RESIDENT ASSISTANT

RESOURCE GUIDE

2016—2017

GREETINGS!

Welcome to the Life of a Resident Assistant

Whether you are a new or continuing staff member we would like to welcome you and say

that we’re excited to have you on our team. The job of a Resident Assistant can be chal-

lenging and yet, extremely rewarding. This position provides a unique leadership opportuni-

ty to help you develop both personally and professionally. RAs play an integral role in our

department and in the campus community.

As you prepare for the start of the school year in this position we would like to remind you of

something. We believe in your ability to be successful, and we aim to do all that we can to

assist you. We believe you have what it takes to be a leader amongst your peers. We hope

through training and lots of practice you will feel ready and able to rise to the occasion.

Remember, you’re never on your own.

We hope that you will benefit from the use of this guide as “Cliff Notes” to the RA

Manual. It has helpful information that you can easily refer back to throughout the school

year. Thanks again for choosing to join us. We look forward to what this year has to offer,

and we have no doubt that with awesome folks like you we will be successful.

Go forth and prosper,

The Housing and Residence Life Pro Staff

TABLE OF CONTENTS

Important Dates - 4

Contact Information - 5

Departmental Mission - 6

The Life of an RA - 7

Building Community - 8

Programming - 11

Communication / Helping Skills - 13

Standard Operating Procedure - 16

Diversity / Social Justice Resources - 20

Ethical Decision Making - 22

***Clickable links will function in the PDF format of this guide.

IMPORTANT DATES

August 26 First Year / Transfer Students move in - 9:00am. Brunch is the

first meal that meal plans will be active.

August 28 Returning Students move in - 10:00am. Classes for all students

begin Monday, August 29th.

November 23-27

Thanksgiving break. Residents must sign up to stay. Dinner on

Tuesday (11/22) is the last meal prior to the break. Residence

Halls reopen at 1:00pm on the 27th for those who did not stay

for the break.

December 16 Winter Closing. Residence Halls close at 6:00pm. Lunch is the

last meal served for the semester on the meal plan.

December 17 -

January 13

Intercession housing available (Westside only) at an additional

cost to residents. Limited food services available.

January 16 Residence Halls reopen for all students at 10:00am. Dinner is the

first meal that meal plans will be active.

March 10-19

Spring Break. Residents must sign up to stay. Lunch on Friday

(3/10) is the last meal prior to the break. Limited food services

available. Residence Halls reopen at 1:00pm on the 19th for

those who did not stay for the break.

May 14 All residence halls close at 6:00 pm. Dinner on Friday (5/12)

is the last meal of the semester. Graduation Ceremony: TBD.

Ron Mason, Director of Housing &

Residence Life

203-837-8736

Maribeth Griffin, Director of

Programming & Staff

203-837-8532

Edward Mulvihill, Associate

Director of HRL for Operations

203-837-8538

Effie Masse, Secretary II

203-837-8533

Centennial Hall

Front Desk: 203-837-9240

RD: 203-837-8850

Fairfield Hall

Front Desk: 203-837-9236

RD: 203-837-8537

Grasso Hall

Front Desk: 203-837-9854

RD: 203-837-8548

Newbury Hall

Front Desk: 203-837-9237

RD: 203-837-8534

Pinney Hall

Front Desk: 203-837-8655

RD: 203-837-8535

CONTACT INFORMATION

Dr. Paul M. Simon, Director of

Campus and Student Centers &

Auxiliary Services

203-837-8494

Amy Shanks, Director of

Recreation, Intramurals, and

Club Sports

203-837-8609

Sharon Guck, Coordinator for

Substance Abuse & Prevention

Program - CHOICES

203-837-8899

Rayna Havelock, Campus

Advocate for the Women’s Center

203-837-3939

AccessAbility Services

203-837-8225

Career Services

203-837-8263

Center for Student Involvement

203-837-3954

Counseling Center

203-837-8690

Health Services

203-837-8593

Judicial Affairs

203-837-8770

University Police

203-837-9300

WestConnect

203-837-9311

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HRL (Housing and Residence Life) MISSION

Our Residence Halls are crossroads where WE promote academic excellence, build

communities, and support student development.

The residence halls of Western Connecticut State University are a place where we

celebrate the uniqueness and dignity inherent in each one of us, no matter our race,

gender, religion, sexual orientation, class, ability, or age.

We will promote a community that is free from harassment, where independent opinions

are supported and respected and differences are celebrated. However, when these

opinions hurt and/or threaten others, we will act swiftly to ensure the safety and well-being

of the community.

