School Violence/Crisis: School Violence/Crisis: Lessons From The Front Lessons From The Front
LinesLines
Scott Poland, Ed.D.Scott Poland, Ed.D.Nova Southeastern UniversityNova Southeastern University
National Emergency Assistance TeamNational Emergency Assistance [email protected]@nova.edu
Parents Of U.S. School Violence Parents Of U.S. School Violence Victims Call ForVictims Call For
More religionMore religion Reduce gun access to childrenReduce gun access to children Better parenting and supervisionBetter parenting and supervision Improved mental health servicesImproved mental health services Reduced violence in mediaReduced violence in media
My Most Recent Congressional My Most Recent Congressional TestimonyTestimony
Strengthening School Safety and Strengthening School Safety and Prevention of BullyingPrevention of Bullying
House Education and Labor Joint House Education and Labor Joint Subcommittee on July 8, 2009Subcommittee on July 8, 2009
WitnessesWitnesses Politics/IssuesPolitics/Issues Focus of my testimonyFocus of my testimony
NASP and AERA Congressional NASP and AERA Congressional Testimony 4/20/10Testimony 4/20/10
Serious school violence in U.S has Serious school violence in U.S has declineddeclined
Low level aggression and bullying remain Low level aggression and bullying remain highhigh
Difficult to get good data on the problemDifficult to get good data on the problem Not a single problem with simple solutionNot a single problem with simple solution Need to focus on order and engagement Need to focus on order and engagement
in schools and emotional well beingin schools and emotional well being
FACTS: Probability of death every FACTS: Probability of death every year for U.S youth age 5 to 19year for U.S youth age 5 to 19
Any cause: 1 in 3000Any cause: 1 in 3000 Traffic accident: 1 in 8,000Traffic accident: 1 in 8,000 Homicide away from school: 1 in 21,000Homicide away from school: 1 in 21,000 Suicide away from school: 1 in 28,000Suicide away from school: 1 in 28,000 Homicide at school: 1 in 1,700,000Homicide at school: 1 in 1,700,000 Source Scientific American Source Scientific American
More Data: School Violent DeathsMore Data: School Violent DeathsSource Source www.schoolsecurity.orgwww.schoolsecurity.org
05-06 school year 27 deaths05-06 school year 27 deaths 06-07 school year 32 deaths06-07 school year 32 deaths 07-08 school year 16 deaths07-08 school year 16 deaths 08-09 school year 12 deaths08-09 school year 12 deaths
Non Criminal IncidentsNon Criminal Incidents
Bill Modzeleski the Director of Safe Bill Modzeleski the Director of Safe Schools for U.S. Department of Education Schools for U.S. Department of Education cited 11 million incidents annually in cited 11 million incidents annually in schools of bullying or harassment schools of bullying or harassment
Violence Key PointsViolence Key Points
Increase in violent incidents intended to kill Increase in violent incidents intended to kill 2 or more people2 or more people
Warning signs in violent fantasies and Warning signs in violent fantasies and distorted sense of what is justdistorted sense of what is just
Signs of trouble include aggression, Signs of trouble include aggression, interest in obtaining guns, collecting interest in obtaining guns, collecting posters of school shooters and being a posters of school shooters and being a social lonersocial loner
ColumbineColumbine
Columbine Five Years LaterColumbine Five Years Later
Principal says we will never be the samePrincipal says we will never be the same School closes on 4/20 every yearSchool closes on 4/20 every year Enrollment declined and 80 % staff Enrollment declined and 80 % staff
turnover turnover Remodeling and cosmetic changesRemodeling and cosmetic changes Litany of more lossesLitany of more losses Status of law suitsStatus of law suits PTA problemsPTA problems
Changes in Schools Post Changes in Schools Post ColumbineColumbine
Improved crisis planningImproved crisis planning Better communication between police and Better communication between police and
schoolsschools Improved assessment of threatsImproved assessment of threats US Secret Service Study of school US Secret Service Study of school
violenceviolence More police in schoolsMore police in schools
Columbine by Dave Cullen 2009 Columbine by Dave Cullen 2009 Hatchette Book GroupHatchette Book Group
Based on 10 years of research and Based on 10 years of research and countless interviewscountless interviews
