CSA Clery Training Video
Campus Security Authority
Author
04/07/2015
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1937
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Description
This video delivers an over-view of CSA responsibilities and the role they play, told through the lens of powerful personal narratives (including Jeanne Clery’s mother). It provides an introduction to the Clery Act, who is a CSA, information on listening, documenting and reporting, and how the information is used.
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- [00:00:02.018](soft music)
- [00:00:14.040]You are a Campus Security Authority.
- [00:00:17.410]Campus Security Authorities are defined
- [00:00:19.400]by the Clery Act and identified by institutions.
- [00:00:22.550]They're required to report certain crimes
- [00:00:24.570]and to know their reporting responsibilities.
- [00:00:27.628](soft music)
- [00:00:30.850]I think the role of the CSA,
- [00:00:32.000]why it's so important is that when there's something
- [00:00:35.000]that happens and it's something
- [00:00:36.900]that affected somebody's life whether it be an employee
- [00:00:39.090]or a student, visitor whether that be a crime
- [00:00:42.190]or some incident, you know being a CSA
- [00:00:44.510]and understanding what that means
- [00:00:45.710]to be able to know your responsibility and role in reporting
- [00:00:47.990]that so that action can be taken
- [00:00:49.660]and support can be given I think is extremely important,
- [00:00:52.860]not only to that individual but to the community.
- [00:00:57.077]So the CSA role is important
- [00:00:59.130]to me in my experience in how it creates opportunities
- [00:01:04.890]for information to be gathered.
- [00:01:07.720]Ensures that those of us who are engaging with students,
- [00:01:10.610]engaging with a part of our university community,
- [00:01:13.110]have appropriate folks around them who are ensuring
- [00:01:16.390]that they can be here safely that they can go
- [00:01:19.200]to a basketball game, that they can go to class,
- [00:01:22.000]but know that they're gonna be safe while they're doing it.
- [00:01:25.000]Students need to feel a sense
- [00:01:26.900]of community and support around issues of safety.
- [00:01:29.845]It's a difficult issue for most people
- [00:01:32.510]to deal with individually.
- [00:01:34.420]And some people feel more comfortable approaching
- [00:01:37.940]different kinds of folks.
- [00:01:39.140]So I think for that age group that we're working
- [00:01:43.160]with it's always good to have options and choices for them.
- [00:01:46.350]If you just tell them, oh, you have to go here.
- [00:01:49.360]The likelihood of
- [00:01:50.193]that happening sometimes isn't as great as if you say,
- [00:01:53.220]oh, here are all your choices
- [00:01:54.640]and you choose whatever works for you I think
- [00:01:58.000]that's the best way to ensure people's safety
- [00:02:00.750]and that they have a sense
- [00:02:01.760]of there's a community working on this.
- [00:02:03.860]It's not just one person's responsibility.
- [00:02:07.942](upbeat music)
- [00:02:12.300]The Clery Act defines
- [00:02:13.330]Campus Security Authorities
- [00:02:14.770]and institutions identify who on their campus falls under
- [00:02:17.460]that definition, which is a wide range
- [00:02:19.460]of individuals who typically have a security function
- [00:02:22.300]or significant responsibility for student
- [00:02:24.520]and campus activities.
- [00:02:26.978](upbeat music)
- [00:02:31.130]As a CSA the basics of what you share are the nature
- [00:02:33.880]of the incident, so essentially the information
- [00:02:36.110]that was reported to you.
- [00:02:38.400]You also share the date and time it occurred,
- [00:02:41.700]the date and time it was reported to you
- [00:02:44.120]and where it took place.
- [00:02:46.071](upbeat music)
- [00:02:48.270]CSAs must report incidents at specific geographic locations.
- [00:02:52.350]This includes on-campus buildings and property
- [00:02:54.690]and adjacent public property,
- [00:02:56.590]but also certain non-campus buildings owned controlled
- [00:02:59.740]by the institution or by their student organizations.
- [00:03:03.180]There are specific Clery Act crimes that must be reported.
- [00:03:06.240]They fall in four broad crime categories.
- [00:03:09.411](upbeat music)
- [00:03:30.120]Obviously certain clear reportable crimes,
- [00:03:33.170]suddenly come to mind you know arson
- [00:03:34.580]or homicide, robbery some of those higher level ones.
- [00:03:36.450]But some of the ones we may not think about as often
- [00:03:38.330]or something like intimate partner violence
- [00:03:40.500]or domestic violence stalking,
- [00:03:43.110]even sometimes alcohol violations.
- [00:03:44.650]So it can be a pretty broad range.
