the circumstance I am given. This learning experience may encourage some of those who choose not to participate to choose to participate during future Community Standards meetings.

4.4.1

Community Standards Meeting Agenda A. Introduction  Make sure everyone in the meeting knows everyone else. Another “get acquainted activity” may be helpful. Remember, familiarity will help cooperation.  Explain the purpose of the meeting: “The purpose of this meeting is to begin the process of setting our Community Standards. Community Standards are our agreements about how our floor will operate. By this I mean how we will treat each other, how we will handle problems that occur on our floor, how we will respond to residents and visitors that act in ways that violate the agreements we decide upon. Community Standards are our way of assuring that we have the kind of floor that everyone will be most satisfied and comfortable with.”  Explain how the standard will be set. “The way the standards will be set is that everyone will be given a chance to state what they want from the floor. We will list all of the ideas and then discuss each. Our discussion will focus on whether the idea is practical, if not, how it could be practical; on whether everyone can agree to live according to that idea. As we agree with an idea it will become a Community Standard for everyone to live by.” **Note that this is not a script, just an overview of what needs to be said.  Explain rules of participation o Only one person speaks at once. o I will recognize people and assure that everyone has the opportunity to speak. o Comments should be positive and built upon what someone else has offered. o Critique ideas not the person offering them. o Don’t repeat what you or others have said. B. Soliciting Residents’ Ideas  In order to stimulate their thinking list the following issues that can become a problem on the floor: Noise, Vandalism, Rumors, Removal of lounge furniture, Alcohol/Drug use, Intolerance of difference, Expression of anger, Unwanted guests, Hall and Bathroom cleanliness.  Distribute to each resident a piece of paper.  Ask them to write down issues, concerns, expectations that they have for the floor and relationship with floor residents. C. Review of Resident Suggestions  Collect all of the written ideas.  Have someone read each as you write them out.  Once they are all written (combine those that are similar) try to cluster suggestions related to the same general issue.  Ask the residents to discuss each suggested standard. o You may want to get an idea of the support for the suggestion by asking if anyone opposes the idea. o Remember to get the residents to express their rationale for their point of view so that the others can attempt to understand. o If residents don’t anticipate a problem with the suggested standard be sure to ask them to consider the “what if”. o Try to reach consensus (agreement by the group as a whole).  Once an agreement is reached they will need to be typed and distributed to the residents as well as posted on the floor within 3 days. D. Discussion of Accountability  The issue of accountability can be addressed by indicating that “the only way the standards will help make the floor satisfying for everyone is if each resident of the floor is responsible to every other resident of the floor for 52



4.4.2

adhering to the standards.” Continue by indicating “if any one of us allows someone to act in a way that causes us to be dissatisfied with living on the floor then we are contributing to the problem. We each have responsibility for reminding ourselves and others of our agreement.” This means that a resident who is aware that the Community Standards have been or are being violated has a responsibility to discuss the violation with the resident who is violating the standard. This conversation should be an attempt to ask the offending party to cooperate in keeping the floor as everyone wanted it. Most community issues can be resolved in this manner. Ask the residents if they feel comfortable with approaching each other to discuss standards issues. Engage them in a discussion of ways to approach others that may be helpful. Try to reach an agreement within the group on how and when they will approach each other. The issue of RA responsibility is likely to come up at this point, if it hasn’t already. You must be ready to explain your role and responsibility. An important part of this explanation is how you will help residents interact with each other if they are having trouble doing it alone. You will also have to deal with the issue of authority and enforcing rules. This is an opportunity to explain residential policies as minimum standards. This is also a time to remind them that civil laws apply to them. As the conversation about peer to peer problem-solving comes to an end or the issue of lack of cooperation is raised begin discussing the “next step”. If the violator does not correct his or her behavior or continues in some way to be disruptive, any floor member may bring that individual’s behavior and violation of Community Standards to a community meeting. In order to do this, the complaining party should notify the RA at least two days before the community meeting. The RA will notify the accused resident(s) that his/her actions will be discussed at the meeting. The RA will encourage the student(s) to attend and answer the questions raised. The RA will discuss with the accused the issues likely to be raised and help him/her think through how s/he may want to respond. The intent of the floor discussion is to reinforce the standards, discuss how the floor can assist the resident having trouble, and if all else fails make a recommendation that the individual be referred to the RHD/RC. As with standards setting meeting, the RA may have to play “devil’s advocate” in order to assure that all points of view are considered and all implications foreseen.

Community Standards Dos and Don’ts Dos  Encourage everyone to attend. If only one person shows up, let that person be the focus for the standards.  Thank all who showed up.  Help make the starting process anonymous.  Facilitate/guide the meeting, not run it. It is their meeting as much as yours.  Provide support for those who speak up. Acknowledge their input. Let them feel your support.  Let the meeting run its course.  Explain that these are standards/expectations, not rules or policies. State that this is a process explaining how people on the floor will relate to one another and what is expected as respect of each other.  Explain that standards can change. They are not absolute and they can be revisited as needed.  Explain that if standards are not respected that it is the responsibility of the residents to call the meeting, not the RA. The standards are for the residents on floor, not the RA.  Remind people that it is okay to agree to disagree because standards are ever changing.  Have fun and remember this may save you time and effort down the road. Don’ts  Make the meeting mandatory, it is their choice.  Criticize those who didn’t attend the meeting.  Single out individuals. Give them time to process and speak their concerns when comfortable.  Process everything yourself. It may feel uncomfortable not to “take control,” but this is not your role in community standards.  Hurry people along to get the meeting over.  Say it’ll be over in an hour, or let’s just get through it. Remember, these are the people’s expectations and they are important.  State that we can change policy (i.e. quiet hours).  State that they are the standards “for the year”,” remember, they can change with new people or new issues.  Say things like “If you break standards you’ll be in trouble.” Instead present violations of the standards as not respecting each other.  Tell yourself that it’s just one more thing to do. Enjoy this time with your residents. Ultimately, it will help you learn more about your residents. 53



4.4.3

Vote on any topics that the floor might be addressing. Stay impartial.

Community Standards Accountability Meeting A. Purpose The accountability meeting is the setting in which a resident is called before the floor to account for his/her behavior that is alleged to be in violation of the standards. The goal of the meeting is to determine if the floor considers the behavior to be a violation and if so to have the resident understand how his/her behavior affected others. The accountability meeting is not a punishment meeting in that the floor had no authority to impose punishment. B. Procedure A request for a meeting may be made by any resident or may be called at the initiative of the RA.  The RA meets with the resident(s) to be called before the floor to inform him/her of the request for the meeting and to inform him/her that the meeting will deal with his/her alleged conduct. The RA must explain that the meeting is to resolve a problem before it becomes more serious. The RA explains how the meeting will be conducted. It is very important that the RA gives the resident(s) the opportunity to react to the information with which s/he is being presented and that the RA help the resident(s) think about the situation s/he is now in. The RA’s role is to help the resident(s) prepare for the meeting by helping him/her think through how s/he wants to present his/her point of view.  The RA notifies the floor of the date, time, and place of the meeting. Public announcements should not list the “accused” as this might lead to embarrassment. The RA, however, meets with as many residents as possible before the meeting to make them aware of the specific issues to be discussed, to encourage their participation and to engage in a discussion of the point of view they might express. The RA should be careful to remain neutral during these discussions.  At the meeting the following steps occur:  The RA thanks residents for coming, explains the purpose of the meeting and reviews group participation norms.  The RA asks the person(s) bringing the concern to express their concern.  The “accused” is asked to express his/her point of view.  The RA then opens the discussion to include others who have thoughts that they would like to express.  The RA brings the meeting to a close when the group feels that they have come to a mutual understanding or the group has decided that further action is necessary and the follow-up on that action have been identified.  After the meeting the RA follows up with the resident(s) who was called to the meeting. The RA should talk with the resident(s) about his/her reaction to the situation. If negative feelings exist toward the resident(s) who expressed the concerns, the RA may need to arrange a meeting so that the relationship can be discussed. C. Alternative Response Options Sometimes the Community Standards Process is not sufficient to change residential behavior. When a resident’s behavior is repetitively in violation of the standards and the floor has attempted to work with the resident, a consequence may have to occur. This requires that a representative of the floor community (other than the RA) meet with the RHD, explain the floor community’s concerns and provide specific factual information as well as the names of residents willing to meet with the RHD or provide written statements.

4.5

Resident Student Association The Resident Student Association (RSA) at Seton Hall University is designed to represent resident students in University matters concerning their welfare, to promote leadership development among resident students, and to stimulate an interest in and responsibility for self-governance through programming. The primary goal of RSA is to serve as both an advocate and a liaison between the resident students and various University departments. In addition to this advocacy, RSA also provides interhall as well as campus wide programming. RSA has two annual events, the RSA Suitcase Party and Can Castle. Suitcase party is a dance where RSA raffles trips and other prizes, while the Can Castle is designed to obtain as many clubs and organizations to build castles out of cans and donate them to a local shelter. In addition, the RSA E-board designs surveys and presents resident suggestions to Housing and Residence Life and other administrators on campus, at regular meetings.

4.6

National Residence Hall Honorary The National Residence Hall Honorary (NRHH) is the recognition branch of National Association of Colleges and University Residence Halls (NACURH). NACURH, as an organization, truly believes that recognition is a must in a strong Residence Hall community. As such, NRHH is there to make sure that we don't forget to give well54

deserved pats on the back. The way NRHH works on campus is through a chapter. The Seton Hall Chapter is Sigma Eta Upsilon. NRHH chapters recognize top campus leaders through membership in NRHH. The NRHH chapter membership (per school) is restricted to 1% of students living in the residence halls. So, once inducted into NRHH you can consider yourself a member of the Top 1% of residence hall leaders.

PROGRAMMING

5.1

Programming Model

PROGRAMMING AREA As a result of participating in Servant Leadership related HRL programs students will:  Demonstrate ethical decision making skills  Take on new leadership roles  Be more empathetic to the needs of others

As a result of participating in Community and Social Justice related HRL programs students will:  Foster a personal investment to the community  Expand individual thoughts on diversity  Build connections and relationships

As a result of participating in Self-Efficacy related HRL programs student will:  Develop life goals that will enable positive self-growth.  Identify one’s self through reflection  Create a healthy mindset and balance in all aspects of one’s own life.

As a result of participating in Faith and Values related HRL programs students will:  Find meaning and purpose in one’s life  Define personal beliefs  Make ethical choices which conform to one’s personal values system

As a result of participating in Needs Assessment derived programs, students will:  Acquire knowledge in areas where needs are determined  Develop skills in areas where needs are determined  Become a more well-rounded individual

PURPOSE

SERVE

CONNECT

THRIVE

REFLECT

CREATE

Literacies for Defining Learning Outcomes in HRL To be “literate” in any field is to possess the requisite knowledge and skill to act competently in that area. A literate person is one who can evaluate information, make connections, ask pertinent questions, define tasks and pursue meaningful goals. Therefore, when we speak of “literacies” in student development, we mean the knowledge, skills and values that students need to acquire in order to be able to act effectively in key life areas. Student affairs paraprofessionals can use the concept of literacies to define outcomes that connect programming to the acquisition of relevant knowledge, skills and values by the students they serve. The literacies that HRL paraprofessional staff at SHU cultivates include: Servant Leadership

Community & Social Justice

Self Efficacy

Faith & Values

The definitions and examples that follow are not exhaustive. They are meant to serve as a guide as you go about the work of defining your goals for student learning outcomes in your programming. Servant Leadership The ability to be interpersonally effective in a way that serves others advances the common good and empowers others to take on leadership roles. This involves being able to positively influence and direct groups of people, motivate, manage and define goals, and also to listen, be empathetic to the needs of others and demonstrate a commitment to community. Examples of specific activities and content areas that relate to this literacy: ethics of leadership conflict resolution groups dynamics/team building mentoring & leadership development motivation volunteerism decision making social consciousness

Community and Social Justice The ability to work effectively to build up healthy and just communities, build and maintain relationships, facilitate communications and mediate conflicts and to understand the interconnectedness of the global community. Examples of specific activities and content areas that relate to this literacy: principles of social justice teaching civic activity advocacy effective communications community development sustainability and environmentalism multiculturalism and diversity training technological responsibility Self Efficacy The ability to care for and develop oneself – intellectually, physically, spiritually and emotionally, make positive choices, engage in self reflection, to advocate for oneself, to discern appropriate life goals and pursue them effectively. Examples of specific activities and content areas that relate to this literacy: -

physical wellness (hygiene, fitness, nutrition, etc.) academic success and progress mental/emotional health career development (e.g. vocational discernment, employment readiness, etc.)

prevention initiatives (alcohol, tobacco, drugs) self advocacy personal finances personal effectiveness (e.g. time management, communication, etc.)

Faith & Values The ability to connect one’s life to a larger context of meaning, to articulate personal beliefs and translate them into ethically consistent life choices.