Dispels many myths: not trench coat mafia Dispels many myths: not trench coat mafia and result of anger at jocks and popular and result of anger at jocks and popular studentsstudents
Media got it wrong, misinformation and Media got it wrong, misinformation and mythologymythology
She did not say yes to belief in GodShe did not say yes to belief in God
Cullen ContinuedCullen Continued
Eric Harris was a psychopath, “You know Eric Harris was a psychopath, “You know what I hate? Mankind!!! Kill Everything”what I hate? Mankind!!! Kill Everything”
Dylan Klebold was depressed, suicidal Dylan Klebold was depressed, suicidal and easily ledand easily led
Killings were random and target was entire Killings were random and target was entire schoolschool
Columbine best viewed as a failed Columbine best viewed as a failed bombingbombing
Extensive law enforcement cover upExtensive law enforcement cover up
Why Kids Kill by Peter Why Kids Kill by Peter LangmanLangman
Palgrave Macmillan (2009)Palgrave Macmillan (2009) Based on his study of 10 school shooters Based on his study of 10 school shooters
that killed 74 and wounded 92that killed 74 and wounded 92 Rampage acts best understood as a result Rampage acts best understood as a result
of their personalities and life historyof their personalities and life history Hypothesized there are three types of Hypothesized there are three types of
shootersshooters
Types of ShootersTypes of Shooters
Psychopathic—narcissistic without a Psychopathic—narcissistic without a conscience—aspiring to be godlike—conscience—aspiring to be godlike—paranoid, sadistic with antisocial paranoid, sadistic with antisocial personality traitspersonality traits
Psychotic—avoidant, schizotypal and Psychotic—avoidant, schizotypal and dependent personality traits—paranoid dependent personality traits—paranoid delusions, auditory hallucinations—delusions, auditory hallucinations—depressed and full of ragedepressed and full of rage
Third TypeThird Type
Traumatized Shooters—suffered Traumatized Shooters—suffered emotional and physical abuse at home—emotional and physical abuse at home—were sexually abused—lived with ongoing were sexually abused—lived with ongoing stress and losses—parents had substance stress and losses—parents had substance abuse problems--frequent moves—lost abuse problems--frequent moves—lost parent to separation, jail and death—parent to separation, jail and death—trauma history resulted in suicidal thoughtstrauma history resulted in suicidal thoughts
Langman Suggestions to Prevent Langman Suggestions to Prevent School ShootingsSchool Shootings
Limit adolescent privacyLimit adolescent privacy Don’t lie to protect your childDon’t lie to protect your child Follow through with due processFollow through with due process Pay attention to what the schools saysPay attention to what the schools says Eliminate easy access to gunsEliminate easy access to guns Take threats seriouslyTake threats seriously
More SuggestionsMore Suggestions
Anyone can stop a school shootingAnyone can stop a school shooting Recognize rehearsal and planning of Recognize rehearsal and planning of
attacksattacks Punishment is not preventionPunishment is not prevention Physical security alone is not the answerPhysical security alone is not the answer Utilize threat assessment teamsUtilize threat assessment teams Good communication and positive culture Good communication and positive culture
important at schoolimportant at school
Secret Service Study of School Secret Service Study of School ViolenceViolence
Revenge was motiveRevenge was motive Events were plannedEvents were planned Few school shootings were resolved by Few school shootings were resolved by
police police Perpetrators talked about their plansPerpetrators talked about their plans 2/3 perpetrators were victims of bullying2/3 perpetrators were victims of bullying 2/3 perpetrators were suicidal2/3 perpetrators were suicidal There is no profileThere is no profile
Safe School InitiativeSafe School Initiative
Report on the Prevention of Targeted Report on the Prevention of Targeted Violence in SchoolsViolence in Schools
U.S. Secret Service National Threat U.S. Secret Service National Threat Assessment CenterAssessment Center
Departments of Education and JusticeDepartments of Education and Justice www.treas.gov/ussswww.treas.gov/usss
Red Lake , MNRed Lake , MNSchool ShootingSchool Shooting
2 dead in the community2 dead in the community 8 dead at Red Lake High School8 dead at Red Lake High School
Family/Trauma History of J. Family/Trauma History of J. (perpetrator)(perpetrator)
