Alarming Behavior and Radicalization: Workshop Insights
Explore the workshop insights on alarming behavior and radicalization, including the role of higher education, interventions, project activities, and real-life case examples. Understand the complexities of identifying and addressing potentially concerning behaviors in educational settings to ensure student safety and well-being.
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Presentation Transcript
Alarming behaviour & radicalisation* Workshop, Rotterdam 20 juni 2016 Timo Stortenbeker Paul Goossens
Agenda Introductions What is alarming behaviour? Role of higher education Interventions Careful process and escalation ladder (escalatieladder) Requirements Project activities: alarming behaviour and radicalisation Questions and discussion
Introductions Timo Stortenbeker Inholland Manager Safety & Security Paul Goossens Hogeschool Rotterdam Manager Safety & Security
What is alarming behaviour? More than simple behavioral incidents ....up to and including radicalisation Most of the time multiple problems Psycho-social, financial, study progress or duration, behaviour, personality, frustration, radical An issue of safety: for the student, for other students and staff, for society
Case 1 Student is a refugee Relation between residence permit and study From a warzone Difficult to work with, does not communicate Has been a student for a long time (langstudeerder) Increasing amount of hick-ups in study progress You are not going to be able to graduate Threatens messenger with a knife
Case 2 Student from a orthodox religious environment A lot of pressure to graduate Financial problems at home Does not socialise with other students Strong opinions on facebook about Israel and Palestine Goes wild in class after the attacks in Paris Makes references to committing an act of violence against...
Case 3 Student with some form of autism Has been studying for more than 10 years Financial problems Does not socialise with other students Is sent away from his internship (behaviour) Conversation with teacher, intimidating Teacher afraid, goes on sick leave 3 months >
Case 4 Student with diagnosis behavioral - and/or personality disorder No delays in study progress (nominale student) Allmost 30 years old, lives with his parents Parents are both physically ill Cannot cope with formal processes of education Conflicts with teachers Writes an email to teacher in which he denounces the university and its systems Commits suicide
Why is this important? Moral / social responsibility HEI / employer Increasing amount of cases Ignore = Negative feelings of safety, students and employees will leave, more disciplinary cases, long term: society? Responsibility of board members/ legal responsibility (bestuurlijke verantwoordelijkheid)
Why is this important? Physical security meausures are not an option (the risk/threat is internal) Education is a part of society Moral, social, legal responsibility: programs aimed to connect students versus safety valve To support / build defensive powers against mental segregation and polarisation
Role HE Preventive, curative and occasionally repressive Goes hand in hand with focus on: What is our mission and vision (waar staan we voor), defensive powers against polarisation Diversity, inclusive excellence, bonding, social cohesion Preparing future professionals: embed into curriculum Broad dialogue Bildung
Interventions Strengthen the ability of your professionals to see tell-tale signs of alarming behaviour Basic knowledge Organise support and make this known What can, what may and what should be shared
Interventions Behavioral-& personality problems Grievances or frustration Radicalisation* = basic knowledge *whatever the ideology!
Interventions Offer a perspective of actions to take Give insight in careful process Ensure an escalation ladder (escalatieladder) Have both accepted and introduced formally Organise a multidisciplinary approach
Interventions Organise train the trainer activities Cascade model Train people with different functions in the organisation to ensure a snowball effect Involve management teams Give the training a place in the internal education facility (assurance (borging))
Interventions Organise some form of regular meetings with the care people in your institution Deaneries, study coaches, counselors, lawyers, mentorships, safety & security Trend analysis, case studies, analysis
Interventions Provide a strong network/community Both internal and external Look for connections with already existing programs dealing with inclusivity, diversity, study succes...
Careful process & escalation ladder (escalatieladder)
Careful process & escalation ladder Key issues horizontally: Discuss your worries with the person in concern (betrokkene) Collegial consultation Key issues vertically = escalation ladder Scale up (to the care people ) if your concerns have not gone Scale up to multidisciplinary consultation Scale up to the board of your organisation if neccessary Assessment framework 1: do consider Safety of the concerned party Safety other students / empoyees Safety community / society
Careful process & escalation ladder Assessment framework 2: do ask yourselves Have all options been considered / used? Have you done everything to get (the persons) permission to share? Is sharing externally paramount for risk reduction? Yes = share externally Example proces: http://www.integraalveilig-ho.nl/wp- content/uploads/Proces-zorgwekkend- gedrag.pdf Clear and present danger: For your own safety For a third party (a serious) Criminal offense yes = share externally
Conditions to be met.. Establish connections between: the care people and safety Education and safety Programs / projects alarming behaviour, inclusive excellence, social bonding, diversity Executive board buy-in: on the programme on decision-making in specific cases
Activities project alarming behaviour & radicalisation
Activities project Train the trainer courses For HE institutions Designing an E learning for professionals in HE Framework for an educational module To build your own design, fitting your needs
Activities project: train-the-trainer Theory on grievances, radicalisation, psychological Pathway to violence Protecting and threatening factors HOW do you implement a structure: in- and externally, connections education, care and safety Provide (didactical) materials, ppt, films, exercises, case studies, etc
Activities project: train-the-trainer Perspectives to act (handelingsperspectief) Juridical & careful process Assessment frameworks Pathway to violence Difficult conversation with the class Connection with inclusive excellence, diversity See leaflet
Questions? Discussion! Timo Stortenbeker timo.stortenbeker@inholland.nl Paul Goossens p.a.m.goossens@hr.nl