Please join us in creating an environment at Western in which everyone can feel

comfortable and accepted.

ACADEMIC EXCELLENCE

COMMUNITY

STUDENT DEVELOPMENT

CELEBRATE DIFFERENCES

What is the job of an RA?

RAs at Western are trained in helping skills and interpersonal relations. They will get to know residents

individually throughout the course of the semester to assist them in their academic/ personal progress in

school. As always, RAs will be available to assist residents with maintenance issues, to act as sounding boards

during roommate issues, and to be a general resource to residents regarding the University community.

The links below are reflections written by RAs from different institutions. You can find more opinion pieces,

reflections, and resources for programming, community building, bulletin boards on the resource page.

Day-to-Day Experience

Interacting with residents while at the desk, during duty, floor meetings, programs, etc.

Designing bulletin boards and door decorations that you update each month.

Checking your mailbox daily, updating advertisements in the community, and other

administrative tasks.

Planning and hosting programs - after getting approval from RD and Hall Council.

Communicating with your RD and fellow staff about what’s going on in the community.

Attending and participating in staff meetings, 1 on 1 meetings with your RD, staff bonding,

and In-Service Training sessions.

Helping to maintain a safe and healthy living environment by completing Health-Fire-Safety

Checks, being on duty, responding to and reporting incidents.

Supporting various departmental and campus events (Chuck’s Cup, Homecoming, etc.).

Putting it all together to build community.

THE LIFE OF AN RA

The Life of an RA Reflections on the

RA Job

15 Things I Wish I Knew

Before I Became an

RA

BUILDING COMMUNITY

Why is it so Important?

Remember that signpost from 2 pages ago? Community is one of the core values of our Departmental

Mission. That means it is your job to get residents connected with one another, the residence life program,

and the greater campus ecosystem. Students who are connected to the campus community have a much

higher chance of persisting through graduation, so community building is important for our department and

the institution.

The Residence Life Experience

Each individual that moves into your residence hall will have their own experiences, backgrounds, and

feelings about living on campus. On top of that they face social rejection, a new social life, roommate

conflicts, homesickness, academic challenges, and other issues associated with living in a new environment.

Being aware of these issues will help you to better adapt to the needs of your residents.

How We Build Community

BUILDING COMMUNITY

Community Living Agreements

The Housing Guide and the Student Code of Conduct provide the departmental and institutional

expectations for students, but CLAs help to set boundaries and expectations of behavior specific to the

community within the building, floor, or section. CLAs are developed and implemented, with your facilitation,

by the residents of the community.

Topics such as laundry etiquette, “open door policies”, and celebrating birthdays and holidays can be

outlined. Facilitating the residents in developing standards helps them to feel ownership and accountability for

the living environment. Click here or navigate to Appendix VII for CLA resources.

Roommate Agreements

Your community and its members may benefit from a proactive approach to community living through the

use of roommate agreements. The agreement outlines standards for how the residents of a specific room,

suite, or apartment want to share their space. Roommate agreements cover the expectations for cleanliness,

sharing of personal items, having guests, noise levels, etc.

To help the process to be more successful consider facilitating your residents in communicating about

acceptable behavior during a floor meeting or program. With some snacks/food and the assistance of

another RA or your RD this process can help to lessen the amount of roommate issues that come up during

the school year. Click here or navigate to Appendix VII for Roommate Agreement resources.

Hints, Tips, and Tricks

Be yourself

Pursue academic excellence - lead by example

Use your strengths to engage with the community

Present fun & engaging programs

Provide opportunities for residents to get involved

in the community

Encourage healthy competition

(Chuck’s Cup / Intramurals)

Be available

Say hello when you see residents around campus

Attend athletic and VPA events

Be welcoming

Interact with your residents outside of programs

and conduct-related incidents

Initiatives: The FEW Program (first eight weeks),

Chuck's Cup, Western Day of Service, etc.

NOTES

Personally invite residents to

programs

Encourage residents to get involved

in the greater WCSU community

Ask your residents for their

perspective and ideas

Be accountable to the community

Celebrate culture and diversity

Traditional residence halls have

shared bathrooms on each floor

Newbury / Fairfield

Non-Traditional Halls have

suites or apartments

Centennial / Grasso / Pinney

Our traditional halls house the

majority of our first-year students.

Our non-traditional halls house

transfer and continuing students.