Examples of specific activities and content areas that relate to this literacy: Catholic tradition (e.g. liturgy, art, literature ethics and moral questions etc.) faith and reason prayer and meditation values clarification and development interreligious dialogue

To Complete The Literacy Programming Model, The Following Requirements Must Be Completed Each Semester: 2 Sets of Door Decs Per Semester & 1 Bulletin Board Each Month Bulletin boards and door decorations are tools that are utilized to continuously connect the student to the community. They can be active or passive, but should aim to have a purpose related to a literacy or community goal. Door Decorations are required twice a semester and focus on creating community for your floor or wing. They should reflect who you are, what your residents are about, and to provide some extra color to your floor or wing. Simple can be just as exciting – as long as you put the effort in it can make a bigger impact for your residents than you may believe. Recommendation for switching them during the semester:  Start off with a theme that works for August to the end of October and then switch over to a theme to close out the fall semester. Often at that point it provides something fresh to the hall when residents usually need a little change in their time in their lives.  It’s definitely allowed and encouraged to create door decorations more than twice if you feel like doing so and have the energy for it. Bulletin Boards are due three or four times a semester. Plan ahead on a topic or issue you may want to cover for your boards. Do not forget that these boards need to stay fresh and relevant for the period of time it will be up. Some other insider information – try connecting your Bulletin Board to your Door Decorations! For example, you could have a board about recycling and each door decoration can be a different type of recyclable material. Bulletin Boards need to be completed: Fall Semester: August/September Spring Semester: January/February

October March

November/December April/May

Universal Bulletin Boards: Standard Bulletin Boards distributed to each RA will include information to further help students throughout their year at Seton Hall University. Boards should be put up promptly and for the period of time outlined. 1 Floor Meeting Each Month & 1 Community Activity at each Floor Meeting A community activity is any activity that will allow residents to learn more about people on their floor. A Program For Every Literacy (5) The Literacy Programming Model has been designed to highlight the key components we hope to instill in our students as they realize their full potential. These literacies have been designed parallel to our university’s mission, and it is the goal of this model that we educate our community on how to be servant leaders in a global society. With the aim of continuously meeting the needs of our resident population, it is required to have one weekend program every semester. It is expected that RAs consistently develop their communities on the weekdays as well as the weekends. To encourage a wider variety of programs, RAs may develop a program series as well as cosponsorship programs. A program series comprises of 2 or more active or passive programs that are combined to educate the community on one literacy. When developing a program that can be enhanced by an on or off campus 58

resource, it can qualify for a co-sponsorship program. Please be advised, when co-sponsoring with another campus resource, both parties must have an active role in the development and implementation of the program. 1 All Hall Program (All Building RAs Work Together) An All Hall Program is typically a social based program that aims to bring together the residents of an entire residence hall with the goal of fostering a stronger building identity. These programs require the active participation of all RAs on staff and do not count towards the expected five programs per semester. Programs are a wide variety of activities that connect your residents together and help them grow outside of the classroom during the academic year. Don’t forget to focus on the 5 literacies: SERVE, CONNECT, THRIVE, REFLECT, CREATE Weekend programs stress keeping students in the halls on the weekends. Use those with a strong program that will draw the interests of your residents. Needs Assessment might come in handy! A program series encompasses many aspects of one subject to broaden minds. A program series could be something like having two or three programs about the Olympics. The first program focusing on the history, the second a ropes course, and the third watching the Closing Ceremonies of the Olympic games. This is your opportunity to be really creative with several small programs – think of it as a storybook. A beginning, middle, end, and sometimes an epilogue. Co-sponsorship programs should involve campus departments or an off-campus resource. Don’t forget academic offices can be a valuable opportunity especially if you have a lot of residents of the same major! Do the research – South Orange, Maplewood, Milburn, NYC – you have a bustling backyard of activities. All-Hall Programs is your chance to let your building shine. Don’t let food always be the focal point either. One of these programs is required each semester so plan ahead and maybe a tradition could develop like the OCA RA Auction. Tentative Program Deadline – 2014-2015 Program Dates to be added soon. Please note: At least one program proposal is due at each deadline. You may choose to do more than one program for each time period indicated above, but you must do at least one. General Program Proposal Tips and Reminders:     

5.2

Ask questions well beforehand to avoid late turn-ins. Be sure to reflect on all of your proposals and do your research. Seek advice if needed. Where can I buy my supplies? Check your resource room first, too, or ask fellow staff members. Advertise in a way that will attract even the most clueless of residents. Use Student Voice to your advantage for future programs – ask your supervisor for the feedback or create a mini-survey for your floor or building (one you create on your own).

Program Proposal The Program Proposal form is available on the RA/TIR wordpress. (http://blogs.shu.edu/hrl)

5.3

Program Evaluation The Program Proposal form is available on the RA/TIR wordpress. (http://blogs.shu.edu/hrl)

5.4

Program Planning You can never be too organized! Use a calendar to plan your programs. Try backward planning — identify the date of your event and then start counting backward and writing in the dates that certain pre-event tasks must be accomplished. Assign those activities to a committee or individual and write that on the calendar also. Find Out What Else Is Going On Is there another event going on in your building/area? Is there another event on campus? Check campuswide calendars to see if anything else is going on (sporting events, holidays, etc.) Check with campus division offices to see if any “big” academic activities are taking place. If possible, develop a time frame for all your programs. Create a Flow Chart with a Timeline for the Program You can use this format: Three-four weeks before the program  Brainstorm program topics with your residents.  Survey your residents.  Determine possible locations for your program and reserve the space.  Decide on the program theme and name, set the time and date.  Develop your promotional plan and have it approved: flyers, posters, table tents, etc.  Fill out a program proposal, request snacks if needed, and have it approved.  Invite faculty/staff if applicable. Two weeks before the program  Create and hang banners, distribute flyers, promotional materials.  Reserve any special equipment needed. One week before the program  Check promotional materials and replace if needed.  Obtain event evaluation forms. Day of the Program  Test any equipment that will be used during the program.  Have audience members fill out program evaluations.  Fill out the RA Program Evaluation Form.  Clean up after the program and remove all promotional items from the building.

On Program Day put aside everything else in your life for a short period of time and focus on the moment at hand. In programming, this translates to don’t schedule meetings, lunches, marathon, study sessions, double work shifts, or special “dates” on program day. Allow yourself to focus on the program and to be ready to handle any emergencies that might arise and to enjoy the program. One week after event  Write Thank you notes to anyone who assisted you.  Turn in all the necessary paperwork, forms, etc. Conclusion Each program brings special challenges. Unique, creative and innovative promotional ideas for programs are always helpful to bring in a crowd. However, it is important to remember that the most creative promotional idea only works if the details of program planning are addressed. Note: the best form of advertisement is “word of mouth.” The key element, regardless of the promotion plan, is to “plan the entire program out” before you start any other activity. Program Parameters: 60

     

Determine the needs of your residents through surveys and continued interaction. There should be at least three forms of advertisement for each program. Some programs will require advertisement throughout the building. Plan accordingly with your RC and other staff members. Support other staff members’ programs. Complete all programming duties to receive credit. Include your hall council with programs in the halls. BE CREATIVE AND HAVE FUN!

Successful Programs Incorporate:  Advance Planning o Achievable goals are set o Input from students is sought o Accessible, comfortable location is chosen o Good publicity/promotion plans are developed  Researching and preparing facilitators o Do they have good interpersonal skills o Are they knowledgeable of the topic o Advance agreement on topic, length of program o Informed of time, date, location for program o Set expectations for handouts, other materials  Possible problem identification in advance o Equipment is checked for working condition o Room set up and lighting are determined o Others assisting are informed of their responsibilities o Budgets allocations are confirmed  Adherence to University/HRL procedures and policies o Location is properly reserved o Program is approved through proper channels  Good timing o Checked out other scheduled activities o Program held at an appropriate time of the day  Support of colleagues

5.5

Advertising from A to Z Add a letter of title to program each day, Advertise in community, Advertise on related items, Advertise on stairs, Announce programs at Hall Council meetings, Announce programs in classes, Announce next program at current program, Announcements on candy and gum, Arrows leading to programs, Ask a desk attendant to tell everyone walking by about your program Bake something before the program, Balloons with the event information on them, Banners, Billboards, Blackboard teasers, Block parties, Body paint, Boldface lettering, Bookmarks, Brochures, Build human signs, Bulletin boards Cartoons on posters, Celebrity spokespersons, Certificates of accomplishment, Chain groups, Chalk sidewalks, Commercial during a break in another program, Create a slogan, Crossword puzzle, Cut out shapes or figures that have to do with the program and put announcements on the shapes Decorating prior to a program, Door to door visits, Door knob hangers, Dramatization, Drawing, Dress in Costume Early arrival prizes, Elevator messages, E-mail announcements Faculty endorsements, Finger paint signs, Flyers, Food at programs, Footprints to the program, Fortune cookies Giant size calendar on the wall, Give away awards for promptness, tardiness, etc., Give away promotional items or samples, Give away candy with announcements on it Hall council announcements, Hang signs in unusual places, Have a big All-Hall programming calendar, Have a huge crowd in one area to advertise, Have the program in the center of action on campus, helium balloons Insert flyers in magazines, Invite faculty and staff to attend, involve a variety of organizations 61

“Just say GO” campaign Keep ‘em guessing, Keep ‘em laughing, Kisses (Hershey) with messages Leaflets on car windshields, Letters to parents, Life-sized cardboard cut-outs of a person with an announcement, Lopsided signs Magazine cut-outs, Make announcements, Make a lot of noise at the beginning of the program, Make footprints through heavy traffic areas to the program, Make signs out of “unusual” items, Make “rip me” signs with program info behind it, Memos, Mystery guests Newsletters, Newspaper story/advertisement, Notice under clocks Offer a reward for attending, Oversized items Paint information on a sheet, Paper towel ads, Perform a skit in the lobby or near a busy entrance, Place post-its on all of the doors, Post notices on “frequently used items” (TV, Microwave), Posters, Put announcements inside balloons and ask people to break the balloons Question sheets (who, what, where, when), Quick quizzes to test awareness, Quotations from famous people Run a piece of string along the route to the program, Ribbons with program information on them Sandwich board, Scavenger hunt, Scoreboard at athletics events, Send personal invitations, Singing telegrams, Special guests, Spell out the event in room windows, Stop signs, Stickers, Stuff mailboxes T-Shirts, Trophies, Toilet paper ads, Tickets, Ticker tape parade, 3-D signs, Teasers in lobbies, Tape signs on vending machines, Take out a personal ad in the Setonian, Talk it up Upside-down posters and flyers, Use “catchy” slogans, Use face paint, Use lots of colors, Use paper to make big block letters to form program title Various colors, sizes, and shapes of flyers and posters, Voice mail Write on mirrors with wipe off marker (be careful), Washing machine and dryer messages, Wear costumes, Wear a button, Wear a t-shirt with program info on it, White board signs, Window displays, Word of mouth, Write an announcement, Write a poem, Write letters to all campus organizations, Yell the program title back and forth across campus, You must keep a positive attitude! Zero in on one word to describe the program.

5.6

Challenging Issues for Students You can get programming ideas by knowing what issues your residents are currently dealing with: September:  Homesickness. Especially for freshmen.  Values crisis: Students are confronted with questions of conscience over values, conflicting feeling about race, drug and alcohol experimentation, morality, religion and social expectations.  Feelings of inadequacy and inferiority develop because of the discrepancy between high school grades and initial college performance.  Students feel depressed or frustrated because of real or perceived restrictive policies and regulations of the college/university.  International Students feel confusion, vulnerability, and lack of any advocate in power positions.  Time management and study skills are on students’ minds  Extracurricular choices arise. October:  Freshmen begin to realize that life at college is not as perfect as they were led to believe by parents, teachers and guidance counselors. Old problems seem to continue and new ones are added. An external reality they had put their hopes in has failed them.  Grief develops because of inadequate skills for finding a group or not being selected by one.  Mid-term workload pressures are followed by feelings of failure and loss of self-esteem.  Sexual conflicts and confusion result when confronting, perhaps for the first time, different heterosexual standards and homosexuality.  Non-dating students sense a loss of esteem because so much value is places upon dates. For those who do date, the pressure to perform sexually increases and consequently increases feelings of rejection, loneliness, and guilt which can lead to unwanted pregnancies.  Job panic for mid-year graduates. 62

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Peer pressure may increase.

November:  Academic pressure is beginning to mount because of procrastination, difficulty of work and lack of ability.  Depression and anxiety increase because of feelings that one should have adjusted to the college environment by now.  Economic anxiety – funds from parents and summer earning begin to run out.  Some students have ceased to make attempts at establishing new friendships beyond two or three friends.  Roommate problems escalate. December:  Extracurricular time strain – seasonal parties, concerts, service projects etc. drain students’ energies.  Anxiety, fear and guilt increase as final exams approach and papers are due.  Pre-Holiday depression – especially for those who have concerns for family, those who have no home to visit, and those who prefer not to go home because of family conflicts.  Financial strain because of holiday gifts and travel costs.

January:  Post-Holiday depression at being away from home.  General decline in health.  New student’s arrival – possible new roommate.  Long stretch with no break. February:  Couples begin to establish stronger ties or experience weakening of relationship.  Depression increases for those students who have failed to establish social relationships or achieve a moderate amount of recognition.  Social calendar is not active.  Job interviewing & resume time.  Mid-Terms.  Mid-Winter slump – Cabin Fever.  Drug & alcohol use increases. March:  Decisions about Spring Break plans or depression for those with no plans.  Depression begins due to anticipation of separation from friends and loved ones at college.  Academic pressures increase.  Existential crisis for seniors – Must I leave school? Is my education worth anything? Was my major a mistake?  Restlessness & boredom.  Frustration & confusion develop because of decisions necessary for registration. April:  Summer job pressures.  Papers & exams are piling up.  Job recruitment panic.  Decisions about moving off-campus.  Academic pressures cause some students to temporarily give up.  Anxiety develops because of the realization that the year is ending. May: 63

 

5.7

Seniors panic about jobs (or lack of jobs) and ability to finance oneself until the first paycheck. Depression over leaving friends and facing conflicts at home with parents.