Parents separated when youngParents separated when young Lived with mom and her boyfriendLived with mom and her boyfriend Severely disciplined (locked in closet)Severely disciplined (locked in closet) Father died by suicide when J. was 8 Father died by suicide when J. was 8
(standoff with tribal police)(standoff with tribal police) Mother in car accident suffered brain injury Mother in car accident suffered brain injury
and in nursing homeand in nursing home Moved frequentlyMoved frequently
Recent HistoryRecent History
Bullied and harassed at schoolBullied and harassed at school Black-garbed lonerBlack-garbed loner Described as “floating alone”Described as “floating alone” Introvert at schoolIntrovert at school Outspoken on internetOutspoken on internet Posted often on neo-Nazi web-sitePosted often on neo-Nazi web-site Created violent animated story on internet Created violent animated story on internet
about school shootings and suicideabout school shootings and suicide
History, cont.History, cont. Posted entries against racial mixingPosted entries against racial mixing 2003-2004 told other Red Lake students he was 2003-2004 told other Red Lake students he was
going to shoot up school and was questioned going to shoot up school and was questioned and released by policeand released by police
2004-2005 2004-2005 stopped attending school twice due to depression and stopped attending school twice due to depression and
harassmentharassment Expelled for unspecified reasonsExpelled for unspecified reasons Suicide attempt summer-2004Suicide attempt summer-2004 Under psychiatrist’s careUnder psychiatrist’s care Prozac doubled 2/05Prozac doubled 2/05 Viewed film “Elephant” frequently in days before Viewed film “Elephant” frequently in days before
shootingshooting
Red Lake AftermathRed Lake Aftermath Superintendent leave due to emotional reasonsSuperintendent leave due to emotional reasons Principal suffers heart attackPrincipal suffers heart attack Two students died by suicide in next monthsTwo students died by suicide in next months Additional suicides on reservationAdditional suicides on reservation Three classmates believed directly involved in Three classmates believed directly involved in
shooting—36 may have had awareness—1 still shooting—36 may have had awareness—1 still in jailin jail
Hardware measures only being questioned as Hardware measures only being questioned as high school had cameras, metal detectors, and high school had cameras, metal detectors, and securitysecurity
School officials were not aware of his internet lifeSchool officials were not aware of his internet life
The Emergency Management The Emergency Management CycleCycle
Decrease the need for response
Plan for a rapid, coordinated,effective response
Execute the planRestore the learning environment; Monitor and assist the healing
Factors in TraumaFactors in Trauma
Physical proximityPhysical proximity Social proximitySocial proximity Individual trauma historyIndividual trauma history 60----20----20---- Rule60----20----20---- Rule Traumatized adolescents at risk for Traumatized adolescents at risk for
depression, substance abuse and reckless depression, substance abuse and reckless behaviorbehavior
Most assistance is short termMost assistance is short term
Dimensions of VulnerabilityDimensions of Vulnerability
Geographical ProximityGeographical Proximity
Population at riskPopulation at risk
Psychosocial ProximityPsychosocial Proximity
Psychosocial Proximity Psychosocial Proximity
Identification with or Identification with or similaritysimilarity
to victimsto victimsAcquaintanceAcquaintance
Immediate family Immediate family
Near family or close friendNear family or close friend
Population at RiskPopulation at Risk
Oversensitive Oversensitive
Difficult personal or social Difficult personal or social crisiscrisis
Significant loss in the past Significant loss in the past yearyear
Recent or similar trauma Recent or similar trauma
Geographical ProximityGeographical Proximity
Outside the disaster areaOutside the disaster area
Within hearing distanceWithin hearing distance
Near the disaster areaNear the disaster area
Direct exposureDirect exposure
Circles of VulnerabilityCircles of Vulnerability
Geographical Geographical ProximityProximity
Population at RiskPopulation at Risk Psychosocial ProximityPsychosocial Proximity
Typical Childhood Reactions to a Crisis
* Fear of the future* Behavioral regression* Academic regression
* Nightmares
All adults need information about thesereactions and how to assist children.