It takes time and effort for

communities to develop

HINTS, TIPS, TRICKS

PROGRAMMING

Keeping Things Fresh

We encourage you to use previous programming experience to guide your plans for the semester, but do not

repeat every program from last year. You can find past programming information in the Filemaker Database,

but keep in mind that your residents and their interests will change. Engaging them will help you to determine

what types of activities and programs to host. Slide an interest inventory sheet under each door, or reserve

part of your initial bulletin board for residents to write program ideas. Find ways to keep things fresh by utilizing

different resources (find links in Appendix VII).

Programming Needs

First Year Students

Campus Involvement; Campus Resources; Developing Relationships; Academic Resources;

Healthy Decision-Making; Campus Safety; Diversity & Social Justice

Continuing Students

Career Prep; Internship & Grad School Info; Studying Abroad; Diversity & Social Justice;

Managing Stress; Utilizing Campus Resources; Life Skills

Transfer Students

Campus Involvement; Campus Resources; Developing Relationships; Getting Acclimated;

Career Prep & Grad School Info; Studying Abroad; Diversity & Social Justice; Life Skills

Programming Topic Areas

You must present at least 7 programs each semester encompassing all the topics in the pie chart and either

Community Service or Greater Danbury. Program Proposals need to be submitted in Filemaker by the 15th of

each month and need to be approved by your RD. Failure to complete Program Requirements may result in

being placed on job probation. For more detail on each topic click the image or navigate to Appendix I at

the end of this guide.

Community Service Greater Danbury

NOTES

You must submit Program Proposals

and Evaluations via the Filemaker

application.

Check with your RD before co-

hosting programs with other staff.

You must allocate funds or food

service through Hall Council prior to

your program date.

Don’t forget to utilize Program

Sign-In sheets!

Make sure you’re submitting the

correct forms (Payment Vouchers,

Food Service, etc.).

SAVE YOUR RECEIPTS!

There are lots of program ideas in

the RA Manual, in Filemaker, and

online.

You will be required to complete 1

Community Service or Greater

Danbury program each semester.

Only 1/7 of your programs may be a

passive program, approved by your

RD.

Plan programs with faculty or staff

presenters from different

departments

Start planning and organizing early

for larger-scale programming

Look to clubs and organizations for

co-sponsorship opportunities

HINTS, TIPS, TRICKS

Who Owns the Problem?

As an RA you will encounter many types of issues in your communities. Some instances will require

confrontation while others you will have to choose whether or not to intervene. If you can determine

who “owns” the problem based on the impact and possible outcome you will be better suited to respond.

Is this behavior acceptable (lawful; abiding by the housing policy)?

Who will decide the outcome of the situation?

Who will benefit from a change in the behavior or situation?

Morally do I feel compelled to intervene?

COMMUNICATION / HELPING SKILLS

Helping Skills

A significant part of your job as a Housing and Residence Life staff member will be dedicated to listening to,

counseling, and referring people. Most of the situations and people with whom you will be working are

different and unique, requiring a range of styles and approaches. Remember, you are only facilitating the

adjustment of others; do not do for your advisees what they should learn to do for themselves. In the following

sections and in the margins you will find many helping and advising tips, but we encourage you to utilize the

RDs, Central Staff, and other campus resources to aid in your success.

Active Listening

To truly listen to someone and understand their thoughts, ideas, and feelings requires focus. Active Listening is

a process by which a listener can focus in and gather as much information and comprehension in order to

understand another person. This really comes in handy when speaking with residents about interpersonal issues

such as roommate conflicts. Please click the image or navigate to Appendix II to review the detailed process.

COMMUNICATION / HELPING SKILLS

Generally, if there is little to no impact on the community or the outcome can be determined without the

intervention of staff that indicates a “Can” situation. If there is a substantial effect on the community or the

outcome will be determined by staff or other administrators that indicates a “Must” situation requiring your

intervention. Refer to the Standard Operating Procedures section of this guide and in the RA Manual for more

information on required intervention.

Can Strategy

Do you like to fix others’ problems? Do you give great advice? That might not be the best course of action in

the RA role. We want you to be a facilitator — able to help residents to resolve their own issues. If and when

you choose to get involved consider the guideline in the diagram to remain in a helping role. Since you do

not control the outcome it’s possible the resident will not want your assistance, and that’s okay as long as you

provide resource or referral information. Situations may include: issues with professors or grades, residents

feeling homesick, family problems, etc.

COMMUNICATION / HELPING SKILLS

Mediation

As an RA you will encounter conflict in the course of your job. Many of these conflicts will be small issues

between roommates or other residents, but at times things can get out of hand. If you become aware of

conflicts before they grow untenable encourage communication between the parties. Utilize roommate

agreements or referrals to the Counseling Center and keep your RD in the loop. Depending on the individuals

involved and the situation, mediation may be an appropriate avenue.