Door Decoration Ideas Circus Zoo Animals Coca Cola/Pepsi Bottles Disney Characters Seashells Cars Calvin & Hobbes Snoopy Aqua Teen Hunger Force Sports Teams Dolphins The Simpsons Ice Cream Candy Bars Baseball Dragons Dinosaurs Pennants Flags Where the Wild Things Are Pink Flamingos Dr. Seuss Suns Moons Planets Stars School Supplies Movie Themes Hot Air Balloons

5.8

Inspirational Sayings Kites Rockets Mascots Butterflies Movie Tickets Cupcakes Hockey Sticks Paintbrushes Helmets Hats Ribbons Trophies Rainbows Cookie Cutter Shapes Sailboats Birds Wanted Posters Guitars Drums License Plates Musical Notes Keys Crayons Mittens Cell Phones Books Clowns Bears

Internet Resources RA Related and Programming Ideas: http://www.residentassistant.com http://www.reslife.net http://www.lothlorien.net/collections/hrl/program http://www.rahelper.com/ http://wilderdom.com/games/Icebreakers.html http://www.studentaffairs.com/ Academic Resources: http://www.howtostudy.org http://www.studytips.org http://www.testtakingtips.com/study/index.htm First Year Experience Resources: http://www.abacon.com/firstyearfocus/index.html http://www.sc.edu/fye/resources/fyr/index.html General Resources: http://www.nrhh.org 64

Hershey’s Kisses Apples Trees Light Bulbs Flowers Turtles Umbrellas Windmills M&Ms Snowmen Pumpkins Party Hats Penguin Chocolate Bars Stoplights Casino Theme TV Theme Cartoons Cruise Ship Under Construction Paradise Desert Island Jungle Farm Animals Recycling Stop Signs

http://motivateus.com http://www.njtransit.com http://www.southorange.org Clipart and Fonts: http://www.1001freefonts.com http://free-clipart.net

5.9

Icebreakers Human Scavenger Hunt The paper will have a series of questions on it (in a bingo format - in squares). Participants are required to find another participant who can answer “yes” to a question. They must have that person sign their name within the square. The object is to meet as many people as you can, and fill a “BINGO!” (A complete line either horizontally, vertically, or diagonally.) You can only use each participant once. Note: The center circle should be a freebie. Some examples are:  Left-handed  Member of a sorority or fraternity  Has been a competitive athlete  Has traveled abroad

Lions and Gazelles (similar to the Mafia game) This works well with a large group. There is one ring leader who tells the group what to do. Everyone must form a circle with the ring leader in the middle (our outside of the group, as long as this person can see everyone). Everyone must put their heads down, with one arm over their eyes, and EYES CLOSED!!!! Then the ring leader has to go around to pick two people to be the lions by silently tapping them on the shoulders (you can add a little fun to it by saying something like: “I’m picking two people, I wonder who it’s going to be”). Everyone else in the group is thus a “Gazelle.” Once the leader picks the two people he/she says, “Okay, now only the Lions wake up (open their eyes)…who do you want to kill first.” Then the two people decide which Gazelle to kill, but they have to pick the same person. Next the leader says, “Lions go back to sleep…Now everyone wake up.” Silently, using hand signals to indicate their choice, the leaders tells the person to sit down that was killed. Now, everyone is talking and trying to figure out who the lions (the 2 people that were picked) are. Once everyone has decided who they think the lions are, the leader goes around to each person, while the group raises their hands to vote the person out. The person that has the most votes sits down and then the game is continued until the lions are both out or if they are the last ones in. (The first time this game is played it maybe a little confusing, but it is tons of fun). Web We Weave The group stands in one large circle. The facilitator begins the game by asking a question such as, “what is your favorite place to be when you are happy?” The facilitator answers the question and then tosses a yarn ball across to another person, while holding onto the end of the yarn. The person answers the question, wraps the yarn around their wrist, and then tosses the ball of yarn to someone else. The game continues in the same fashion, until everyone has shared. By tossing the yarn around the group, participants weave a web that connects all the members of the team in some manner. The facilitator can ask as many questions as appropriate. The facilitator then asks two or three people to drop their string. The web begins to sag and appears to be very weak and vulnerable. The facilitator can then begin to discuss how important each participant is to the team and the effect that low levels of involvement and commitment has on the entire team. At the end, the group can kneel down and place the web on the ground. Works well to have a discussion on teamwork. Group members can cut a piece of string from the web to keep reminding them of the exercise and the thoughts that the group shared. What You Don’t Know Tape a blank piece of paper on everyone’s back. The members are to write a compliment or positive comment on everyone’s back. At the end of the session, explain that a lot of times we tend to give compliments behind someone’s back and it is not very often that we actually say these things to people’s 65

faces. We sometimes take for granted the positive aspects of others. If you wish, you may, also explain the criticisms often that are given behind other’s backs as well, and that it may be more effective if they go to the person, instead of others. Have the group members pair up with someone that they would like to get to know better and remove the paper from each other’s backs. They should then explain to that person why they would like to get to know him/her better. Name Game Sit in a circle. One person starts by using an adjective starting with the same letter as their first name, followed by their first name (i.e. Clever Claire, Kind Karen). Continuing clockwise around the circle, each person has to repeat all of the previous person(s)’ adjective-name pairings and then add their own. The game ends when the circle returns to the first person, who has to repeat everyone’s adjective-name pairing. Alternate ending: Ask for a volunteer to name everyone’s adjective-name pairing—going counterclockwise (backwards). Do You Love Your Neighbor Have the group sit or stand in a circle with room in the center for someone to stand. One person begins in the middle of the circle and says to an individual, “(NAME), do you love your neighbor?” the individual questioned can either say, Yes, I love my neighbors (neighbor’s name on the left) and (neighbor’s name on the right), but I really love (people that are wearing blue jeans, or something that is obvious in the group).” All the members of the group with this characteristic must find a new spot in the circle (at least two spots away from their initial spot). The individual questioned may also answer the question by saying, “No, I do not love any of my neighbors.” If someone uses this phrase, everyone in the circle must get up and find a new spot (two or more spots away) in the circle. The group members must move quickly or else they will lose their spots. The person remaining without a seat becomes the caller. Two Truths and a Lie Go around group and everyone has to say two true statements about themselves and one false. The rest of the group has to guess which one is false. You may be surprised. You can learn some crazy things about each other! Silent Birthday Lineup Ask everyone to line up according to the month and day of birth without any talking (other possible restrictions: no using forms of ID, no writing things down). This should inspire some interesting means of communication towards a common goal. Balloon Bust Have all players tie one balloon around each of their ankles. The object is to burst your opponent's balloons while keeping yours whole. Black Magic Need two people who know the game. One person (who knows the game) leaves the room while the rest of the group decides what object that person needs to guess. They return and the leader (who know the game) ask "is this it?, is that it?" about many objects. The person who is guessing continuously says no until the leader points to an object that is black. The NEXT object pointed at is the one that the person needs to identify and say, “Yes that's the object the group picked.” Play the game till someone figures out how it is done. Sentence Game Everyone splits up into groups and each group gets a sentence. Each group must make up a story that ends in that sentence. The crazier, the better!!! (Example: And that is why you can't trust an AZA an inch above the knee.) If You Love Me Baby Smile Everyone sits in a circle, and one person goes up to somebody in the group and tries to make them smile by saying, "if you love me baby, smile" and they are not allowed to touch the person at all. They may make funny faces or gestures. If the person does not smile or laugh, they will reply, "I love you baby, but I just 66

can't smile". If the first person succeeds, the person they made smile becomes â&#x20AC;&#x153;it,â&#x20AC;? and if they donâ&#x20AC;&#x2122;t succeed, they have to go to another person. Movie Ball game Everyone stands in a circle and bounces a ball to somebody else, and has a five second limit to do so. But before bouncing the ball they must say a name of a movie. When somebody repeats a movie name, they are out of the game. It eventually ends up being a competition between two people, and then there's a winner. As a prize, you can give them a chocolate bar, or something else. Movie Word Game Everyone sits in a circle while one person goes out of the room. The group has to decide on a movie title. Take the title, "I know what you did last summer". Now each person in the circle is given a word from the title. When the person comes back in, they all switch places. Then the person outside asks somebody a question, and that person has to answer with their word in their sentence. Example: if I have the word "Know" and I am asked what color my hair is, I could say, well I know that my hair is the color brown.

COMMUNICATION AND HELPING SKILLS

6.1

Communication Listening Skills Staff members who listen effectively help students express their thoughts and feelings. Helpful listeners do not offer advice or assume responsibility for solving students’ problems. They help students clarify the problem and identify appropriate responses to it. Most of you already possess some intuitive ability to listen well, to indicate to others that you are attentive and responsive to what they are saying, and to offer your advice and opinions only when it is appropriate to do so. However, most people don’t listen as well as they could and everyone can work on improving in this area. Included in this section are some of the components of good listening. Non-Verbal Encouragement How you sit in a chair, whether you make eye contact with the person with whom you’re talking and other nonverbal behaviors can influence the degree to which that person feels comfortable talking with you. If your body inclines forward or is facing the other person’s chair it is likely that the person will think you are attending to what is being said. Good eye contact means catching the other person’s eye or following the expression in the other person’s face, not staring the person down. Nodding, smiling, and other responsive facial expressions also help the person know you are interested in and following what is being said. Individuals differ in the degree of comfort they feel with direct eye contact, sitting close together, and touching. You also need to be sensitive to culture differences. For example, members of some cultural groups find direct eye contact to be challenging and disrespectful. If you are unsure about how comfortable the other person is, ask, “Is there a way you would like to sit that would be more comfortable?” Verbal Encouragement At appropriate intervals in conversations with students, you can indicate you are paying attention by saying, “uh huh,” “I see,” “yes,” and similar expressions. These responsive comments enable you, to encourage students to keep talking. Acknowledgement Acknowledgement is a technique which gives closure to part of the conversation and opens the way for further communication. Students appreciate indications that you are hearing and understanding what is being said. The verbal and non-verbal signals you give are not to indicate that you necessarily agree with what is being said but simply that have heard and registered the student’s message. “I see your point,” and “I understand what you are saying,” are examples are acknowledgement. When the student is satisfied that you have understood what has been said to that point, he or she will feel comfortable moving on to new material. Personal Restraint You should refrain from assuming that you know what the problem is. Because your first impression of a problem may not be accurate, it is important to hear the student out. Once you understand what the problem is, you can help the student clarify his or her situation and identify the various options for dealing with it. Then, the individual needs help making an informed choice among these options. At each stage, you are most helpful when you concentrate on the student, the student’s perceptions of the situation, and the student’s view of the available options. Giving advice, telling the student what should be done or felt, or otherwise shifting the focus away from the student is usually not helpful and may even be harmful. So, even if it happens that a student describes the same feelings you felt as a freshman ask yourself if sharing these thoughts would be useful to the student. Your past experience and feeling are not necessarily of any relevance to the student’s situation. By holding back from commenting, you allow students to pursue their own trains of thought. Open Questions While closed questions call for “yes” or “no” answers or specific information, open questions may invite the speaker to go into greater depth or to discuss the problem in a way that shares personal feelings as well as information. “How,” “What,” “Could you say more about…” are examples of beginnings of open 68

questions. “How do you feel about that?” and “What are you thinking of doing?” are open questions. Starting a question with “why” may put the speaker on the defense. Instead of asking, “Why did you …” try asking, “How did it happen that you…” which does not sound as if you are asking for a justification. Silence Breaks or pauses in the flow of conversation are fine. Listeners need not rush to fill conversational void. Often by being patient and not asking questions to fill the silence, you allow the student time to think and clarify feelings. Paraphrasing Briefly summarizing the essence of what the student has said helps you make sure that you accurately understand what is being said. For the student, hearing a synthesis of his/her remarks can be a way of clarifying exactly what the problem is. Paraphrases should be put into tentative terms so that the student is invited to correct something that has not been heard accurately. “What I hear you are saying…” and “In other words…” are standard opening for a paraphrase. When a student’s recitation has been long and involved you might open by saying, “Let me see if I got what you’ve been saying.” Paraphrasing shows the student that you have been paying attention and that you are not imposing your values on what is being said. More importantly, paraphrasing reassures the student that you have heard correctly and offers you an opportunity to confirm or correct your understanding. Reflecting Feelings As a listener, you need to be attuned not only to what is being said, but also to the student’s feeling. It is helpful to the student to have angry, hurt, or elated feelings perceived by the listener. “It sounds like you feel hurt by what was said,” “You sound pretty angry about what happened,” “You seem to be really excited about getting the job,” are examples of reflections of feelings. You can also help students focus on their feelings and verbalize them with questions such as, “How do you feel about that?” and “How are you feeling now?” Validating Feelings While you mirror students’ feelings through reflection, through validation you demonstrate in your own words that you understand how the student feels. “It is only natural for you to find it difficult to talk to me about such a personal matter,” “Must have been very frightening for you,” “How upset you must feel,” and “I can understand how angry you are,” are examples of validating sentences. What you are expressing is that knowing the person and the person’s reaction to the situation, you can understand why the person feels as s/he does. Because you are using your own words to communicate understanding, validation is probably the most effective way you can express empathy. Validating phrases indicate that you hear and appreciate the person’s feelings, not that you necessarily would react the same way yourself. Validation can be especially helpful when the student is repeating the same information over and over again. By showing your understanding, you may enable the student to go on to express new thoughts and feelings. Identifying Alternative Solutions You can use open questions to help students identify and evaluate possible solutions to their dilemmas. “What have you tried?” “How did that work?” “What are you planning to do?” “What would you like to happen now?” are helpful questions to ask. We all like to come up with our own solutions to problems. Although you might think you have perfect remedies in mind, you have to gauge if and when it is appropriate to offer these suggestions or to direct students to resources. No matter how apt your advice may be, in addition to the helpful suggestions, students will be getting a message that you think they can’t handle the problem themselves. What you want to do is help students take responsibility for their own problems and gain confidence in their ability to work out their own solutions. So, before offering suggestions, you need to find out what the person has tried and how the coping strategies have worked. By assessing why a problem-solving approach was or was not successful, students are often able to arrive at effective solutions on their own. “What else could you try?” is a good open question that may lead to other problem-solving possibilities. If the student seems stuck and unable to think of more than one approach, you can encourage the student to fantasize the most favorable outcome (“What would you like to happen?” “If you could have things work out the way you wanted, what would happen from here?”). Exploring the fantasies of desirable solutions may lead to some concrete problem-solving strategies. This 69