“If a parent is traveling with a small child in an airplane and there is a problem with the oxygen level in the cabin, whose mouth did the flight attendant say the mask goes
over first?”
Developmental Reactions to Developmental Reactions to Traumatic StressTraumatic Stress
PreschoolersPreschoolers
Regressive behaviorsRegressive behaviors
Reenacting traumatic Reenacting traumatic events through playevents through play
Sleep disturbancesSleep disturbances
Anxious attachmentAnxious attachment
Elementary School Elementary School ChildrenChildren
Same as preschoolers, plus:Same as preschoolers, plus:
Trouble concentratingTrouble concentrating
Physical symptoms (e.g., Physical symptoms (e.g., stomach aches, headaches, stomach aches, headaches, etc.)etc.)
Disruptive behaviorsDisruptive behaviors
Withdraw from othersWithdraw from others
**Importance of caretaker/adult reactions**
Developmental Reactions to Developmental Reactions to Traumatic StressTraumatic Stress
AdolescentsAdolescents RegressionRegression AngerAnger Avoid reminders of traumatic eventAvoid reminders of traumatic event Loss of hopeLoss of hope GuiltGuilt WithdrawalWithdrawal FlashbacksFlashbacks Eating problemsEating problems Sleeping problems (e.g., nightmares)Sleeping problems (e.g., nightmares)
ScenarioScenario
First night of Christmas vacation and First night of Christmas vacation and tragically a 9tragically a 9thth grade boy has just been grade boy has just been pronounced dead at the hospital. He was pronounced dead at the hospital. He was the victim of a scooter accident witnessed the victim of a scooter accident witnessed by several friends. Large numbers of his by several friends. Large numbers of his friends have gathered at the hospital and friends have gathered at the hospital and now have been told to leave the premises. now have been told to leave the premises. What do you thing the school principal What do you thing the school principal should do if anything??should do if anything??
Theoretical OrientationTheoretical Orientation
Primary prevention---- activities to prevent Primary prevention---- activities to prevent crisescrises
Secondary intervention---- short term Secondary intervention---- short term activities to manage and minimize crisisactivities to manage and minimize crisis
Tertiary intervention---- long term Tertiary intervention---- long term assistance for those most affected assistance for those most affected
What are examples of each level in What are examples of each level in your school?your school?
Primary preventionPrimary prevention Secondary interventionSecondary intervention Tertiary interventionTertiary intervention What are the three leading causes of What are the three leading causes of
death for children?death for children? Do you have your students involved in Do you have your students involved in
prevention and safety planning?prevention and safety planning?
Family cohesion and stabilityFamily cohesion and stability Coping and problem solving skillsCoping and problem solving skills Positive self worth and impulse Positive self worth and impulse
controlcontrol Positive connections to school and Positive connections to school and
extracurricular participationextracurricular participation Successful academicallySuccessful academically
PROTECTIVE FACTORS
Good relationships with other youthGood relationships with other youth Seeks adult help when needed Seeks adult help when needed Lack of access to suicidal meansLack of access to suicidal means Access to mental health care Access to mental health care ReligiosityReligiosity School environment that encourages School environment that encourages
help seeking and promotes healthhelp seeking and promotes health
PROTECTIVE FACTORS
Administrators Role in a CrisisAdministrators Role in a Crisis
Get input from crisis teamGet input from crisis team Inform central administrationInform central administration Activate calling tree but if school is in session Activate calling tree but if school is in session
then what? Notify faculty by memo or PA then what? Notify faculty by memo or PA systemsystem
Conduct a faculty meeting asap (examples)Conduct a faculty meeting asap (examples) Verify the facts and tell the truthVerify the facts and tell the truth Be visible and availableBe visible and available Don’t be afraid to show emotionDon’t be afraid to show emotion
Crisis Intervention Crisis Intervention Tips for Helping StudentsTips for Helping Students
Share information in developmentally Share information in developmentally appropriate ways. appropriate ways.