Mediation is a process meant to resolve conflicts between parties with you, an RD, or another staff member

acting as a neutral party. The neutral party assists the constituents in engaging one another and supports

them in finding a mutually agreed upon resolution. Successful mediation sets clear boundaries of acceptable

behavior and can help to repair the relationship between the parties. For mediation to be successful each

constituent has to be committed to the process. For a brief overview of the process click here or navigate to

Appendix III in the back of the guide. You can find more information on Conflict Resolution by clicking the

image below or by navigating to Appendices IV-V.

Appropriate Referral

The professional staff wants you to develop relationships in which you are aware of behavior changes with

your residents. We also want you to check-in when you notice something is off, but we understand that you

are not a Counselor. There are some instances that require outside consultation or referral, but you are

encouraged to consult with RDs and other referral sources often. The Campus Police, Counseling Center,

Women’s Center, Health Services, and AccessAbility Services all have capable professional staff members

that can provide help - utilize them.

Follow-up with residents can be just as important as initial interactions or peer counseling. It is a reminder to the

student that we care, and it gives us an opportunity to see if they are in need of further intervention. Make

sure to follow up with residents after responding to incidents, or anytime you provide peer counseling.

When you have

conflict with a resident

When a resident has a

conflict with you

NOTES

HINTS, TIPS, TRICKS

Be genuine in your approach to

communication

Talk frankly with residents.

Listen more than you talk.

Create a friendly atmosphere.

Talk with your residents as peers, not

as clients.

Avoid judgmental reactions such as

surprise, shock, or amusement.

Use self-disclosure of personal

experience where appropriate.

Be in touch with your own feelings

Follow up or make a referral where

needed.

Never promise a resident complete

confidentiality.

Be alert for abrupt or unexplained

changes in personal behavior .

Accept the limits of your

responsibility.

Ask open-ended questions.

Don’t rush to fill the silence during

conversations.

STANDARD OPERATING PROCEDURE

Information Desk

As an RA you are required to work 5 hours per week at the information desk in addition to duty responsibilities

in your residence hall. You will be responsible for being aware of people entering and exiting the building,

signing in guests, checking out equipment, and providing other assistance as necessary.

Duty

For duty you are required to be in the building from 6pm-8am on weekday duty nights (Sunday-Thursday).

For weekend duty (6pm Friday - 6pm Sunday) you are allotted 3 hours outside of the building. On duty nights

you (and possibly another RA) are responsible for desk coverage 6pm-10pm. More information regarding duty

expectations is in the RA Manual, and you are encouraged to consult with your RD. While on duty, you are the

go-to person for the residence hall including, but not limited to: lockouts, resident check-in or check-out,

responding to inappropriate behavior (policy violations), completing rounds of the building, etc.

A Night On Duty

6:00pm

You are in the building until duty is completed in the morning or for the weekend.

5:50 - 7:50pm

RA 1 at desk signing in guests, checking out equipment, doing bag checks, etc.

RA 2 is available for lock-outs, check-in or check-out, and other resident needs.

7:50 - 9:50pm

RA 2 (or Desk Worker) at desk signing in guests, checking out equipment, doing bag

checks, etc.

RA 1 is available for lock-outs, check-in or check-out, and other resident needs.

10:00pm - Close of Desk

Multiple rounds of the building

Communicate with residents

Document maintenance issues or PADs

Write notes in Duty Log

Check in with front desk

Enforce quiet hours and other housing policies

Situational Awareness

By paying attention to sensory details and behaviors you will have a better idea of when incidents may occur.

Did you hear glass clinking in someone’s bag as they passed? Did you see a snapchat video of a party being

hosted in your building? These types of situations require your intervention or at least some investigation.

STANDARD OPERATING PROCEDURE

Confrontation - Must Strategy

When you encounter an incident in which you must intervene (inappropriate behavior or policy violation)

your main goals are to stop the inappropriate behavior, refer appropriately, and to document the situation.

Your safety and the safety of our students is paramount, so use caution. If a situation seems too volatile get

help from other RAs, an RD, or the Police. Examples include, but are not limited to: underage drinking or large

parties, serious mental health concerns, inter-personal violence, etc. The steps listed in the diagram can serve

as a guideline for responding to these such incidents. Please click the diagram or navigate to Appendix VI to

review more information on the MUST Strategy.

Your RD should be a point of contact Monday through Friday 10:00am - 4:00pm when responding to issues.