can encourage students to think about the worst possible outcome to the problem. Verbalizing the worst imaginable scenario may make is easier for the student to deal with that eventually. After the person has talked about what has been tried and how the various attempted solutions have worked, you may think it appropriate to offer suggestions. If so, you can say gently, “Well, I have some ideas that may or may not work” or “There are some people I might suggest you speak with.” If students are responsive, you can help them anticipate how they will act on these suggestions or approach the resources. By helping students to create a “game plan,” you enable students both to do something to better the troubling situation and to act on their own behalf. If students seem hesitant to pursue their own or your suggestions, you may say, “You seem apprehensive about this. What feels uncomfortable to you?” By enabling students to explore their fears ahead of time, you help reduce students’ anxiety about acting to solve their own problems. Recognizing Personal Values Inevitably, in counseling situations some alternatives a student considers to resolve the problem may conflict with your personal values. You might have strong, definite religious, social, or political beliefs. Your role as a staff member is to help students clarify their own opinions, beliefs and values. You should try to be conscious of situations in which your own moral viewpoint may influence your interaction with a student and be honest about your feelings. For example, you might feel strongly that abortion is not an acceptable way to deal with an unwanted pregnancy and therefore you may say, “I want you to know that my upbringing influences me a great deal in responding to your situation. But I really want you to have good advice and support, so I can suggest another person for you to talk with about what you want to do.” Sometimes you may be asked what you would be inclined to do in a particular situation. When you can, turn the question around so the student is deciding which course of action seems right. What you might do is probably not relevant to the student’s choice. The student needs to decide what is best for him/her. Staff members who are effective listeners are relaxed, open, and natural in their counseling style. They practice the traits of good listening in their own personal way. The examples we offer are meant only to suggest techniques and approaches that can be helpful to you in your counseling role. Knowing a repertoire of possible responses enables you to choose the most appropriate way of handling a situation. Sometimes it is okay to offer advice and share personal experiences, but on most occasions it will be better to help the student talk out the problem and identify alternative ways of resolving it. You will need to fit the techniques to your own personality and to the situation. After a while, techniques don’t feel foreign or awkward. Try out the skills comfortable to you. Personalizing the techniques and integrating the skills with your own style of relating to others will enhance your counseling effectiveness.

6.1.1

Effective Communicators       

Want to Listen. Almost all problems in listening can be overcome by having the right attitudes. Remember, there is no such thing as uninteresting people - only disinterested listeners. Act Like a Good Listener. Be alert, sit straight, lean forward if appropriate, let your face radiate interest. Listen to Understand. Do not just listen for the sake of listening; listen to gain a real understanding of what is being said. React. The only time a person likes to be interrupted is when applauded. Be generous with your applause. Make the other person feel important. Applaud with nods, smiles, comments and encouragement. Stop Talking. You can’t listen while you are talking or thinking of what to say next. Communicate; do not take turns talking. Empathize with the Other Person. Try and put yourself in the other’s place so that you can see that point of view. Ask Questions. When you don’t understand, when you need further clarification, when you want to show that you are listening; but don’t ask questions that will embarrass or “put down” the other person. 70

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6.1.2

Concentrate on What the Other Person is Saying. Actively focus your attention on the words, the ideas, and the feelings related to the subject. Look at the Other Person. Face, mouth, eyes, hands, will all help the other person communicate with you. Helps you concentrate, too. Shows you are listening. Smile appropriately. But don’t overdo it. Leave Your Emotions Behind (if you can). Try to push your worries, your fears, your problems away. They may prevent you from listening well. Get Rid of Distraction. Put down any papers, pencils, etc. you have in your hands; they may distract your attention – or theirs. Get the Main Points (the big story). Concentrate on the main ideas and not on the illustrative material; examples, stories, statistics, etc. are important, but usually are not the main points. Examine them only to see if they prove, support, define the main ideas. Share Responsibility for Communication. Only part of the responsibility rests with the speaker; you as the listener have an important part. Try and understand, and if you don’t, ask for clarification. React to Ideas, Not to the Person. Don’t allow your reaction to the person to influence your interpretation of words. Good ideas can come from people whose personality you do not like. Don’t Argue Mentally. When you are trying to understand the other person, it is a handicap to argue mentally while you are listening. This sets up a barrier between you and the speaker. Use the Difference in Rate. You can listen faster than anyone can talk, so use this rate difference to your advantage by trying to stay on the right track, think back over what the speaker has said. Rate difference: speech rate is about 100 to 150 words per minute; thinking: 500. Don’t Antagonize the Speaker. You may cause the other person to conceal ideas, emotions, attitudes by being antagonizing in any of a number of ways: arguing, criticizing, taking notes, not taking notes, asking questions, not asking questions, etc. Try to judge and be aware of the effect you are having on the other person. Adapt to the speaker. Avoid Hasty Judgments. Wait until all the facts are in before making any judgments. Think Listening Is Fun! Develop this attitude. Make a game of seeing how well you can listen.

Listening Physical attending is a manner of being present to another; listening is what you do while you attend. Learn to listen actively. Most of us have learned competitive listening skills; we listen selectively in order to influence or win an argument. We need to learn to listen for understanding. Listening for understanding means listening, without evaluating, both to words and for feelings. It involved taking the risk of not mentally rehearing what you are going say, having the confidence you will know how to reply. Paraphrase what was said to you until the sender agrees to understand. Other points to remember or which should be followed in active listening are:  Resisting Distractions – noises, views, people – anything or anyone that will take you away from the person to whom you are listening.  Being Non-Judgmental – suspend your own judgment – let the speaker’s message sink in without trying to make decisions about it.  Practice Waiting – wait before responding in any way to the speaker – speaking right away may close off rather than open up further expression.  Looking for Commonality – the speaker’s most important themes will be repeated over and over with the most intensity. The combination of physical attending or being with another and actively listening for understanding must also include empathy. “I messages” allow an individual to  Share feelings and concerns  Take responsibility for our own feelings  Offer a sense of respect  Focus on feelings about the other person’s behavior, not on the individual as a person 71

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Distinguish communication needs

“You messages” usually blame or criticize. These messages provoke anger, hurt and embarrassment. They essentially blame the other individual for our feelings. For example “you make me angry” as opposed to “I feel angry.” Reflective Listening can be accomplished with this statement: What I heard you say was… Then check back to see that your perception was what they intended Good listening is crucial to effective communication between the RA and their residents. Nonetheless, studies show that only about 10% of us listen in a way that facilitates communication. The following encourages you to consider what is helpful, or not helpful, when listening to residents. Listening IS:  Making eye contact  Paying attention  Sitting appropriately  Keeping an open mind  Letting the speaker finish talking  Focusing on the message, not the words  Listening to the speaker’s message  Looking interested in what is being said  Being non-judgmental  Opportunity to learn, share, grow or assist Listening is NOT:  Looking at shoes, outdoors, over the shoulders when someone is talking  Thinking so much about your message that you don’t pay attention to what they say  Fidgeting or acting distracted  Making up your mind before hearing all of the information  Interrupting  Shifting focus to other subjects whether or not the speaker is finished  Concentrating on how the speaker looks or is talking rather then on what is being said  Looking bored or frustrated  Judging their issue, grooming or vocabulary  Wasting time  Having a hidden agenda

6.2

Helping Skills Resident Assistants are frequently the ones who, on the spot, handle the initial contact with a troubled student. It is important to remember that residents will often come to us with personal problems and stresses, and that we must be ready to assist them. We may not be licensed therapists, but the sympathetic ear and referrals we can give them are critical. The goal of helping skills is to assist individuals in developing healthy coping skills and sound decisionmaking skills so that they can solve their own problems in the future. As a helper, we do not want students to become dependent on us to solve their problems or to make them feel better. Rather, we want them to become independent and take control of their lives. For most young adults, this is an educational process designed to teach the individual to be a more effective, fully functioning community member. Probably one of the most gratifying parts of your job as a Resident Assistant will be your role as a peer helper. Because of the daily contact with the others on your floor, you more than anyone else are closest and most readily accessible to enter into a helping relationship with students. This will occur through 72

communication skills, which will aid you in the peer helping roles and will help you communicate more effectively in future interpersonal relationships. What follows are some tips on helping. Every situation will be unique, and these are suggestions only. You should adapt them to fit the circumstances you find yourself in. Remember to always keep your supervisor informed. Residence Life professionals are better trained and experienced in helping skills and can be a great resource for you and your residents.

6.2.1

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Be primarily a listener. Give definite indications when you understand what is being said, or ask for clarification when needed. This is work and requires considerable alertness to what is not quite spoken. Without presuming to interpret, you can help a person say what he or she is trying to say. Do as little talking as possible.

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Avoid judgmental reactions such as surprise, shock or amusement unless you are genuinely sharing the student’s feelings of deep concern or appropriate humor. That is, you must exhibit appropriate responses to show empathy, but the student must make his or her own judgments.

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Don’t make decisions for the students; help the student explore alternatives. Obviously, this means you must remain objective, not becoming so involved that you act to block free exploration. Know your own feelings, and what they are doing to your view of the person’s problem, so that you can avoid biased interference.

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Help the student focus on real problems, one at a time. The resident will often talk around his or her real concerns. However you must be alert to the possibility that in your eagerness to concentrate you are choosing the wrong “problem.” A number of false problems may have to be dispensed with before you can reach the core.

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Offer to see the student again, setting a more or less definite time if possible. Make it very easy for the resident to approach you again; but do not push too much. On the other hand, remember that you are not a trained counselor; if the student needs repeated meetings with you, you may need to bring in your supervisor or steer them to the Counseling Center or other appropriate resource.

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Remember that the key to the entire relationship is your ability to demonstrate warmth, concern, and understanding. No amount of technique can replace simply liking the student and showing it. If you cannot bring yourself to like the individual, it would be wise to admit this to yourself and refer him or her to someone else before damage is done.

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Always try to keep aware of the feelings behind what the student is saying. This is more significant than the actual content of the student’s statements. His or her feelings may be sorrow, anger, joy etc., but it has an emotional character, and that is the most important aspect to recognize in the relationship.

Empathy Empathy is the ability to see things form the other person’s point of view. One psychologist explains it as follows: “To care for another person, I must be able to understand him and his worlds as if I were inside him. I must be able to see, as it were, with his eyes what his world is like to him and how he sees himself. Instead of merely looking at him in a detached way from outside, as if he were a specimen, I must be able to be with him in his worked of ‘going’ into his world in order to sense from ‘inside’ what life is like for him, what he is striving to be and what he requires to grow.” Understanding others requires skill and patience, but if a person respects another person they spend the time and energy trying to understand the. By attending to someone with empathetic listening you convey a commitment to their interest. You are saying to them “It’s worth my time and effort to work with you.” 73

Accurate empathetic understanding projects a climate of support – “being with” another depends ultimately on your ability to care about others, to move away from self-centeredness, to experience what another is experiencing. If you care enough about what they feel, you have everything that’s needed. When joined with respect and genuineness…accurate empathy helps dramatically to establish rapport. People who take pains to understand one another grow to trust one another.

6.2.2

Attending Behaviors Rarely will someone enter your room “to talk” over a problem and in the beginning specifically state what the problem may be. You must be able to attend carefully to the resident and listen to both his/her verbal and nonverbal messages. Also, in order to communicate effectively, you must also be aware of what you convey. Conveying to another your undivided attention, willingness to communicate and interest in meeting their needs. The important thing to remember in order to improve your physical attending behaviors is best represented by the letters in SOLER:

6.2.3

Face the other person SQUARELY. This is the basic posture of involvement. It says “I am available to you.” Turning at an angle from another person lessens your involvement.

Adopt an OPEN posture. Crossed arms and crossed legs are often at least minimal signs of lessened involvement. An open posture is a sign that you are open to what the other person has to say and are open to communicating directly with the other. It is a non-defensive position.

LEAN toward to other person. This is another sign of availability, presence, or involvement. In your everyday environment, when you see people who are seriously involved in a conversation, you see them leaning forward as a natural sign of their involvement.

Maintain good EYE CONTACT. As you speak with another person you should spend much of the times looking directly at them.

Be at home and relatively RELAXED in this position. Relative relaxation says to the other person "I’m at home with you.” The physical position described here has a kind of tension about it. However, an effective communicator is relatively comfortable with involvement and intimacy, and therefore will be relatively relaxed. Intensity of interaction will not be a chore for you but will come naturally, enabling you to be at home with intensity.

Depression Oftentimes, students who experience persistent sadness, overwhelming hopelessness, isolation, difficulty concentrating, or those who consider suicide, attribute these feelings to a personal weakness which makes them unable to cope the pressures of college life or to live up to the expectations of others. These are not symptoms of a personal weakness but rather symptoms of depression. Depression is an illness, not a weakness. Clinical Depression is a serious and very common disorder of mood that is pervasive, intense, and attacks the mind and body at the same time. If often begins during young adulthood, making college students particularly at risk. Depression can result in significant impairments in school, work, or social functioning. Unlike ordinary sadness, the “blues”, or even grief from the loss of a loved one, clinical depression is not relieved by a change in circumstances or good news and does not dissipate over time. Depression can last for months or years if left untreated, and can result in disruption of relationships and productivity, disability, or death. Current research indicates that clinical depression is associated with an imbalance in brain chemistry that affects mood and other bodily systems such as activity, sleep and appetite. Factors contributing to vulnerability or the timing of depression also include life experiences such as severe stress or loss, other medical illness, substance abuse, and certain personality traits and genetic factors. Sometimes, depression can appear without any apparent cause. 74

How is depression different from the blues? Depression differs from the blues in that it is whole body illness involving physical symptoms, moods, and thoughts. It affects the way you eat and sleep, the way you feel about yourself and the way you think about things. A depressive disorder is not a passing blue mood. It is not a sign of personal weakness or a condition that can be willed or wished away. People with a depressive illness cannot merely “pull themselves together” and get better. Without treatment, symptoms can last months or years. How to recognize depression: Some of the symptoms of depression are pretty obvious and easy to recognize, like feelings of sadness and hopelessness. You may be surprised by some of the other symptoms, like difficulty studying or withdrawing from your friends, but they too can be signs of depression. Other symptoms include not enjoying the activities you used to enjoy, being irritable, change in eating (eating too much or too little), and sleep disturbance. The great majority of people with clinical depression can be treated successfully with medication, psychotherapy, or a combination of the two. Educating your resident about the differences between the “blues” and depression may facilitate their deciding to get help.