No one should be lied to or misled about No one should be lied to or misled about the circumstances. Recognize all the the circumstances. Recognize all the connections around the school system. connections around the school system.
Students need to hear sad or tragic news from trusted adults Students need to hear sad or tragic news from trusted adults and should be able to ask questions.and should be able to ask questions.
Turn off TVs and gather students in a circle and talk about Turn off TVs and gather students in a circle and talk about the event and their perceptions, safety concerns and sources the event and their perceptions, safety concerns and sources of help.of help.
Help everyone identify previous and current sources of Help everyone identify previous and current sources of support.support.
Administrator ContinuedAdministrator Continued
Contact the family of deceasedContact the family of deceased Empower staff and studentsEmpower staff and students Accept outside help when neededAccept outside help when needed Recognize the short and long term impactRecognize the short and long term impact Keep everyone updatedKeep everyone updated Manage the media and protect staff and Manage the media and protect staff and
studentsstudents
Administrator ContinuedAdministrator Continued
Set aside other duties and focus on crisis Set aside other duties and focus on crisis Help staff understand the crisis becomes Help staff understand the crisis becomes
the curriculumthe curriculum Give permission for a range of religious Give permission for a range of religious
beliefsbeliefs Examples of effective and non effective Examples of effective and non effective
responsesresponses Death notification examplesDeath notification examples
Roles for Support PersonnelRoles for Support Personnel
Advise the administratorAdvise the administrator Give permission for a range of emotionsGive permission for a range of emotions Help faculty firstHelp faculty first Recognize individual crisis history of each Recognize individual crisis history of each
personperson Follow schedule of deceasedFollow schedule of deceased
Support Role ContinuedSupport Role Continued
Most students will get help they need in Most students will get help they need in classroomclassroom
Don’t hesitate to call parentsDon’t hesitate to call parents Locate additional helpLocate additional help Keep records of who was seen and Keep records of who was seen and
concerns concerns Ensure those most affected receive Ensure those most affected receive
ongoing services ongoing services
Teachers’ RoleTeachers’ Role
Put desks in a circle and sit downPut desks in a circle and sit down Provide factual informationProvide factual information Stop rumorsStop rumors Model expression of emotionsModel expression of emotions Give permission for a range of emotions and Give permission for a range of emotions and
religious beliefsreligious beliefs Know students well and their crisis history and Know students well and their crisis history and
identify students who need counseling helpidentify students who need counseling help Provide activities such as writing and drawing Provide activities such as writing and drawing
especially for younger studentsespecially for younger students
Teacher ContinuedTeacher Continued
Provide activities such as ceremoniesProvide activities such as ceremonies Help students communicate to victim’s Help students communicate to victim’s
family family Emphasize no one is to blameEmphasize no one is to blame Be familiar with developmental stages of Be familiar with developmental stages of
death (Piaget)death (Piaget) Prepare students for funeralsPrepare students for funerals
Teacher ContinuedTeacher Continued
Listen to students as each has a story to Listen to students as each has a story to telltell
Five T’s: talk, touch, tears, time and take Five T’s: talk, touch, tears, time and take care of oneselfcare of oneself
Emphasize coping strategiesEmphasize coping strategies Help students to remember positives Help students to remember positives
about deceasedabout deceased Don’t minimize the loss or give adviceDon’t minimize the loss or give advice
New Term BullicideNew Term Bullicide
Parents believe that schools failure to stop Parents believe that schools failure to stop the bullying greatly contributed to the the bullying greatly contributed to the suicide of their childsuicide of their child
Jasperson vs. Anoka-Hennepin caseJasperson vs. Anoka-Hennepin case Mrs. Walker’s Congressional testimony Mrs. Walker’s Congressional testimony
7/8/097/8/09 Founder of International Bullying Founder of International Bullying
Prevention Association KeynotePrevention Association Keynote
Key Issues in the Recovery Phase: Key Issues in the Recovery Phase: School Psychologists as School Psychologists as
Crisis Intervention Team MembersCrisis Intervention Team Members
1.1. How to structure recovery section of How to structure recovery section of emergency management plan emergency management plan
2.2. Opening or closing schools after an event Opening or closing schools after an event occursoccurs
3.3. Public, staff and student communicationsPublic, staff and student communications
4.4. Memorials after a student or staff deathMemorials after a student or staff death
5.5. How to handle key datesHow to handle key dates
Sanford ModelSanford Model
Developed by a nurse in LADeveloped by a nurse in LA Origins based on CISM from J. MitchellOrigins based on CISM from J. Mitchell Examples of use at Columbine and Examples of use at Columbine and
SantanaSantana AdvantagesAdvantages DisadvantagesDisadvantages
Sanford ModelSanford Model
Purposes:Purposes:-Sort out thoughts.-Sort out thoughts.-Identifies what’s needed for safety.-Identifies what’s needed for safety.-Everyone is likely to talk.-Everyone is likely to talk.-Guided discussion…-Guided discussion…-Developed to fit a classroom period or faculty -Developed to fit a classroom period or faculty
meeting. meeting.-Mental health professional summarizes and -Mental health professional summarizes and reviewsreviews at session’s end. at session’s end.