After 4:00pm during the week, on the weekend, or on days your supervisor is not working the RD on Duty

should be that point of contact. If you have questions or concerns about a situation in which you encounter

do not hesitate to call, but please use discretion. If you have a guest policy violation that is easily handled at

3:00am an FYI email to the RD on Duty (copied to your RD) will suffice. Use the information below as a guide-

line about who to call for certain situations. Refer to the Standard Operating Procedure section of the RA

Manual for more thorough detail.

RD / RD on Duty

Any situation that requires contact with the police or emergency services; concerning behavior;

policy violations

Examples include, but are not limited to: power outages; bias

incidents; guest policy violations; maintenance issues; etc.

POLICE / EMERGENCY SERVICES

Situations concerning someone’s current physical or mental health; damage to property; unlawful

behavior

Examples include, but are not limited to: highly intoxicated individuals; fire; flood; suicide threats or

attempts; etc.

Response Protocol (Partial)

Below you will find summarized response protocol information for a few specific incidents. Detailed information

about response protocol can be found in the Standard Operating Procedure section of the RA Manual.

***You need to know the protocol.***

Situation Protocol Referral Sources

Biased-related

Graffiti

Do not remove; notify RD and

PD; follow up with community;

document

RD On Duty

Police

Fire

EXIT THE BUILDING; notify RD and

PD; facilitate Fire Department;

direct students to designated areas;

retrieve info about cause;

document

RD On Duty

Police

Guests

Unescorted guests need to be

with host or escorted out of the

building; contact RD and PD if

people are uncooperative;

document

As necessary:

RD On Duty

Police

Missing Student

Ask residents, roommates, and

friends for whereabouts; notify RD;

refer calls to RD; document

RD On Duty

Police

Physical Assault

Notify RD (if incident is in

progress call PD); document; follow

up with those involved

RD On Duty

Police

Counseling Center

Serious Injury, Illness or

Accident (including

alcohol or drug related)

Do not touch resident or bodily

fluids; Do not transport; call PD or

9-1-1; notify RD; document; follow

up with student and community

Police / 911

RD On Duty

Counseling Center

Choices

STANDARD OPERATING PROCEDURE

STANDARD OPERATING PROCEDURE

Report Writing Tips

Incident Reports are official institutional documents, so it is important that they are completed effectively

and submitted no more than 12 hours after an incident occurs. Incident Reports need to relay descriptive

information based in fact (behavior descriptions, quotes, sensory information, etc.) so that anyone who reads

them can understand the incident from your perspective. Completed Incident Reports require the following

information:

Date, Time, and Location of Incident

Building and room number / area

Names of Witnesses

Personal Information of involved Individuals and Witnesses

Name

WCSU ID, State ID, or Driver’s License Number

Address (residential student - building and room number)

Phone Number

Incident Description

Digital Signature and Date of Report

Attempt to obtain as much of this information as possible from the individuals involved. You can find

additional information by utilizing printed rosters or the Filemaker Database. Below you will find a sample

Incident Description.

At Approximately 12:30am August 30th, 2015, RA Aray and I were finishing our rounds of Litchfield

Hall when we saw Chris Cross, Casey Jones, and Morgan Park in the elevator. Morgan Park was

unable to stand without assistance and he/she/ze was slurring his/her/zir words. RA Aray and I

asked for the students to accompany us to the lobby. Chris Cross and Casey Jones assisted Mor-

gan Park in being seated on a chair. Morgan Park informed us that he/she/ze had taken medicine

prior to consuming alcohol and was not feeling well. RA Aray called PD to further assess the situa-

tion. Officer Wayne came and asked Morgan Park a series of questions. Determining that he/she/

ze needed medical attention Officer Wayne called for an ambulance. Morgan Park was transport-

ed to the hospital. At approximately 1:45am RA Aray called RD Ardie to inform about the incident

and transport.

Hints, Tips, and Tricks

IR = Incident Report

PD = Police Department

FYI = For Your Information

PAD = Public Area Damages

NOTES

DIVERSITY / SOCIAL JUSTICE

Purpose

We aim to develop your understanding of self and others through training and facilitation. We hope through

exploration of these topics you will not only be well prepared to engage with your diverse communities, but

also have a richer understanding of how our diversity shapes our experiences. This type of development is

achieved through engagement, so we ask that you are open-minded, respectful, and participative in

activities and discussions. You are invited to share what is comfortable for you (we will not compel you to

OUT YOURSELF). These topics can precipitate strong emotions, but we hope through appropriate challenge,

support, and understanding we can all grow. Please communicate with the professional staff about any

concerns you might have.