6.2.4

Eating Disorders Eating disorders are very common among college students. College women age 18-22 have higher rates of bulimia, than those younger, not in college, or over age 21. Fifteen percent of young women and ten percent of young men have substantially disordered eating attitudes or behaviors. Anorexia: A disorder whereby a person becomes thin to the point of emaciation which can lead to severe malnutrition and possibly death. Symptoms include: refusal to maintain normal weight, an intense fear of gaining weight or becoming fat, distorted body image and amenorrhea (loss of menstrual periods) Bulimia: A disorder in which people binge and purge in secret. As the disorder progresses, it can lead to ulcers, electrolyte imbalance, and life-threatening heart irregularities. Symptoms include: recurrent episodes of binge eating, including a lack of control over eating during the episode, recurrent inappropriate compensatory behaviors in order to prevent weight gain, such as selfinduced vomiting, misuse of laxatives, diuretics, enemas, fasting, or excessive exercising. Individuals with Bulimia are not typically underweight. Warning Signs  Comments about looking fat while body is thin  General preoccupation about food and physical appearance  Significant fluctuations in weight  Constantly weighs self  Wearing baggy clothes  Blood shot eyes  Scratching/calluses on back of hands or on finders  Discolored/uneven teeth  Odor of vomit in bathroom  Disappearing shortly after meals  Skipping meals  Eating only very select foods  Has water pills, diuretics, laxatives and/or appetite suppressant in possession  Swollen/puffy face, cheeks, and glands  Lightheadedness, loss of balance, dizziness  Mood swings/irritability 75

What you can do to help a resident you suspect may have an eating disorder:  Treat the person with respect and concern. Don’t be judgmental.  Express your concern and why you are concerned with compassion.  Avoid focusing on weight comments such as “you’re looking too thin” this may be interpreted as a compliment and signify success.  Indicate the specific observations you have made about the individual’s eating behavior.  Focus on the fact that the person appeared unhealthy or unhappy, rather than thin.  Express that you care about the person’s well-being.  Be supportive and encourage the person to seek counseling and/or medical treatment.  Offer to help facilitate the phone call to arrange an appointment.  Obtain handouts for Counseling Services on Eating Disorders to give to the person. What to do when a person refuses help:  Don’t become pushy or judgmental, even if the person becomes upset/angry  Give the person time, and then discuss your concern again. Tell the person that you will continue to be concerned about his or her well-being.  Again, offer to help facilitate appointments for the person.  Consider consulting with a Counseling Services on how to handle the situation.  Enlist the aid of someone the person trusts (discuss pros and cons with your supervisor, i.e., are you breaching the person’s trust).  Keep in mind that it is very difficult to get someone with an eating disorder into treatment.

6.2.5

Rape and Sexual Assault If one of your residents reports that he/she has been the victim of a sexual assault that has just occurred the first thing to do is get that person to a safe place. It is important to seek immediate medical treatment. Not all injuries are apparent, so a medical exam is strongly advised. During business hours Health Services can be contacted to arrange an ambulance to transport a person to the hospital; after business hours an ambulance can be reached by calling 911. St. Barnabas Hospital and East Orange General Hospital have trained staff who can conduct both a medical and rape exam for legal physical evidence. Counseling Services can also be contacted for assistance. It is extremely important to save evidence. Even if the resident is unsure whether to prosecute the assailant, saving the evidence gives the person the option to decide later. Although it is a natural response to want to “clean” oneself after a sexual assault, inform the survivor not to go to the bathroom (if possible), shower, bathe, or wash the clothes he/she is wearing, until after the evidence is collected at the hospital. Evidence should be collected as soon as possible, especially within 72 hours of the assault. Evidence will be held for a specified amount of time, which gives the survivor time to decide whether to prosecute. It is also very important for the survivor to seek counseling services. It is normal to feel helpless, confused, frustrated, scared, traumatized or even unusually calm after a sexual assault. Counseling Services is available to help the person put emotions into perspective and help in the healing process. As a RA, you may be the first person the survivor tells about the assault. It is important to provide support and make a recommendation that the person receive immediate medical attention and counseling; however, these decisions must be made by the survivor. Let the resident make the decisions about how to proceed. After an assault, it is important to gain back a sense of control over one’s environment and body. Discussing the assault can be an important part of the healing process; however, it can also be embarrassing and shameful to discuss. Do not push your resident to talk about the assault if he or she is not ready. Go at the survivor’s pace. Be aware of your professional limitations as an RA. It is important that the survivor get the appropriate professional help needed. You can be an additional support but it is important that the resident gets 76

counseling. Also keep in mind that you may need assistance in sorting out your own feelings. Do not be afraid to seek counseling services for yourself. What to do for a Rape Survivor  Let the survivor vent all feelings. Listening, without offering advice or comments, can be very helpful to the person who was raped.  Give the survivor control. When someone is raped, all control was taken away from him/her— someone violated him/her. While helpers often attempt to offer solutions at this point, this can recreate feelings of powerlessness and MUST BE AVOIDED. It is very important not to make any decisions for a rape survivor. Let him/her decide what s/he would like to do. It is okay for you to remind the person of his/her options, but let him/her decide.  Alleviate guilt. Rape victims often feel that they did something wrong, that it is their own fault that they were raped. Tell them that they are not guilty of anything. As much as possible, reinforce the idea that they are not to blame.  Let them know how much support you are able to give them. Don’t promise more than you can give. It is much better to tell someone that you can give them an hour a day, or every other day, than it is to promise to be there all the time and then not follow through.  Encourage the victim to go for counseling—remember it is his/her choice. You should also go talk to a counselor. Rape is a hard issue to deal with, and you should work out your feelings rather than keeping them in. Frequent Reactions to Rape Every person reacts to rape in a different way. In talking with rape survivors it has been found that most people appreciate knowing what kinds of reactions and feelings others have had, so that they can be better prepared to handle their own feelings. This section does NOT attempt to tell exactly how a person will react to rape, but rather offers some things to think about by way of letting survivors know that their reactions are normal and that they do not have to go through the experience alone. A counselor can be of help in finding someone with whom to talk. In a rape, the survivor has had their safety and their life seriously threatened and disrupted. They have been subjected to a humiliating personal violation as well as to physical danger. They have been the victim of a violent crime, and they temporarily lost their sense of control over their own fate. Nonetheless, they will somehow face this incident and its effects. This crisis, like any other, can be overcome and the woman/man can go on to lead a happy and satisfying life. The rape need not haunt them for a lifetime. The immediate reaction is usually anxiety, disbelief and fear. Every person reacts to stress in a different way. Some respond with crying, sobbing, shaking, and restlessness, while others appear outwardly calm and controlled. Going to a hospital emergency room for health care or talking with police about the crime can be upsetting to the survivor. It’s important for him/her to know that s/he doesn’t have to do these things alone. A family member, a friend, a counselor, or another staff member can be present. In the days and weeks that follow, there are a number of things the victim may be worried about: Should they tell their family or friends what has happened? Will friends and neighbors find out? Was there transmission of disease? If the survivor is a woman, will she become pregnant? Should s/he press legal charges? Will s/he be able to identify the rapist? Should s/he talk to his/her clergy? Will there be publicity? At a time when there are different choices and decisions to be made, the survivor may not be able to think clearly. It is normal to be worried, and to have trouble concentrating. Again, it is important that s/he knows that s/he does not have to go through this alone. The immediate reaction to rape is over when the survivor becomes less anxious and returns to their daily life routine. This may occur in days or weeks, depending on the survivor and the circumstances. During this time the survivor will outwardly appear to him/herself, close family, and friends to be making a good adjustment. In order to go on with their usual life, they may often deny their strongest reactions to the rape. While refusing to think about their feelings, the survivor may still be aware of the incident through 77

nightmares or day dreams. These reactions seem to be necessary to the survivor to give them a feeling they have lived through the incident, and in time, will adjust. As more time passes, the survivor’s awareness of what has happened to them as the result of the rape increases and the feeling that “everything is back to normal” often gives way to depression. They may spend a lot of time reliving the incident and having feelings of anger, guilt, fear, revenge or self-blame. This kind of depression is a normal reaction to rape, and part of the process of understanding and resolving what has happened to him/her. The survivor feels a strong need to talk about their feelings about him/herself, the assailant, and his/her world. S/he may also feel the need to get away, wanting to change his/her address or limit his/her activities. S/he may fear for his/her personal safety and may be very uncomfortable in situations which remind him/her of the incident. The guilt and self blame some survivors feel may be the way a survivor sees the incident because of their own need to be in control of their life. If the survivor can think s/he had control over the rape, then s/he can have the false feeling that this won’t happen to him/her again in the future. Many survivors have found it helpful at this time to get help from a counselor to talk about these feelings. After overcoming the fear and anger, the survivor will probably will probably feel greatly relieved. S/he comes to see him/herself as a worthwhile person who has been unjustly and unfairly wronged.

6.2.6

Grief Grief is a complex process and does not progress clearly from one stage to the next. Individuals may experience symptoms from more than one stage at a time and may regress to previous stages. Stages of Grief  Disbelief and denial.  Intense emotions including anger and guilt.  Physical distress and somatic symptoms.  Depression and loneliness.  Acceptance of the loss and re-adjustment to the environment. Signs of Abnormal Distress In some cases, individuals may not be able to work through the normal grieving process and may require some assistance to return to normal functioning after a loss. Those students should be referred to Counseling Services for help. Some signs that you as a staff member should watch for include:  Inability to initiate activities  Conspicuous change in social relationships  Extended and severe insomnia & loss of appetite  Persistent lack of affect and warmth in relating to people and situations  Suicidal thoughts  Over activity  Marked lack of distress  Intense hostility Natural and Normal Grief Response Because grief can be so painful and seem so overwhelming, we are frightened. Many people worry about whether they are grieving in the “right way”, and wonder if the feelings they have are normal. Most people who suffer a loss experience one or more of the following:  Feel tightness in the throat or heaviness in the chest  Have an empty feeling in their stomachs and lose their appetite  Feel guilty at times, and angry at others  Feel restless and look for activity but find it difficult to concentrate  Feel as though the loss isn’t real, that it didn’t actually happen  Sense the loved one’s presence, like finding themselves expecting the person to walk in the front door at the usual time, hearing their voice, or seeing their face  Wander aimlessly, forget, and do not finish things they have started to do around the hall 78

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Have difficulty sleeping and dream of their loved one frequently Experience an intense preoccupation with the life of the departed Feel guilty or angry about things that happened or didn’t happen in their relationship with the departed Feel intense anger at the loved one for leaving them Need to tell and re-tell things about the loved one and the experience of their loss Feel their mood changes over the slightest things Cry at unexpected times

How to Help the Bereaved  Get in touch. Telephone and find out where you can arrange to see the mourner. Support is important. Just sitting and holding hands is enough.  Ask someone close to the situation what you can do to help. This may be answering the phone, greeting other visitors, helping with meals or other arrangements.  It may be better to say nothing if you don’t feel up to it. Just put your arms around the grieving person. When You Are Together  Avoid trite phrases and clichés (“It’s for the best…”, “You had a good life together…”).  Don’t try to distract the mourner with casual conversation, the weather, etc.  Let the bereaved set the pace. Some people have a real need to talk about the departed at this point.  Be accepting of whatever feelings the bereaved may express. They may be angry. Reproaching them for their reactions will only dam-up feelings.  Visitors can be helpful by talking about the departed, warm moments and work done together.  There is no official end to mourning. Often the bereaved are forgotten or avoided after the funeral.  Know the warning signs of acute grief. Professional help may be needed if the mourner becomes unable to accept the reality of the loss, cannot function normally, or does not react to the loss at all.

6.2.7

Suicide General Facts About Suicide  Most suicidal people do not want to die. Some may be seeking to relieve what they feel is an intolerable situation. Others may be undecided about living and leave it to others to save them.  Suicide is represented proportionately among all demographics.  Usually, there are warnings given by a suicidal person indicating his/her intentions.  Many suicidal people have experienced significant losses in their lives.  Although suicide has not been known to genetic, it does appear to run in families.  Suicidal behavior does appear to be contagious, especially in close-knit groups.  Most suicidal people are in a crisis for only a limited period of time.  Signs of feeling better do not necessarily mean that all danger has passed. Many suicides occur within about three months after a marked improvement in psychological condition, when the individual has the energy to put morbid thoughts into action.  Suicide is the third leading cause of death among college students. Some Motivations for Suicidal Behavior  Desire to escape from an intolerable situation.  Thoughts for joining a deceased loved one.  Effort to gain attention.  Manipulation of others, especially those who are close.  Avoidance of punishment for a crime.  Punishing self for deeds done, driven by guilt.  Desire to control when death will occur.  Effort to ease the burden on loved ones.  Punishment for the survivors for perceived wrongs.

