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CARE Team

DCCCD cares about its students’ academic, emotional and physical success. The (Campus, Assessment, Response and Evaluation) CARE Team was created to accept referrals regarding individuals in distress or whose behavior raises concerns about their well-being or that of others. The CARE Team also addresses behaviors or mental, emotional or psychological health conditions that may be disruptive, harmful or pose a direct threat or risk to the health and safety of the Eastfield College community.

How do you make a referral to the CARE Team?

Complete the CARE Team Online Referral Form.

A member of the CARE Team will review this information Monday-Friday within 24 business hours.

This form is not for emergency situations.

In case of an emergency call 911 on a campus phone or 972-860-4290 from a cell phone.

CONTACT US

Email:efcCARE@dcccd.edu
Emergency Contact:
911 on Campus Phone
972-860-4290 on Cell Phone

CARE stands for Campus Assessment, Response, and Evaluation Team. The purpose of the team is to provide assistance to students, staff, and faculty in distress through consultation with concerned faculty, staff, and students, encourage consistent communication between departments, and referrals to community resources. The team will also provide training to faculty and staff on how to make appropriate referrals, classroom management styles, and indicators of student distress.

The Eastfield CARE Team provides support to student, staff, and faculty by assessing, responding, evaluating, and monitoring reports about students and employees who exhibit concerning behavior and connect the individuals with appropriate resources.

Members of the Team:
Student Support Services
Counseling and Health Services
Police
Faculty
Human Resources

Cases that present an immediate threat to self, others, or property should be considered an emergency and need to be directed to EFC Police Department by calling 911 on a campus phone or 972-860-4290 on a cell phone.

Tips for Recognizing Students in Distress
  • Changes in academic performance in the classroom
  • Significant drop in examination scores
  • Change in pattern of interaction
  • Changes in physical appearance
  • Problems concentrating and remembering things or making decisions
  • Repeated request for special consideration
  • New or regularly occurring behavior which pushes the limits and may interfere with class
  • Disruptive to other students, faculty or staff
  • Unusual or exaggerated emotional responses
  • High levels of irritability or inappropriate excitement
  • Persistent sadness or unexplained crying
Highly Disturbed Behavior
  • Outbursts of anger
  • Inability to communicate clearly
  • Irrational conversation or speech that seems disconnected
  • Loss of contact with reality (seeing/hearing things that are not there, beliefs or actions at odds with reality)
  • Suspiciousness, irrational feelings of persecution
  • Statements related to death or dying or feelings of hopelessness
  • Threats of harming self or harming others