Our Diversity Statement

The residence halls of Western Connecticut State University are a place where we celebrate the uniqueness

and dignity inherent in each one of us, no matter our race, gender, religion, sexual orientation, class, ability, or

age. We will promote a community that is free from harassment, where independent opinions are supported

and respected and differences are celebrated. However, when these opinions hurt and/or threaten others,

we will act swiftly to ensure the safety and well-being of the community. Please join us in creating an environ-

ment at Western in which everyone can feel comfortable and accepted.

Click the boxes below or navigate to the resource page for links to the information.

Identity

Often described as the filter through which people see and interact with the world, personal and cultural

identity is constructed of the multiple identities that define a person’s membership in a variety of groups,

including race, religion, gender, age, sexuality, language, nationality, ability, family, socioeconomic status

and ethnicity. An understanding of identity and an exploration of the ways people perceive different groups

promotes awareness and motivation to challenge stereotypes (2008 Anti-Defamation League). The link below

will lead you to a video of several people learning about and exploring a facet of their identities.

Rethink Your Role

University of

Arizona

Diversity and

Social Justice

Definitions

UMass - Lowell

The DNA Journey

Momondo

DIVERSITY / SOCIAL JUSTICE

Identity Molecule

Complete the activity by following the directions and using the image below.

1. Write your name in the center circle.

2. In the outer shapes, write the name of five groups

with which you identify (try to avoid hobbies and

personality traits).

3. Which of those five would you select as a primary

source of identification?

A. Reflect on a time when you felt proud to be

a member of that group.

B. Reflect on a painful experience resulting

from membership in that group.

4. Review the following list of categories and

consider how you or others might feel sharing the

reflections you made in the previous step.

A. Age - Ethnicity/Nationality - Gender -

Religion - Sexual Orientation - Profession -

Socioeconomic Class - Family - Language -

Mental / Physical Ability - Education

Practical Application

Learning about Diversity, Multiculturalism, and Social Justice is a process that includes the following steps.

1. Exploring your own identity and cultural background.

2. Addressing your identity development including values, beliefs, biases, and prejudices.

3. Examining how your beliefs , biases, and prejudices impact the relationships you have with others.

4. Understanding the issues that affect us a society (racism, sexism, homophobia, etc.

5. Making decisions on how you want to affect change in your relationships, communities, and in

society.

It is important to remember tat this is a learning process, and that it cannot be fully encompassed into our

student staff training experience. The information and training you receive is meant to raise your awareness

and to help prepare you for situations that may come up in the course of your work as an RA, but can extend

into your personal life as well. Let the following questions help guide your learning.

1. How have you and others been affected by discrimination and prejudice?

2. How would you respond to discriminatory activity?

3. What will you do to respect and celebrate diversity in your community?

NOTES

The Refugee Crisis / Immigration Reform

Black Lives Matter / Racial Profiling

Obamacare - Access to Healthcare

LGBT Adoption / Shared Benefits

Rape Culture on College Campuses

Poverty / Access to Resources

Equal Pay for Women

Access to Restrooms for Transgender People

Today’s Social Justice Issues

ETHICAL DECISION MAKING

RA Ethics

The RA role can be very rewarding, but also challenging in that it requires the management of your peers.

Your role requires that you hold yourself and others accountable to the policies of the department and institu-

tion. Activities that seem typical in peer relationships can bring about ethical dilemmas in terms of your role as

an RA. The consequences for inappropriate decisions can have a negative effect on your position, your resi-

dents, other student staff and the department. If you are faced with an ethical dilemma ask yourself the

following questions so that you are able to make the best decision with regard to all who could be affected.

Is it safe?

Will I be violating a civil law or institutional policy?

Will my choice have a negative impact on others?

Am I using excuses to justify my behavior?

Will this stand the test of public scrutiny?

If something terrible were to happen, could I defend my actions?

Is it just, balanced, and fair?

How will it make me feel about myself?

Would I feel good if my parents/supervisors/someone I respect knew about my choice?

Examples of ethical dilemmas for an RA can include, but are not limited to:

Using master keys to access rooms for personal reasons without the consent of the resident(s);

Failure to enforce policy for your friends;

Consuming alcohol as a minor, or with minors; etc.

Ultimately you have to take responsibility for what you do or don’t do. Please read through the departmental

and institutional policies regarding behavior. You should also familiarize yourself with the progressive process

and circumstances that would warrant such a response. Ask your supervisor or any of the administrators if you

have questions.

NOTES

APPENDIX I - PROGRAMMING

Current Event

An informative program involving any upcoming or recent occurrence on a local, national, or global

scale (elections, political movements, national disasters, etc.).