Clues to Suicidal Risk Because most suicidal people are ambivalent about dying, many of them will give notice about their intentions in the form of clues. One clue by itself probably doesn’t mean anything, but a cluster of clues in a negative context may be an important danger signal.  Prolonged symptoms of depression such as: insomnia, inability to concentrate, change in eating patterns, crying, being withdrawn.  Expressed feelings of hopelessness.  Termination behavior like putting things in order, revising a will, giving away possessions or resigning from groups.  A chronically self-destructive lifestyle.  Excessive use of drugs or alcohol, especially if this makes a change in behavior.  Verbal statements about death, inability to continue, others being better off without him/her, etc.  Experiencing a sense of loss or threat of loss.  Composing a suicidal plan, writing a note, or acquiring the means necessary to commit suicide.  A previous attempted suicide.  Poor adjustment to recent changes or loss. Responding to a Suicidal Person  Always take a suicidal threat seriously.  Always contact Senior Staff as quickly as possible.  Be willing to ask about suicidal thoughts and feelings directly.  Show concern and care about the student’s crisis and stress.  Remain calm and understanding when talking with the person. Never sound shocked by the person’s disclosure.  Don’t try to psychoanalyze and interpret the person’s behavior. Listen and be supportive.  Never promise total confidentiality. Explain that you will need to discuss the situation with someone else in order to provide the best help. Senior Staff will be involved in any situation involving a suicidal person. They will ensure that the student speaks with a member of the Counselor Services staff and that the next appropriate steps are taken. It may be difficult for you and your community to deal with the aftermath of the situation. Senior Staff and Counseling Services can help you deal with these after effects. If you are dealing with a resident who is talking about suicide and you feel unsure about how to handle the situation, you are obligated to report the situation to a professional staff member as quickly as possible. Keep in mind the limitations of your skills, abilities, and training. If you are dealing with an attempted or successful suicide, call in emergency help and immediately notify Senior Staff.

6.2.8

Alcohol Issues While the decision to drink or not to drink is a personal one, alcohol use affects all members of the residence community. Life patterns are established during the college years, and we want to discourage reliance upon alcohol to relieve stress, to speed the transition from work to play, or to smooth social situations. Without preaching, residence staff can encourage intelligent and low-risk drinking behaviors. Staff members need to understand and support the view that alcohol is not necessary for a good time. Through greater knowledge on your part, you will be able to help students make informed decisions about alcohol. Residence Life Staff and Alcohol The issue of alcohol is a major concern for staff members. Since students look to you as a role model, your own drinking behavior will affect resident more than anything you may say about alcohol. As a staff member, your job with regard to alcohol education is to:  Educate yourself and the residents of your floor about state laws and SHU policy regarding the purchase, serving, possession, sale, and consumption of alcohol. 80

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Encourage students to make considered choices about whether or not to drink, based on information about alcohol and awareness of how their drinking affects themselves and others. Be alert to signs of problem drinking in residents and refer those students for help. Respond quickly and calmly to emergencies resulting from alcohol abuse. Ensure compliance with the alcohol policy.

Working with Alcohol-Related Problems and the Problem Drinker There will be occasions when you will encounter people who have had too much to drink. This may be the one and only time a person gets drunk or it may be one of the many times. The following are guidelines for these two issues: Do’s and Don’ts for the Immediate Care of a Drunk Person What you should do:  Before approaching or touching, explain in a clear, firm reassuring manner what you intend to do.  Keep the person comfortable, but don’t reinforce their drinking behavior.  If the person is put in bed, make sure that they are lying on their side rather than on their back.  If you put a person to bed, monitor their breathing.  Protect yourself if the drunken person is behaving violently.  If possible, assess whether the person is in a life threatening health crisis. If you have any doubt, get medical help. Do not be afraid or embarrassed, it may save a life. What you should NOT do              

Don’t give the person any drugs (even aspirin) to sober them up. Don’t give the person coffee, tea or any other liquid stimulants. Don’t give the person a cold shower. The shock may cause the person to pass out and injure him/ herself. Don’t try to walk, run or exercise the drunken person. Don’t attempt to restrain the person. Don’t permit the person to drive. Don’t try to counsel a person who is drunk. Logic and rational pleas are limited in effectiveness. Don’t leave the person alone. Don’t give any drugs or medication (not even Tylenol) to the person to sober them up. Don’t give food in attempts to “absorb the alcohol.” This will increase the risk of vomiting. Don’t give coffee, tea, or other liquid stimulants. You’ll just have a wide-awake, agitated person. Don’t give a cold shower. They could fall, or the shock could make them pass out. Don’t try to exercise the person in hopes of “burning off the booze.” This will not help and could cause injuries. Don’t allow the people to drive, bike, or transport themselves anywhere alone.

Alcohol Abuse Behavioral Indicators of Alcohol Abuse  Frequent Intoxication  Skipping classes due to hangovers  Drinking at inappropriate times  Mood/personality changes  Excessive denial of problem  Blackouts  More than one incident of disruption or damage that is alcohol related Alcoholism Alcoholism has been defined as a disease and results in major life problems. An alcoholic has become physically and psychologically dependent on the drug. While the alcoholic may believe otherwise, he/she has lost control over his/her drinking. Statistics indicate that while over 90% of all college students engage in some 81

drinking (compared to 70% of the whole population), about 1 in 10 of this group will become an alcoholic. This means that there may be 9 people in a residence hall of 100 who may be or become an alcoholic. Alcoholism is a progressive disease that worsens over time. For some, progression is rapid even at a young age. The problem is that no one knows when someone will make the transition from the “social drinker” to an alcoholic. Signs of a Possible Drinking Problem:  Gulping drinks for the effect that rapid drinking produces.  Starting the day with a drink.  Drinking alone, from a desire to escape reality, boredom or loneliness.  Drinking behavior criticized by a teacher, roommate or others; absenteeism or impaired class performance because of drinking.  Rationalizing about drinking behavior, characterized by such comments as, “I just need one more to relax”, or “How about another one for the road?”  Exhibiting personality and behavioral change after taking one or more drinks.  Drinking excessively a significant number of times.  Experiencing “blackouts.”  Drinking to relieve hangovers.  Requiring medical attention or having frequent minor accidents.  Driving a car while intoxicated.  Needing a drink before certain situations.  Frequent drinking sprees.  Going to work or class intoxicated.  Hiding drinks from others.  Looking for and arranging opportunities specifically to drink.  Trying to cut down or stop drinking without any success.  Lack of emotional growth and personal change.

6.2.9

Making Referrals As an RA you will have many opportunities to help your residents grow and develop. You will come to know your residents very well and may be aware of situations that require counseling situations. Often times the most important help an RA can provide is a referral to Counseling Services. Some of the problems that may be appropriate for you as an RA to discuss include: adjustment to residence life, roommate problems, homesickness, and normal sadness due to loss of relationship. Keep in mind if any of these situations do not resolve themselves in a reasonable time period (1-2 weeks) or do not dissipate in response to friendly support, a referral to Counseling Services is strongly advised. You are NOT trained in your job as an RA to be a counselor; your responsibility is to be able to identify residents who may need help and refer them to a trained professional. Other situations where it is more appropriate for a resident to be under the care of a trained counselor include: depression, eating disorders, anxiety, and a pattern of troubled relationships. Some suggestions on how to make a referral to Counseling include:      

Be direct in letting the student know that you believe a psychologist or counselor would be of help in this situation. Name the specific things or symptoms that concern you. Inform the student the services are confidential and free of charge. Don’t force the issue if the student takes a defensive posture -- simply restate your concerns and recommendations and give student our brochure. An independent decision by the student to seek help is best. If the student is receptive, you can suggest that he or she call for an appointment at 761-9500.

There are also potentially dangerous situations where Counseling Services and your RHD MUST be notified. These situations include thoughts of suicide, self-destructive behaviors (e.g., cutting), anger or violence, substance abuse, or bizarre behavior. These are situations you should never handle alone. The procedure is that if the student is willing to speak to a counselor walk them to the Counseling Services office (2nd floor of Mooney Hall) or if it after hours follow the after hours emergency procedure (outlined below). If the student is unwilling to speak to a counselor notify your RHD or Senior Staff on duty. Often times if there is a serious concern about a student’s safety the student can be mandated for an assessment by the Housing Department You can always consult with Counseling Services regarding a student.  Contact Counseling Services (973-761-9500) if you are unsure about how to handle a situation.  Inform secretary that you are an RA and wish to consult with a counselor about a student.  A consultation may help you sort out the relevant issues, explore alternative approaches and identify other resources. Emergency Procedures – Business Hours  If this is a medical and psychological emergency the medical emergency needs to be addressed first (this includes intoxicated students). Call 911 before informing Counseling Services of the incident.  Call Counseling Services. Identify yourself as an RA with an emergency situation. You will be asked the name of the student and nature of the problem. You will probably be asked to walk the student over immediately.  Notify Senior Staff as soon as possible after calling 911 or Counseling Services. If asked to walk someone to Counseling Services, do so first and then notify Senior Staff. Emergency Procedures – After Hours A counselor is available via cell phone for after hours emergencies. Public Safety (973-761-9300) is authorized to contact counselors after hours via the cell phone. If a student is in psychological distress consult with SSOD about the necessity of implementing the emergency after hours procedures. Hospitalization of a student Students who are transported to the hospital for psychological reasons (e.g., suicide attempt, selfmutilating behavior) are NOT allowed to return to the Residence Halls or to attend classes until they undergo an off-campus psychiatric evaluation, followed by an assessment at Counseling Services and clearance through the Dean of Community Development Office. This process is in place to ensure that students get appropriate care. The rule of thumb is to get a student to Counseling Services as soon as possible. Early intervention is key to resolving a problem.

6.3

Roommate Conflicts Putting people with different backgrounds, needs, and behaviors in a room together makes the possibility of interpersonal conflicts almost inevitable. While differences among people are inherently good, conflict often results when different individual needs and expectations are not communicated. Conflict within rooms, hallways, and residence halls is one of the greatest contributions to dissatisfaction with living in the residence halls and with college. Because of the relatively transitional nature of “the college years,” residents come into continual contact with values and attitudes different from their own. In most cases the situation can be resolved by the parties involved. In some situations, however, a neutral party is needed to mediate the conflict. It is helpful to know the disputants. There are sometimes instances where the mediator knows very little about the residents in the conflict prior to the actual mediation session. This lack of information poses great challenges 83

in cases where the disputants’ values, spoken language, communication style, and assumptions about conflict and resolution, differ greatly from those of the mediator. When possible, try to learn about the differing cultural factors, prior to the mediation. Perhaps the information can be gathered during initial contact with the disputants. If there is no assessment opportunity before the mediation is conducted, it may be helpful to allow time in the beginning of the process to explore these important areas before attempting to deal with the more specific issues of the conflict.

6.3.1

Mediation Put simply, mediation is an opportunity for disputing parties to identify areas of conflict and to come to an agreed resolution. This is achieved with the help of an outside third party/mediator (that’s you!). Six Steps of Mediation  Set ground rules  Allow each party to tell their side of the story  Restate the two sides in your own words and allow the two parties to clarify  Identify the core issues  Ask the parties for resolutions to the core issues, working on one at a time  Restate the resolutions and develop a Mediation Agreement – have all parties (including yourself) sign the Agreement Mediation Ground Rules  We shall take turns speaking and not interrupt each other.  We shall call each other by our first names, not “he” or “she”.  We shall not call each other names or engage in put-downs and will ask questions of each other for the purposes of gaining clarity and understanding only.  We will listen respectfully and sincerely try to understand the other person’s needs and interests.  We recognize that even if we do not agree with it, each of us is entitled to our own perspective.  We will not dwell on things that did not work in the past, but instead will focus on the future we would like to create.  We shall make a conscious, sincere effort to refrain from unproductive arguing, venting, or narration, and agree at all times to use our time in mediation to work toward what we perceive to be our fairest and most constructive agreement possible.  We will speak up if something is not working for us in mediation.  We will request a break when we need to.  We will not try to convince the mediator of anything. As a Mediator you LISTEN in order to:  Determine what the REAL problem is  Figure out what the parties involved want to get out of the mediation  Look for commonalties between the parties involved  Uncover areas for improvement for each of the persons involved  Determine if they are ready to decide on a resolution As a Mediator you SPEAK in order to:  Ease the tensions between the parties involved  Communicate the ground rules for the mediation  Demonstrate you are listening to EVERYBODY EQUALLY  Help the parties hear one another through rephrasing statements  Help keep the process moving  Share positive accomplishments of each party Key Elements of Mediation  Voluntary –Those involved in a mediation should want to be involved in the process. They should not feel pressured or obligated to engage in this process. 84

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6.3.2

Collaborative – Each participant should feel that his/her input is desired, needed and necessary for the process to be successful. The mediator should make a concerted effort to ensure each participant’s input is added. Controlled – Guidelines should be discussed prior to the start of any mediation process. Informed – Each participant and the mediator should all be on the same page at any given point of the process. This might require the mediator to use restatements and clarifying statements to ensure all are clear about what is being said. It is the responsibility of the mediator to clear up misunderstandings. Impartial, Neutral, Balanced and Safe – It is essential for the mediator to remain unbiased throughout the mediation process. If for any reason, a mediator feels s/he cannot be completely neutral, s/he should remove him/herself from the process and enlist the help of a fellow staff member. Participant-driven – Solutions must come from the participants, all of whom must agree to them. The mediator’s role is to facilitate an effective conversation between cooperative participants.

Cross-Cultural Dispute Resolution The residential living situation may be the first time many of your residents are exposed to individuals of different racial and cultural backgrounds. The uncertainty of this situation increases the likelihood of misunderstandings and conflict. The following section provides information and areas of consideration to better prepare you as a conflict mediator. Everyone has been programmed by, and is to some degree a product of his or her respective culture. In the same way that a computer’s performance and abilities are based on the program that is operating, likewise, people generally do what they have been culturally programmed to do. However, unlike computers and software programs, people do not come equipped with manuals and clear instructions that explain exactly what the programs do, how they work, and how modifications can be made when necessary. Much of our cultural programming, along with the implications, remain largely hidden from conscious view, except in instances where we feel threatened, or when we are in a conflict and someone transgresses a deeply held cultural boundary. In these situations, we do not have to consider a long list of options regarding which values are most appropriate, which perceptions are most accurate, and which attributes are most reasonable. Our programmed responses in these situations are quite automatic. It is frequently the conflict situations that make it apparent that we have very strong preferences, predispositions, values, rules, and expectations of others, etc., which have all been shaped by culture. As a third party intervener, you should understand what your values are and the specific implications for your mediation sessions. You should know precisely how cultural values, preferences, biases, and needs are manifested in mediation and understand how other participants are affected. It is essential for you, as a mediator, to understand how personal cultural values affect not only how disputants interact with each other (and with you) but also the mediation outcome. Values determine which individuals or cultural groups will have the easiest access to you as a mediator and to the processes you facilitate, and will also determine which groups and individuals have a more difficult time getting their needs met as a result of value incongruities. If effective intercultural mediation processes are to be user friendly, then you must know the groups to which the process is most friendly and make the necessary adaptations, so you can include those groups to whom the process seems unfriendly.