BenefitsBenefits
- Reduces isolation and increases understanding.- Reduces isolation and increases understanding.- Creates empathetic bonds.- Creates empathetic bonds.- Provides mental health information.- Provides mental health information.- Works well with group size of over 30 and - Works well with group size of over 30 and especiallyespecially with adults and high school students. with adults and high school students.- Model should be viewed as a starting point.- Model should be viewed as a starting point.- Ideally model recommended first with faculty and - Ideally model recommended first with faculty and
then with students the next day.then with students the next day.
FormatFormat- - Personnel: Personnel: Facilitator leads the sessionFacilitator leads the session
TimekeeperTimekeeperCaregivers provide assistance to Caregivers provide assistance to anyone who leaves the room.anyone who leaves the room.
- Supplies needed:- Supplies needed: KleenexKleenexWaterWater
- Groups of 4-8- Groups of 4-8
- Sit in a circle- Sit in a circle..- One person chosen to respond first.- One person chosen to respond first.
RulesRulesAll comments are confidential.All comments are confidential.Each person takes a turn Each person takes a turn (clockwise).(clockwise).One person speaks at a time.One person speaks at a time.Time is limited.Time is limited.Cross talking is discouraged.Cross talking is discouraged.Group members’ responsibility: Group members’ responsibility: listenlisten
Processing Model Questions:Processing Model Questions:
““Please introduce yourself to the Please introduce yourself to the group and discuss where you group and discuss where you were when you first became were when you first became aware of the tragedy and aware of the tragedy and specifically what were your initial specifically what were your initial sensory perceptions?”sensory perceptions?”
“ “ What thoughts or reactions have What thoughts or reactions have you been having since the you been having since the tragedy?”tragedy?”
“ “ What is your biggest concern or What is your biggest concern or worry about the immediate worry about the immediate future?”future?”
““What has helped you cope when What has helped you cope when you have had to deal with difficult you have had to deal with difficult things or losses in your life things or losses in your life before? What can you do to help before? What can you do to help yourself cope now?”yourself cope now?”