Cultural Awareness

Increase students’ appreciation or knowledge of diversity and/or cultural differences (not limited to

ethnicity or sexuality).

Social

Designed to bring the resident community together by interacting with one another in a fun, engaging,

and accepting atmosphere.

Supportive Plus

Taking students to support a scheduled campus event (for the duration), with a supplemental piece to

engage residents about the experience.

WCSU Success

Increase students’ awareness of and facilitate connection to resources and services available on campus

to aid in their success.

iMatter

Continuing holistic development by focusing on independence and life skills beyond campus life

(critical thinking and thoughtful decision making).

Community Service (by building)

An active program to help and support the WCSU and/or local community. No “piggy-backing” on any

previously scheduled events.

Greater Danbury (by building)

This program should be designed to increase students’ awareness of local services and events in Danbury

and the surrounding area.

Back to Programming

APPENDIX II - ACTIVE LISTENING

Paraphrase

Restate in your own words what you think the speaker just said.

“In other words…”

“What I hear you saying is…”

Reflection

Similar to Paraphrasing except you restate what the

speaker is feeling:

“Sounds like you’re feeling ____________.”

Clarify

You tell the other person what you thought you heard, learn whether you were right or wrong,

and then ask questions to gain a better understanding.

“Paraphrase or Reflection. Am I on the right track?”

Summarize

Recap the conversation

Helps Listener and Speaker stay on track

Helps to kick-start a stalled conversation

Encourage

Open your posture to the person

Maintain eye contact

Non-verbal responses: Nodding and “Mhmm”

Validate

Acknowledge the values and feelings of the Speaker

Understand what and why

One’s feelings cannot be wrong… and their Perception is reality.

Back to Communication / Helping Skills

APPENDIX III - MEDIATION

Basic Guidelines for a Successful Mediation

Prior to setting up the mediation, you should try to gauge the following:

Whether there is a threat of violence, and if so, that information needs to be documented and you

should inform your supervisor.

Whether you perceive medical, lifestyle, or other differences between the parties that would make

it difficult for them to resolve their conflict, and if so, you should inform your supervisor.

Whether the parties are invested in the mediation, because if not, it will not be successful. Each

party must commit to participating with the goal of compromise in mind.

Establish comfort for the parties involved.

Inform the parties that mediation is confidential. Explain that you will have to document the

situation describing what happened and the decisions/compromises that were agreed upon. The

only person you will be discussing the situation with will be your supervisor. Praise them for considering

mediation as a way to solve their problem.

Meet in a neutral space - perhaps that is not the resident’s room. Think about the hall office or a

private space in neutral territory. Arrange furniture to allow for appropriate eye contact for all parties.

Establish Ground Rules for Mediation (for participants)

Be willing to listen to one another. Summarize or paraphrase what each other has stated before

you reply.

Strive to control your voice level and emotional level.

The goal of this mediation is to develop a course of action before the mediation is over.

Information that is not related to the issue at hand should be avoided.

Each person will have a chance to state their point of view and to express their interests/needs.

Deal with one problem at a time.

No name-calling, cheap shots or using labels towards one another.

No interrupting one another.

Continued on the next page >>>

Back to Communication / Helping Skills

APPENDIX III - MEDIATION

Steps in Mediation (for the RA to remember)

Clarify the mediator’s role (your role). You DON’T SOLVE THE PROBLEM FOR THEM. You are neutral and are

there to help them reach their own solution. (note: if you aren’t able to be neutral, you should not be me-

diating the situation).

Establish ground rules (above).

The mediator chooses who gets to talk first and when it’s time for the other person to talk and respond.

Each party has the opportunity to present his/her side without interruption by the other person.

The mediator will have each participant paraphrase the other’s problem to ensure clarification.

The mediator summarizes conversations (or parts of it, if it is needed).

The parties will brainstorm ways to resolve the problems. The mediator can help by prompting them to

think about options (“what do you need to happen in order to be ok?” their solution needs to be realistic-

the other party needs to be able to accommodate the request- and clear-the other party needs to know

exactly what they need to change).

The individuals involved will select a course of action.

The mediator will help the parties record their course of action and what they will do if the course of action

is not followed and have both parties sign. Make sure all parties have a copy.

All those involved will agree to meet on a set date in order to check on progress.