DIVERSITY

7.1

Understanding Diversity The idea of diversity is not a new one in the United States; however, more attention has been paid to the appreciation of the differences that encompass diversity in recent years. “Diversity” is a broad term that has come to represent people from different backgrounds with different cultures, values, ideologies and characteristics who may live, interact, and socialize together. Diversity includes race, ethnicity, gender, sexual orientation, religion, age, physical ability and socioeconomic status. While the term “multiculturalism” has been used interchangeable with “diversity” our definition is about more than cultural differences among people. It’s about anything that defines a person’s identity. Diversity is “otherness,” or those human qualities that are different from our own and outside the groups to which we belong, yet are present in other individuals and groups. It is important to distinguish between primary and secondary dimensions of diversity. Primary dimensions are the following: age, ethnicity, gender, physical abilities/qualities, race and sexual orientation. Secondary dimensions of diversity are those that can be changed, and include, but are not limited to: educational background, geographies, location, income, marital status, military experience, parental status, religious beliefs and work experience. When understanding diversity it is also important to keep the following in mind: 

Be respectful of others. Learn to be patient and tolerant of other people. All people are different from you. Simply because a person is a boss, friend, or resident on your floor does not make the person like you. They are not going to act out the role of boss, friend, or resident exactly the way you think it should be done. You may not understand why the other person acts like he or she does. But you can learn to respect that person and that person’s differences from yours; that is the beginning of all understanding.

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Avoid expecting people to be perfect. Have faith in people, believe in them, love them, enjoy them – but accept them the way they are! They come with a lot of good and a little bad; some positive and a little negative; always some plus and always a little minus. If you expect people to be perfect you are going to be disappointed. If you are going to understand them, it is their negative characteristics you are going to have to accept and understand.

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Be sure you WANT to understand people. There are times when you ding yourself criticizing another person saying you do not understand why that person acts that way. But perhaps you’re finding it easier not to understand that person. Your own negative attitude might be showing. Perhaps you are envious, suspicious, or simply find it easier to dislike that person. As long as you want to be dominated by your own negative feelings, you will never learn to understand them.

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Look for the good in others. Will Rogers said, “I never met a man I didn’t like!” He was only looking for characteristics in others he could like. He always found something. It is amazing how deliberately people seem to look for others’ negative characteristics. There seems to be a measure of delight in fault finding. If you have only positive thoughts of others – you will really have no need for understanding. You have, in a sense, achieved it!

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Learn to love the unlovable. The happy, personable, popular individual with no irritating qualities presents no challenge to understanding. The challenge is to love the unlovable. It is difficult to understand the people who are rude, sarcastic, arrogant, surly and self-centered. It is difficult to understand these people. It requires self-determination to understand that someone has hurt these people. Someone has made them feel unimportant and unwanted. So these are the people who need 86

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7.2

7.3

understanding. The reward will be yours for trying. Because, in the process, you will be growing into a genuinely mature person. Get all the facts. In very few instances would you be irritated with another person if you really know all the facts. And all the facts include an insight into all inner compulsions, needs, experiences, and the problems of others. Perhaps the saying attributed to Native Americans says it best” “great Spirit, help never to judge another until I have walked two weeks in his moccasins.”

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Have empathy. You can never perfectly understand people, but you can imagine their feelings. One of the characteristics of your imagination is its ability to place yourself in the other person’s situation. You can “imagine” how another feels. That accomplishes much the same purpose as understanding. It gives a bond of feeling and compassion for others.

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Control your attitudes. Remember there is usually nothing in the other person’s actions that irritate you. It is your reactions that cause negative feelings – the misunderstandings. Learn to control your “reactions” – your attitudes – to others, and you will automatically control your feelings.

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Develop a mental image of understanding. Picture yourself as an understanding, patient, kind individual. Model your picture, if you wish, after an actual person who you consider having these characteristics. Hold that picture in your mind. Start acting out the image. Soon you will become that person!

Seven Skills of Cultural Awareness 

The capacity to communicate respect – to transmit verbal and nonverbal positive regard, encouragement and sincere interest.

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The capacity to be nonjudgmental – to avoid moralistic, value-laden evaluative statements and learn to listen in such a way that the other person can fully share and explain themselves.

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The capacity to personalize knowledge and perceptions – to recognize the influence of one’s own values, perceptions, and opinions and knowledge on human interaction, and to regard as relative rather than absolute for more tentative communication.

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The capacity to display empathy – to try and understand others from “their” point of view, to attempt to put oneself into the other’s life space and to feel as they do about the matter under consideration.

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The capacity for role flexibility – to be able to get a task accomplished in a manner and time frame appropriate to the learner, and to be flexible in the process for getting the jobs done, particularly with reference to participation and group maintenance morale.

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The capacity to demonstrate reciprocal concern – to truly have a conversation with another person. You need to take turns talking and interacting with the other person responsibly.

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The capacity to tolerate ambiguity – to be able to cope with cultural differences, to accept a degree of frustration, and to deal with changed circumstances and people.

Why Appreciate Diversity It is not enough for us to simply tolerate differences, although it is a start and basic tolerance is an expectation of all students and staff in the residence halls. Every student in our halls should feel comfortable expressing his or her identity, whether that is cultural, religious, or sexual, without fear of reprisal. It is important to recognize that the differences among students educate us and contribute to the varied texture of life in the residence halls.

A respect for and appreciation of diversity is essential to the development of all persons. The world we live in is ever changing and rich with opportunities for growth and understanding. By helping our students expand their minds and grow as individuals we will be preparing them to educate and help other people understand diversity. Appreciating diversity involves  Knowing oneself  Seeking to educate ourselves about others  Being aware and respecting the needs of others  Taking the initiative to involve others  Being open to new challenges  Being open-minded and willing to listen  Defending everyone – not just those in your group  Being conscious of stereotyping and making an effort not to be a part of stereotyping  Not expecting people of a certain race, religion, etc. to be experts on the group they’re apart of

7.4

Language Language is more than just the means through which people express themselves; we use language, overtly and subtly, to shape people’s thoughts, values and perceptions of reality. Therefore, many experts have suggested that the elimination of “oppressive language” or biased terminology in our language will help to change our views of others and ourselves. It is also important to recognize that language is dynamic; it is constantly evolving and changing just like society. Often sociopolitical issues drive these changes. Unfortunately, using outdated terminology is a way of subjugating or demeaning a person or group of people. Generally people want to be dealt with as individual, not as categories or labels. Also, many people care more about how they are being treated then if they are called by the correct term. Keeping this in mind here are some myths and facts about language: Myth 1: A person cannot change language patterns particularly after the patterns have been used for a long time. Fact 1: People can make conscious changes if they have information, relationships, and/or work situations which support language change. People can change habits if they want to, especially if they realize how they can benefit. People are constantly changing their language patterns anyway, as they adapt to their audience. Myth 2: Changing language is too awkward or inconvenient. Fact 2: Many alternatives to biased language have been developed. It takes commitment to change any habit. Myth 3: The use of the word “men” or masculine pronouns is generic and clearly includes both women and men. Fact 3: It is impossible to know whether or not these terms include women or girls since these same terms refer exclusively to men or boys. At best the terms are ambiguous. At worst they are exclusive and perpetuate inequities by making females invisible in language. Myth 4: If some people don’t mind a particular label or expression, then others are being overly sensitive. Fact 4: The fact that a person or group does not see the language as offensive does not lessen the damaging effects. Those who feel language is important have the right to respect without being told they are being overly sensitive. Myth 5: Language is not important enough to spend time and energy changing. There are too many “real” issues we should work on expanding.

Fact 5: Research has shown that language helps form a person’s ideas about him/her self and the world. If we are serious about opportunities for women, racial, ethnic and sexual minorities and other groups, language must be addressed. It is a major mechanism for changing ideas and behaviors.

7.4.1

History of Commonly Used Inappropriate Words Cracker: contemptuous name given in Southern states to “poor whites”. Supposedly comes from the cracking of their whips over oxen or mules in taking their cotton to the market. Faggot: literally a “bag of sticks” from the 1300s in France when heretics were burned at the stake. Because homosexuals were considered heretics and often burned or used as kindling, this term came to refer to a large gathering of homosexual men in the early 1900s. Kike: -ki and –ky were common endings to the personal names of Eastern European Jews who emigrated to the U.S. in the late 1900s and early 20th century. Continues to be used as an offensive name for Jews. Oreo: a derogatory term for African-Americans who are seen (especially by other African Americans) as part of the white establishment. Term comes from the cookie that represents the black skin with the internalized white values. Oriental: belonging to or situated in the east of a country or place of the earth. Whites of the British Empire named the regions east of the Mediterranean and belonging to Southwestern Asia as oriental, therefore the term is associated with a period of occupation and oppression. Spic: refers to an Italian immigrant. Two possible reasons include, from spaghetti to spiggoty to spig to spic; or the phrase “no spica di English”. Has also been used to refer to Hispanic persons. Wop: derogatory term for an Italian. One possible origin is “without passport” referring to immigration status. Another explanation is the Italian term guappo (pronounced “wappo”), a large handsome man supported by more than one woman. Yahoo: a name created in Gulliver’s Travels for an imaginary race of brutes having the form of men who were degraded or bestial. Now used as a derogatory term for Native Americans.

7.4.2

Strategies for Responding to Slurs and Ethnic Jokes Prejudicial remarks, offensive ethnic jokes and racial slurs can occur in any setting. Left unchecked such comments can often get out of hand and poison work, school or social situations. Not responding to these remarks conditions us to accept them; and if we accept these it may be easier to be accepting of bigotry, discrimination, scapegoating or even violence. While there is no one strategy for confronting such remarks, the following are some effective strategies. In A Private Conversation:  Don’t laugh at the joke or slur.  If you know the person, voice your anger to them calmly but pointedly. State how you feel rather than making an abstract statement. Paraphrase the remarks to make sure you perceive the comment as the person meant it.  If the speaker dismissed the objection, continue the dialogue, hear the other person’s concern and point out your own. In a Group Setting or Meeting:  If the remark or action is particularly outrageous regardless of the speaker or the setting it may be necessary to register your disagreement.  Usually in group settings it is preferable not to publicly confront the person making an offensive comment, but in some cases it may be appropriate. 89

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An excellent alternative is to take the offender aside afterward – then use the strategies that you would use for a private conversation listed above. At a large meeting or public gathering, asking to talk to the speaker after the event may be an appropriate way of expressing your displeasure with an offensive comment.

Possible Responses to Name Calling/Prejudiced Statements  “That comment is inappropriate.”  “That type of remark hurts people.”  “Why did you say that? What do you really mean by that remark?”  “Do you realize how offensive that comment is?”  “That comment is not funny.”  “How would you feel if someone said that about you?”

7.4.3

Unbiased Terminology In an effort to be clear and non-racist, try to use some less biased terminology in our language. Some of the following definitions are an attempt to do this. It is important to understand that when we use labels to discuss a group or individuals, they are imperfect labels. Definitions Ableism: Any attitude, actions or institutional practices that subordinate people due to their disability. Ablest institutional practices prevent the integration of people with disabilities into the mainstream of society and keep them socially and economically oppressed. African-American : 1. Refers to Black individuals living in the United States with African ancestry. 2. Refers to individuals of African heritage living in the United States having similar experiences, culture, heritage and ancestry of former slaves. Ageism: Any attitude, actions or institutional practices that subordinate people based upon their age. Ageism results in distorted views of older people by young people, or vice versa. Its more serious consequences are to keep many older people from satisfying work and to treat them as useless, unwanted and unattractive citizens. It can also have the consequence of younger people not being taken seriously or trusted to take on a responsibility. Ally: Any person who is not a member of the minority group whose attitudes and behaviors are not oppressive. In addition, this person actively works towards combating the ism (racism, sexism, etc) on both a personal and institutional level. Anti-Semitism: Anti-Semitism is prejudice or discrimination against Jews, based on negative perceptions of their religious beliefs or on negative group stereotypes. Anti-Semitism can also be a form of racism, as when Nazis and others considered Jews an “inferior” race. Asian American: Refers to individuals living in the United States with Asian ancestry. Bigotry: Intolerance of beliefs and cultures other than one’s own. Bisexual: A common and acceptable term for a person who is emotionally, physically, and/or sexually attracted to a member or members of the same gender, and emotionally, physically and/or sexually attracted to a member or members of the opposite gender. Civil Rights: Generally, the freedoms people are entitled to as members of a community or nation. In democratic societies, these usually include equal opportunity in schooling and employment, and equal treatment under the law.