- [00:03:46.130]So we don't expect everybody
- [00:03:47.800]to become an expert on every single crime,
- [00:03:50.040]but pretty much most crimes we're gonna see occur within
- [00:03:53.070]the university community are gonna be classified
- [00:03:54.870]as a potential Clery crime.
- [00:03:56.740]But then looking at especially
- [00:03:58.050]when it's a victim based crime,
- [00:03:59.800]we wanna make sure especially
- [00:04:00.790]those are gonna be reported immediately.
- [00:04:02.900]No, you certainly don't have to be an expert in Clery,
- [00:04:06.100]pile up with so many people who are experts
- [00:04:07.560]in Clery it can be confusing
- [00:04:09.060]to somebody who doesn't work with it every day.
- [00:04:11.500]When in doubt make the report.
- [00:04:12.850]If it doesn't meet the clear guidelines as far as reporting
- [00:04:15.880]or anything like that,
- [00:04:16.890]it's still sometimes very good information for us to know
- [00:04:19.210]to be able to act on.
- [00:04:21.710]So your job is really that terribly broad,
- [00:04:24.270]which is simply to be receptive, to be warm,
- [00:04:27.280]to be comforting, to take the information
- [00:04:29.210]and then to send it forward and to make certain
- [00:04:31.583]that the student who's reporting
- [00:04:33.150]to you doesn't have an immediate need
- [00:04:35.230]for some support themselves.
- [00:04:37.090]When someone reports to a Campus Security Authority
- [00:04:39.990]and the CSA then passes that report along
- [00:04:43.370]that then initiate a number of different supports.
- [00:04:47.350]And the particular supports depend
- [00:04:50.010]on the person's own role at the university,
- [00:04:53.040]so there are some specific to students,
- [00:04:55.440]some specific to faculty and staff.
- [00:04:57.830]They are all designed to help that person recover and heal
- [00:05:01.790]from the experience and to continue their life as a part
- [00:05:06.580]of the university community as strongly as possible.
- [00:05:11.862](upbeat music)
- [00:05:16.590]We have a number of academic supports for students,
- [00:05:18.660]so if something occurs that's impacting their ability
- [00:05:22.510]to be a student
- [00:05:23.343]whether it's the Student Disability Access Center,
- [00:05:25.390]whether it's their Association Dean,
- [00:05:27.140]whether it's a Department Chair
- [00:05:28.910]we work really closely with them to make sure
- [00:05:30.520]that they can continue to thrive academically
- [00:05:32.880]if they need any flexibility or accommodations
- [00:05:35.700]within the classroom that they can have that as well.
- [00:05:38.180]And so we kind of pride ourselves on being that gatekeeper
- [00:05:42.850]and to your point about making sure the doors are open
- [00:05:45.510]and there's open doors
- [00:05:46.410]for individuals who are reporting if they don't know
- [00:05:49.190]where those open doors are kinda leading them
- [00:05:50.860]to those open doors.
- [00:05:52.200]And if that's not the right open door to them,
- [00:05:54.313]I like to think we have a huge hallway
- [00:05:56.930]that they can continue to kinda find that right space
- [00:05:59.870]for them and the right supports they need.
- [00:06:02.890]Know your area,
- [00:06:03.730]know your responsibility within your specific department
- [00:06:06.710]and know what do I need to do if this comes.
- [00:06:09.750]And not worry about the large university as a whole,
- [00:06:12.600]but more of what's my responsibility here
- [00:06:15.660]to be best prepared if I do receive this information,
- [00:06:17.680]because it can be potentially life-changing
- [00:06:20.030]to somebody if they're reporting something like that to you.
- [00:06:23.560]Especially when somebody
- [00:06:25.380]whom you feel you have a relationship
- [00:06:27.170]with a rapport within they tell you something
- [00:06:28.760]that you feel like you may need
- [00:06:30.580]to report under these guidelines.
- [00:06:32.890]And that could be a hard conversation
- [00:06:34.210]because you don't wanna betray their trust
- [00:06:36.200]that they're confiding in you,
- [00:06:37.780]but also recognizing within your role you do have
- [00:06:40.860]to report this and it's also the right thing to do.
- [00:06:44.140]Yeah, so there's actually a good chunk
- [00:06:46.060]of training diverted to that notification,
- [00:06:49.810]what we are trained to do is
- [00:06:52.140]to interrupt them when we kinda see the conversation leading
- [00:06:54.780]in that direction and just--
- [00:06:56.720]Pausing them and saying, can I pause you for a minute?
- [00:07:00.440]It looks to me like you're about
- [00:07:01.840]to tell me something significant
- [00:07:03.720]and I am happy to listen to you
- [00:07:06.040]and I want you to know that I'm here to listen.