Back to Communication / Helping Skills

APPENDIX IV - CONFLICT RESIDENT

Coaching Strategies

Identify and own your feelings

Initiate contact—don’t ask—tell

State concern using “I” messages

If resistant, use active listening

You decide on what action will be taken

Act

“I” Messages

“When you… (describe behavior)

“I feel… (identify your feelings)

“because… (describe how the behavior affects you)

“I need or I prefer… (describe what the person needs

to do to correct behavior)

***If discipline is involved you must

document the situation.

Conflict with Residents

As you strive to remain impartial and professional, occasionally you will disagree with the actions or behaviors

of your residents. Some of those actions or behaviors may have a negative effect on you or the community.

There are established policies and procedures for responding to certain situations, but outside of those

instances you may benefit from coaching strategies to change behavior. Examples include, but are not limited

to: a resident who marginalizes your time; a resident that has a negative attitude or uses hurtful language; etc.

ME RESIDENT

If Coaching fails

go to Discipline

Back to Communication / Helping Skills

Conflict Directed at You

Although it may be jarring to receive criticism from a resident it is important to remain calm. Their criticism may

have constructive use to help you improve. Utilizing Active Listening skills can be very helpful in understanding

the basis of the conflict to move towards resolution. Below you will find some tactics you can use to defuse

conflict directed towards you. You can excuse yourself or get help if a situation feels uncomfortable. Consult

with your RD about how to re-engage.

APPENDIX V - RESIDENT CONFLICT YOU

Examples of Fogging Stems

That’s right or You’re right.

You’re probably right.

That’s probably true.

You could be right.

I guess you’re right.

Negative Inquiry Questions

Can you tell me more about…?

What else do I do that annoys you…?

What needs to happen to…?

Are there other factors that make this important to

you?

ME RESIDENT

Back to Communication / Helping Skills

APPENDIX VI - WHEN YOU MUST RESPOND

Must Strategy Foundations

To navigate through must situations requires a strong foundation of knowledge. Combining situational aware-

ness (mentioned here) with communication and helping skills will allow you to have a decent base, but there

are other things to consider for the various situations you will encounter. Professionalism is key in these interac-

tions, but it is just as important to respond with consideration (you don’t know the whole story). Prioritize early

on whether you want to be liked or respected. You should strive for a balance between the two without hav-

ing a negative impact on your ability to do your job. Use courage and restraint as you intervene—be confi-

dent in your training and your ability, but know your limits and resources. Be aware of your body language as it

can easily be misconstrued by the involved individuals. Lastly, rely on your training and remember YOU’RE NOT

ALONE in dealing with difficult situations.

Must Strategy

ACT

Step up to the situation (knock on the door or get help).

STOP THE BEHAVIOR

Excessive noise, drinking, fighting (the Police will intervene), etc. should be stopped to bet-

ter control the situation.

PROVIDE CONTEXT

Describe their behavior, how it affects you / the community, and how it makes you feel.

“When you play your music so loud I have to knock on the door, and then I feel like the bad

guy.”

PRESENT OPTIONS

Describe what you would like them to do.

“I need you to give me your personal information and

escort your guests out of the building, or I’ll have to call campus PD.”

If possible, get them involved in the solution.

“Can two of you assist in disposing of the alcohol?”

CONFIRM

Get agreement

REPORT

Update RD / RD on Duty if you haven’t done so already.

Complete and process incident report.

Standard Operating Procedure

APPENDIX VII - HELPFUL RESOURCES

Links from Previous Sections

15 Things I Wish I Knew Before I Became an RA - http://goo.gl/H9F57z

The Life of an RA - http://goo.gl/G2X8nl

Reflections on the RA Job - http://goo.gl/nGc85f

UMass-Lowell, Diversity and Social Justice Definitions - https://goo.gl/jlWUbv

U of Arizona, Introduction to Social Justice Training - https://goo.gl/EOXJJM

Momondo, The DNA Journey - https://goo.gl/1vFZca

General Resources

www.pinterest.com

www.reslife.net

www.residentassistant.com

Tips for Being a Good Leader

L.E.A.D. Your Way to Success - http://goo.gl/eXE7p7

Programming

Partying with Programming - http://goo.gl/7y0IMO

Program Possibilities - http://goo.gl/uQk2xz

Community Building

Engaging Non-Traditional Residence Halls - https://goo.gl/HTfEVD

Student Interest Survey (downloadable word doc) - http://goo.gl/raCiC3

Community Living Agreements

Navigate to the X: Drive for more information

Roommate Agreements

University of Evansville - https://goo.gl/wpG6uE

The College of Wooster - https://goo.gl/DeT00W

Roommate Agreement Booklet - Navigate to the X: Drive for more information

Table of Contents

Housing and Residence Life 2016