Psychological First AidPsychological First Aid8 Core Actions8 Core Actions
1.1. Initiate contact and engagementInitiate contact and engagement
2.2. Ensure safety and comfortEnsure safety and comfort
3.3. StabilizationStabilization
4.4. Gather information on current needs and Gather information on current needs and concernsconcerns
5.5. Provide practical assistance Provide practical assistance
6.6. Connect with social supportsConnect with social supports
7.7. Provide information on copingProvide information on coping
8.8. Link with collaborative servicesLink with collaborative services
Source: National Child Traumatic Stress Network and National Center for PTSD, Psychological First Aid: Field Operations Guide, September, 2005
Agreement on Concept of Agreement on Concept of Psychological First AidePsychological First Aide
Short term, immediate and efficientShort term, immediate and efficient Provides comfort, consolation and physical Provides comfort, consolation and physical
protectionprotection Encourages re-uniting victims with Encourages re-uniting victims with
family/friendsfamily/friends Involves listening, stress management, Involves listening, stress management,
reassurance and normalizationreassurance and normalization Provides triage and referralProvides triage and referral
National Emergency Assistance National Emergency Assistance Team Team www.nasponline.orgwww.nasponline.org
More research is needed on processingMore research is needed on processing Crisis intervention needs to be taught in university Crisis intervention needs to be taught in university
programs programs Schools should concentrate on outcomes after Schools should concentrate on outcomes after
interventions such as attendance/discipline/perceived interventions such as attendance/discipline/perceived support and gradessupport and grades
Processing let’s staff and students know administration Processing let’s staff and students know administration cares and they are not alone and trauma will not be cares and they are not alone and trauma will not be ignored----homogenous groupings are best ignored----homogenous groupings are best
Structure of follow-up services must be planned before Structure of follow-up services must be planned before processing processing
NASP developed PREPaRE curriculumNASP developed PREPaRE curriculum
Litigation and School CrisisLitigation and School Crisis Choquette vs. Onstedt. Schools: facts of caseChoquette vs. Onstedt. Schools: facts of case Elementary age students on bus view suicide Elementary age students on bus view suicide
victimvictim Parents are called immediately and a group Parents are called immediately and a group
activity provided next day for all bus riders(18 activity provided next day for all bus riders(18 students 1students 1stst to 6 to 6thth grade) by sch psych and cs grade) by sch psych and cs
One family does not want their daughter to be One family does not want their daughter to be told truth—tell teacher to keep an eye on her!!told truth—tell teacher to keep an eye on her!!
11stst grade student pulled out of school and grade student pulled out of school and parents sue claiming PTSDparents sue claiming PTSD
Please discuss merits and issues in this casePlease discuss merits and issues in this case
School Safety ExamplesSchool Safety Examples
Create safety task Create safety task force and include force and include students students
Teach students to Teach students to deescalate fightsdeescalate fights
Use student safety Use student safety pledgespledges
Floor plan exerciseFloor plan exercise
Why don’t students tell adults Why don’t students tell adults about violent threats?about violent threats?
The “Conspiracy of Silence”!The “Conspiracy of Silence”!
Question….Question….
““My student is fascinated by violent video My student is fascinated by violent video games and plays them for hours….should games and plays them for hours….should I be worried?”I be worried?”
Media Influence on Youth ViolenceMedia Influence on Youth Violence
Lt. Col. David Lt. Col. David Grossman … Grossman … www.killology.com www.killology.com
APA and AMA APA and AMA researchresearch
Bethel, Alaska Bethel, Alaska perpetrator quoteperpetrator quote
Threat Assessment Teams Threat Assessment Teams Recommended by:Recommended by:
FBIFBI Secret ServiceSecret Service Colorado Governor’s Report on ColumbineColorado Governor’s Report on Columbine
Recommendations as to who Recommendations as to who should be on a school threat should be on a school threat
assessment team?assessment team? TeacherTeacher Security/policeSecurity/police Community law Community law
enforcementenforcement Mental healthMental health Administrator Administrator
Once a threat is made, having a fair , Once a threat is made, having a fair , rational, and standard method of rational, and standard method of
evaluating and responding is critical!evaluating and responding is critical!
Steps in Threat AssessmentSteps in Threat Assessment
Evaluate by interviewing Evaluate by interviewing Student who made threatStudent who made threat RecipientRecipient Witnesses Witnesses
Review all school recordsReview all school records Consider circumstances and type of threatConsider circumstances and type of threat
School ExampleSchool Example
Mrs. Jones a parent calls transportation to Mrs. Jones a parent calls transportation to report that her daughter Julie received an report that her daughter Julie received an e-mail from Ben a student which stated he e-mail from Ben a student which stated he is going to shoot kids on the middle school is going to shoot kids on the middle school bus tomorrow. Mrs. Jones is concerned bus tomorrow. Mrs. Jones is concerned about her daughter’s safety. What should about her daughter’s safety. What should you do as your first step? Who needs to you do as your first step? Who needs to get involved?get involved?
Case example continuedCase example continued
The suspected perpetrator a 7The suspected perpetrator a 7thth grade boy grade boy is now at school and you are about to is now at school and you are about to interview himinterview him
What information from his background and What information from his background and school records might be helpful?school records might be helpful?