Class: Category of division based on economic status; members of a class are theoretically assumed to possess similar cultural, political and economic characteristics and principles. Classism: Any attitude, actions or institutional practices that subordinate people due to their economic condition. In the United States, poor people and members of the working class are not afforded the dignity and respect (let alone the economic awards) afforded to wealthy upper class people. See also “elitism.” Coming out vs. In the closet: To “come out” is to affirm and declare publicly one’s lesbian/gay/bisexual identity: sometimes to one person in conversation; sometimes by an act that places one in the public eye. It is not a single event, but a life-long process. In each new situation, a homosexual must decide whether or not to come out. To be “in the closet” means to hide one’s lesbian/bisexual identity and to pretend to be heterosexual, to “pass” as straight and live a fragmented identity in order to keep a job, a housing situation, friends, or in some other way to survive. Many homosexuals are “out” in some situations and “closeted” in others. Community: A concentrated settlement of people in a limited territorial area, within which they satisfy many of their daily needs through a system of interdependent relationships. Cultural Racism: The imposition of one race’s culture in such a way as to withhold respect for, to demean or destroy the cultures of other races. White European culture has assumed-and has used its institutions to enforce-the superiority of its own cultures, values, religions, styles of art, languages, and perspectives. Culture: A term used to describe the artistic, social, political, economic and related elements of “a people” originating from a particular geographic region of the world. Cultural Sexism: The imposition of stereotyped sex roles on each generation by society’s institutions, families, schools, television, newspapers, etc. An individual’s capabilities are submerged by socially acceptable expectations of behavior deemed “masculine” and behavior deemed “feminine”. While this process has criticized males in addition to females, “masculine” roles are more valued and are given a more positive status by most societies. Women’s identity and self-concept in society has been based primarily on their role as sex objects, in serving positions or in nurturing and self-sacrificing family relationships. Men’s identity and self-conception in society has been based primarily on their role as income providers, with social value equated to earning potential and social disapprobation of emotional expression. Each of these constructs has served to subordinate women and to deny the development of full human potential. Diaspora: A historical dispersion of a group of people deriving from similar origins, i.e. the African Diaspora includes African Americans, Africans, Caribbeans, Afro-Russians, Black Brazilians, Afro-Latinos, etc…. Disadvantaged: 1. A historically oppressed group having less than sufficient resources to fund all of basic needs; without expendable income. 2. A group characterized by disproportionate economic, social, and political disadvantages. Discrimination: The restrictive treatment of a person or group based on prejudiced assumptions of group characteristics, rather than on individual merit. Diversity: A situation that includes representation of multiple (ideally all) groups within a prescribed environment, such as a university or a workplace. An emphasis on accepting and respecting cultural differences by recognizing that no one culture is intrinsically superior to another underlies the current usage of the term. Dominant: In discussions of oppression, symbolizes the empowered, privileged, superior, upper caste, essentially those persons or cultures in recognized positions of power.

Elitism: Any attitude, actions or institutional practices that subordinate people due to their social position, economic class or lifestyle. The belief held by people in power that they are superior to those without power. Snobbishness. Emigrant: One who leaves his/her country of origin to reside in a foreign country. Ethnic Group: A group that is socially identified and set apart by others and itself on the basis of its unique cultural or national characteristics. Ethnicity: The traditions and practices of a group of people, or a class of people, which are usually related to their cultural and/or racial background. Ethnocentrism: The belief that one’s own race and culture are superior. Eurocentrism: The practice of consciously or unconsciously privileging the culture of Europe over other cultures. European-American: Relating to the culture of European Americans. European American: An individual living in the United States with European ancestry. Feminism: A female or male advocate for the full rights of women. Gay: A common and acceptable term for a man who is primarily emotionally, physically, and/or sexually attracted and/or committed to a member or members of the same gender. Gender: System of sexual classification based on the social construction of the categories “men” and “women”, as opposed to sex which is based on biological and physical differences which form the categories “male” and “female”. Glass ceiling: Term for the maximum position and salary some claim minorities and women are allowed to reach without any chances of further promotion or advancement within an employment scenario. Heterosexism: The expectation and assumption that everyone is heterosexual. Sexual orientation prejudice plus the back-up of institutional power to impose that prejudice, used to the advantage of one sexual orientation and the disadvantage of another (i.e.-any attitude, action or institutional action). Heterosexual: A person who is primarily emotionally, physically, and/or sexually committed or attracted to a member or members of the opposite gender. Hispanic-American: Pertaining to Americans with direct ancestry from Hispanic, or Spanish speaking, countries. Homophobia: Fear of homosexuals or homosexuality, which can lead to prejudice, discrimination and violence against homosexuals or people perceived as homosexuals. Homosexual: A person who is primarily emotionally, physically, and/or sexually attracted and/or committed to a member of same gender. Gay man, gay woman or lesbian is preferred language. Immigrant: A person who resides in a nation, country, or region other than that of his/her origin. Also known as nonnative, outlander, outsider, alien, etc. Institutional Oppression: Institutional arrangements of a society used to benefit one group at the expense of another. Institutional oppression can be illustrated through the use of language, media, education, economics, religion, etc.

Institutional Racism: Institutional arrangement of a society used to benefit a particular race, at the expense of other races. Institutional racism can be intentional or unintentional. When one race dominated the major institutions of a society, that race has the power to impose its prejudice to the detriment of other races. Minority people, in the U.S., have no control over institutions. Therefore, there are no such things as “black racism” or “reverse racism” in this country. Of course, people of color can be prejudiced, just as white people, but without control of institutional power to subordinate white people, they cannot be racist. Institutional Sexism: Institutional arrangement of a society used to benefit one sex at the expense of the other. Institutional sexism can be intentional or unintentional. The control of institutional power by males has put them in a position of dominance over female and has allowed them to exploit women’s labor and to deny women equal access and opportunities within a wide range of institutional settings; e.g. government, business, employment, education, religion, etc. Internalized Oppression: The adoption and acceptance within a person who is a member of a minority group that negative attitudes and beliefs about that group are true. ISM’s: An ‘ism’ is typically a strongly held belief about a target group that is: o Related to maintaining power and control o A rationalization designed to explain or defend a system of beliefs o Irrational…founded upon myths, stereotypes, fears…not facts o Usually, targeted toward a minority group within society Latino/a: Individual living in the United States originating from, or having a heritage relating to Latin America. Lesbian: A common and acceptable term for a woman who is emotionally, physically, and/or sexually attracted and/or committed to a member or members of the same gender. Gay woman is also an acceptable term, while some women prefer the term gay, it generally refers to men, leaving the gay woman invisible. The term “lesbian” gives gay women their own identity. Minority: Term used to describe a group that represents a relatively smaller percentage of the overall population of a nation/state/continent, etc… Multiculturalism: The practice of acknowledging and respecting the various cultures, religions, race, ethnicities, attitudes and opinions within an environment. National origin: System of classification based on nation from which a person originates, regardless of the nation in which he/she currently resides. Native-American: Refers to the descendants of the various indigenous populations that occupied the land now designated America. Neo-colonialization: Term for contemporary policies adopted by international and western “first world” nations and organizations that exert regulation, power and control over poorer “third world” nations disguised as humanitarian help or aid. These policies are distinct from, but related to the “original” period of colonization of Africa, Asia, and the Americas by European nations. Oppression: The systematic mistreatment of the powerless by the powerful, resulting in the targeting of certain groups within the society for its benefits – involves a subtle devaluing or non-acceptance of the powerless group-may be economic, political, social and/or psychological. Oriental: Relating to or deriving from the language, traditions, or cultures of the peoples of Asian nations in the region designated as “the Orient”, or “the East”, by Europeans. This term is conspicuously eurocentric as “the East” is constructed as being opposed to a fixed reference point, “the West”, or western Europe.

Pan-Africanism: 1. Describes the theory relating to the desire to educate all peoples of the African diaspora of their common plight and of the connections between them, e.g. a problem faced by one group affects the lives of other groups as well. 2. Theory, relating to the desire to link all African countries across the continent through a common government, language, ideology, or belief. People of color: A term used to describe all non-white racial or ethnic groups. Pluralism: Is present when “several distinct ethnic, religious, and racial communities live side by side, willing to affirm each other’s dignity, ready to benefit from each other’s experience, and quick to acknowledge each other's contributions to the common welfare. Power: The ability to influence others, enforce one’s beliefs, or get what one wants. Prejudice: Prejudice is a negative or hostile attitude toward a person or group formed without just grounds or sufficient knowledge and based on negative stereotypes. Prejudice is the result of “prejudgment” and can lead to discrimination. Privilege: Power and advantages benefiting a group derived from the historical oppression and exploitation of other groups. Race: A term of particular significance in the U.S., which describes and often defines a group of people based upon the color of their skin. At best, race is used in the U.S. as a social organizer. Racism: Prejudice based on race - the back up of institutional power, used to the advantage of one race and the disadvantage of other races. The critical concept of differentiating racism from prejudice is “the back-up of institutional power”. Racism is an attitude, action or institutional practice – backed up by institutional power – which subordinates people because of their color. Power + Prejudice = Racism Religious bigotry: Prejudice or discrimination against all members of a particular religious group based on negative perceptions of their religious beliefs and practices or on negative group stereotypes. Sex: System of sexual classification based on biological and physical differences, such as primary and secondary sexual characteristics, forming the categories “male” and “female” as opposed to gender which is based on the social construction of the categories “men” and “women”. Sexism: Prejudice based on gender plus the back up of institutional power to impose that prejudice, used to the advantage of one gender and the disadvantage of the other. Sexism is any attitude, action or institutional practice – ‘backed up by institutional power’ – which subordinates people because of their gender. Social Constructionism: A perception of an individual, group, or idea that is “constructed” through cultural and social practice, but appears to be “natural”, or “the way things are”. For example, the idea that women “naturally” like to do housework is a social construction because this idea appears “natural” due to its historical repetition, rather than it being “true” in any essential sense. Social Group: A group bound or defined by a characteristic such as race, gender, religion, sexual orientation, physical or mental capacity, age, class, etc. Socialization: The basic social process through which an individual becomes integrated into a social group by learning the group’s culture and his/her role in the group. It is a lifelong process. Stereotypes: A stereotype is a preconceived or oversimplified generalization about an entire group of people without regard for their individual differences. While often negative, stereotypes may also be complimentary. Yet even positive stereotypes can have a negative impact and feed into prejudice. Subordinate: To delegate to a lower rank or class. To oppress. 94

Tolerance: Acceptance and open-mindedness of different practices, attitudes, and cultures; does not necessarily mean agreement with the differences.

7.5

Stereotypes Stereotypes are usually negative, painful images, beliefs or assumptions about an individual or a group which have the following characteristics:  A "grain of truth" in them.  Taken out of historical context.  Generalized to the whole group, ignoring individuality.  Used to subjugate, dominate, and justify oppression.  If this same characteristic were true of a member of the "dominant" group, it would be overlooked, downplayed or at least named differently. Most people have unconsciously absorbed stereotypes throughout their lives from the media, school, books, parents/family, religious organizations, peers, etc.  Stereotypes seem to "pop" into our thoughts automatically.  Like a radio playing a song, we listen to the music of the song (stereotypes), and it may be so loud that it drowns out the reality we are experiencing at that moment.  Much of the time we are unaware of our prejudices and stereotypes unless we deliberately recognize and analyze them. Negative Consequences of Stereotypes  Used to degrade, humiliate, and punish members of "targeted" groups.  Used to justify the harassment, abuse and discrimination towards members of targeted groups.  Used to limit opportunities and access to resources for members of the stereotyped group.  Block understanding and acceptance of differences.  Often they are "internalized" by members of the targeted group.  Internalized stereotypes foster low self-esteem and block the development of a positive group identity.  Members of targeted groups may actually believe the stereotypes and use them to rationalize their own oppression.  May inhibit the growth and development of members of both the targeted and dominant groups. Strategies for Interrupting Your Own Stereotypes  Listen for your own assumptions and stereotypes.  Consciously identify them in every interaction: you can't begin to change them until you honestly acknowledge them.  Analyze the sources of your stereotypes/assumptions.  Work to balance/silence them.  Educate yourself; read articles/books, go to programs, ask permission to ask questions of members of targeted groups, talk to other allies, etc. Information/"facts" about groups and individuals must always be treated as working hypotheses, not as truths; there are incredible differences among members of any group.

7.6

Guidelines for Dealing with Issues of Diversity and Equality 

Don't ignore it! Do not let an incident pass without remark. To do so sends the message that you are in agreement with such behavior or attitudes. The intervention may not always take place at the exact time or place of the incident but it must be brought up as soon as appropriate.

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Explain and engage When raising the issue - don't preach or be self-righteous.

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Don't be afraid of possible tension or conflict. 95

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In certain situations it may be unavoidable. These are sensitive and deep-seated issues that won't change without some struggle. Be aware of your own attitudes, stereotypes, and expectations and be open to discovering the limitations they place on your perspective. We are all victims of our misconceptions to some degree and none of us remain untouched by the discriminatory images and behaviors we have been socialized to believe.

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Project a feeling of understanding and forgiveness. When events occur, don't take a guilt trip!

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Recognize that it is a long term struggle. Try not to get too frustrated. The "isms" won't be eradicated in a day from one diversity presentation. It is a constant process of change and growth.

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Be aware of your own hesitancies to intervene in certain situations. Confront your own fears about interrupting discrimination, set your priorities and take actions.

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Be a role model. Always reflect and practice the positive values you are trying to teach. Don't compartmentalize your responses.

Remember that issues of human dignity, equality and safety are non-negotiable.

7.7

Programmer’s Checklist for Planning Diversity-Sensitive Events           

This program does not coincide with a specific religious observance that may exclude some members of the community. This program does not reflect stereotypes or assumptions about an ethnic or political group, lifestyle preference or gender. The publicity does not use or depict persons by stereotypes, nor is it exclusive to one group. The cultural traditions for this program have been well researched and accurately reflect the highlighted cultures. The agenda of the activity does not convey the message that particular groups are included because they "have to be". Examples include calling an Easter or Christmas Party a Holiday Party while not celebrating all of the holidays that occur at that time. This program and its publicity invite all community members to attend, not just those who are members of the topic being presented. This program is accessible to community members with disabilities. This program in its planning and agenda does not promote insensitive comments or gestures from participants. This program is not centered around a religious holiday for social purposes (i.e. Christmas). The budget expenditures are within reasonable means so that no one is excluded because of monetary constraints. Diversity within the groups is considered