- [00:07:08.710]I also need to let you know that--
- [00:07:10.420]I do have the obligation to now report this
- [00:07:13.580]to the university, to not only assist you
- [00:07:16.750]so that they can assist you, but also maybe the safety
- [00:07:18.880]of the community as well.
- [00:07:20.750]So kind of recognizing and appreciating
- [00:07:22.710]that they're telling you this
- [00:07:24.210]but also being upfront
- [00:07:25.290]with them right off the bad about what your obligations are
- [00:07:29.230]to what they have to do with that information.
- [00:07:31.820]What I wouldn't recommend is I'm doing this
- [00:07:33.910]'cause the government's telling me to
- [00:07:35.680]or I'm doing this because I have to, okay,
- [00:07:38.730]and making it feel burdensome.
- [00:07:41.800]I think what I would recommend is
- [00:07:45.470]that talking about the responsibility to report as a way
- [00:07:51.630]to support that individual.
- [00:07:53.010]And so I think the primary function is not sharing it
- [00:07:58.010]as a requirement, sharing this as like this is something
- [00:08:00.390]that I have to do, but rather this is something
- [00:08:02.570]that I wanna do to make sure
- [00:08:03.930]that you have the support
- [00:08:07.360]and that you're getting the help that you need.
- [00:08:08.830]That's one of things I love working in a campus setting is
- [00:08:11.600]that we are a community and we can call on each other
- [00:08:15.650]because I think safety is a community issue
- [00:08:18.630]that we all have to participate in.
- [00:08:20.680]I know it's hard when you're one-on-one with that student
- [00:08:22.410]and you feel like, oh my gosh, I have to fix this right now,
- [00:08:25.870]I have to help this student right now,
- [00:08:26.910]I have to do everything.
- [00:08:27.840]And that's a real normal reaction that people have.
- [00:08:30.770]And just to take a deep breath and remember,
- [00:08:33.590]wait a minute there's a whole group
- [00:08:35.310]of people who want to help with this issue
- [00:08:38.130]and can help with this issue.
- [00:08:41.360]So one way to think
- [00:08:42.290]of this if I was using an analogy would be an umbrella.
- [00:08:45.050]And if you look at an umbrella
- [00:08:46.040]when it's open you have all the spokes
- [00:08:47.490]of the umbrella going out to the ends, right?
- [00:08:50.130]The CSAs are all those spokes, all those wires
- [00:08:52.620]in the umbrella that ultimately channel back up
- [00:08:54.970]to the top of the umbrella.
- [00:08:56.600]That's how you have to have
- [00:08:57.780]that inter connected linkage.
- [00:09:00.712]I mean, it takes a lot of courage to report a crime
- [00:09:04.260]in general none of us wanna be put in that situation
- [00:09:07.640]or feel that we've been victimized in some way
- [00:09:10.200]or made vulnerable in some way.
- [00:09:11.860]So it takes a lot of courage to be able to actually report
- [00:09:14.770]that if you get up the courage to report that,
- [00:09:17.880]and then nothing happens as a result
- [00:09:20.010]that can feel extremely invalidating.
- [00:09:22.730]It's having those everyday interactions
- [00:09:24.730]that we do with phones, but also knowing that we're part
- [00:09:27.440]of something bigger and a part of something greater
- [00:09:29.030]in terms of just making sure that we're all doing our part
- [00:09:31.900]to make sure that folks can be here and be safe.
- [00:09:37.080]Don't be afraid, these are your students,
- [00:09:38.920]these are your colleagues.
- [00:09:40.750]You have some type
- [00:09:41.583]of a relationship where they wouldn't be talking with you.
- [00:09:43.800]And if you are frightened
- [00:09:44.900]and upset then that's gonna upset the students
- [00:09:48.020]or your colleague who's trying to talk with you more.
- [00:09:51.200]So if you can just take a deep breath,
- [00:09:54.660]trust your relationship with your students,
- [00:09:56.320]trust your skills, and know
- [00:09:57.730]that there are a lot of resources to help you.
- [00:10:01.730](soft music)
- [00:10:04.800]Your role as a CSA does not have
- [00:10:06.570]to end with receiving and passing on reports.
- [00:10:09.600]You can be an ambassador
- [00:10:10.640]for Clery every day as a Campus Security Authority.
- [00:10:14.350]Through the interactions you have with others,
- [00:10:16.360]the events you attend on campus,
- [00:10:18.290]you play an active role in your campus community.
- [00:10:21.570]You help set the tone so
- [00:10:22.750]that individuals can feel comfortable accessing the network
- [00:10:25.520]of people and resources available to them.
- [00:10:28.980]Now that you know you're a CSA, what will you do?
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