What approach might you take and what What approach might you take and what are the key questions you will ask?are the key questions you will ask?
ContinuedContinued
The suspected perpetrator readily admits The suspected perpetrator readily admits that he had intended to shoot everyone on that he had intended to shoot everyone on the bus as he has been the victim of the bus as he has been the victim of repeated bullying and in fact had his repeated bullying and in fact had his thumb broken by another student named thumb broken by another student named John on the bus last weekJohn on the bus last week
What is your next step and how could you What is your next step and how could you reduce the stressors for this student?reduce the stressors for this student?
Parent InterviewParent Interview
What approach do you recommend for What approach do you recommend for approaching the parent?approaching the parent?
What questions do you want to ask?What questions do you want to ask? What is the goal of the parent interview?What is the goal of the parent interview?
Parent informationParent information
The father of the suspected perpetrator The father of the suspected perpetrator indicates that he has a number of guns at indicates that he has a number of guns at home and they are unlocked and that his home and they are unlocked and that his son is experienced with guns---what do son is experienced with guns---what do you recommend?you recommend?
The father also indicates that his son has The father also indicates that his son has not been the same since his mother died not been the same since his mother died last spring and that the father has to work last spring and that the father has to work in the evening and his son is unsupervisedin the evening and his son is unsupervised
ContinuedContinued
Rumors are flying around the school about Rumors are flying around the school about the planned violence on the busthe planned violence on the bus
John’s mother has called as she has John’s mother has called as she has heard that her son was the primary heard that her son was the primary intended victimintended victim
What steps do you take to control rumors What steps do you take to control rumors and what if any information do you provide and what if any information do you provide to faculty, parents and students?to faculty, parents and students?
Elements of Substantial ThreatElements of Substantial Threat
Expresses continued intent to harm Expresses continued intent to harm Repeats over time and shares with othersRepeats over time and shares with others Threats contain specific detailsThreats contain specific details Physical evidence of planning Physical evidence of planning Involves using a weaponInvolves using a weapon What are some examples of substantial threats What are some examples of substantial threats
received in your schools?received in your schools?
Transient ThreatsTransient Threats
No lasting intent to harm someone “heat of the No lasting intent to harm someone “heat of the moment”…feelings dissipatemoment”…feelings dissipate
It’s clear threat is over and includes and It’s clear threat is over and includes and explanation or apologyexplanation or apology
Can be quickly and easily resolvedCan be quickly and easily resolved What are some examples of transient threats What are some examples of transient threats
you have seen?you have seen?
Classify these threats as transient Classify these threats as transient or substantiveor substantive
A student tells other students after school A student tells other students after school he/she are going to get another student he/she are going to get another student and on interview expresses long standing and on interview expresses long standing hatred for the intended victimhatred for the intended victim
An angry student threatens to kill another An angry student threatens to kill another student in class and when interviewed student in class and when interviewed apologizesapologizes
A student accidentally left a knife in their A student accidentally left a knife in their backpackbackpack
Project S.E.R.V.Project S.E.R.V.
Schools emergency response to violenceSchools emergency response to violence Money appropriated by CongressMoney appropriated by Congress Short and long term grantsShort and long term grants School have received funds in midst of School have received funds in midst of
suicide clusterssuicide clusters Contact U.S. Department of Contact U.S. Department of
Education/Safe Schools Education/Safe Schools www.ed.govwww.ed.gov
School safety is School safety is an inside job that an inside job that
involves a involves a commitment from commitment from the student body!the student body!
““We must reach out to the We must reach out to the unreachable!”unreachable!”
Craig ScottCraig ScottColumbine SurvivorColumbine Survivor
Keys to prevention are getting Keys to prevention are getting disillusioned youth involved in disillusioned youth involved in
activities, finding a job and activities, finding a job and establishing social ties!establishing social ties!
[email protected]@nova.edu
Recent publications :Recent publications :www.sopriswest.comwww.sopriswest.com
Many articles posted atMany articles posted atwww.districtadministration.comwww.districtadministration.com
www.scottpoland.comwww.scottpoland.com