threat assessment in schools: lessons learned from school shootings marleen wong, ph.d.. director...
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Threat Assessment in Schools: Lessons Learned from
School Shootings
Marleen Wong, Ph.D.. DirectorAssistant Dean and Clinical Professor
Director of Field EducationSchool of Social WorkUniversity of Southern
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Safe School Initiative 2000US Dept of Education and Secret Service Joint study on targeted school violence Develop useful information from prior school
attacks to prevent future attacks Reviewed 37 incidents 1974-2000 Interviewed 10 attackers in prison Thinking, planning and pre-attack behaviors Patterned after the Exceptional Case Study
Project of the Secret Service – Lethal attacks on public officials since 1949 (1999)
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Safe School InitiativeUS Dept of Education and Secret
Service
Targeted Violence Rarely Impulsive Planned Attack in Advance Observable Behaviors Caused Concern
or Indicated Need for Help Attackers Had Difficulty Coping with
Significant Loses or Personal Failure
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Violence is Progressive: There are behavioral warning signs
Many Felt Bullied, Persecuted or Injured by Others Prior to Attack
Many Considered or Attempted Suicide Other Students Knew, Some were
Involved in Some Way Most Had Access To or Had Used
Weapons Prior to Attack.
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School Violence Myths
Myth: It won’t happen here Reality: It can happen anywhere Reality: Denial leads to the ignoring of
important warning signs. Reality: Realistic awareness, not
paranoia, can increase school safety.
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School Violence Myths Myth: Sometimes people just snap!
Reality: The snap theory is a fairy tale Reality: Violent behaviors are
progressive Reality: There are observable signs
along the way
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School Violence Myths Myth: No crime has been committed.
There is nothing we can do about it Reality: School shootings can be
prevented Intervention stops the forward motion of
violent behavior Reality: We need new ways of working
together
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Threat Assessment Concepts and Variables
Justification Dehumanization Human Target Selection Site Selection
Emotionally Determined Sites Sites of Opportunity
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Developmental Realities Some students may already possess
significant violence potential before they even enter a school system
Contributing Factors?
Victim of Abuse
Chronic Violence in the Home or Community
Family Dynamics…“I will punch you in the head”
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THREE ELEMENTS TO BEGIN Authority to Conduct an Assessment - A
formal policy identifying team members, roles, threshold of concern for initiating a threat assessment
Capacity to Conduct Inquiries – An Investigative, inquisitive mindset, viewing information with healthy skepticism – what are the real FACTS
Multi-Systems Team Relationships Boundary Spanners – Individuals who build and maintain relationships across disciplines and agencies
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WHAT IF…?
A DVD Produced by
US Department of Education US Department of Justice Homeland Security National Center for School Safety
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Desired Characteristics of TAT Members
A Questioning, Analytical and Skeptical Mindset
An ability to relate well to parents, colleagues, other professionals and students
Solid knowledge of child development, the school environment, safe schools practices
A school and community reputation for fairness and trustworthiness
Ability to collect and evaluate information Discretion Respect for the authority given to YOU:
Take Actions that Help not Harm
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THREAT ASSESSMENT Threat or risk assessment is the
process of Assessing risks to a particular target,
group of individuals, or individual Designing and implementing
intervention and management strategies to reduce that risk or threat.
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THREAT ASSESSMENT
“Risk investigation is only as good as the data.
Use of collateral/functional data sources is essential.”
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Does The District Have a Formal Policy Regarding Oral or Written Threats by Students or Staff?
LAUSD BULLETIN 1119.1
“All threats made against individuals or groups…must be taken seriously and investigated to determine whether they pose a real danger to students or staff. Threats which initially appear or ultimately prove to be pranks or hoaxes are also taken seriously due to the severe disruption that false threats often impose on the daily operation of a school…”
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WHO SHOULD BE ON THE THREAT ASSESSMENT TEAM
Core Members at the School Site Site Administrator – Principal/Educator School Police Officer School Mental Health Professional
(Counselor, School Psychologist, Social Worker, Nurse or Attendance Worker)
Additional Members District Administrator and/or Legal Counsel
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ELEVEN KEY QUESTIONS 1. What are the student’s motives and
goals?
2. Have there been any communications suggesting ideas or intent to attack?
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11 Key Questions 3. Has the subject shown inappropriate
interest in any of the following? School Attacks or Attackers Weapons, including recent acquisitions Incidents of mass violence such as
terrorism, workplace violence, mass murderers
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More Key Questions 4. Has the student engaged in attack
related behaviors?
5. Does the student have the capacity to carry out an act of targeted violence?
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More Key Questions 6. Is the student experiencing
hopelessness, desperation and/or despair? 7. Does the student have a trusting
relationship with at least one responsible adult?
8. Does the student see violence as an acceptable or desirable…or the only way to solve problems?
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Key Questions 8-11 9. Is the student’s conversation and
“story” consistent with his or her actions/reality?
10. Are other people concerned about the student’s potential for violence?
11. What circumstances might affect the likelihood of an attack?
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Introduce Yourselves
Create a group of 3 Reach over to someone you don’t know –
Next to you; Behind you, or in front of you Shake hands and introduce yourselves Tell them your name How many years you’ve worked in
schools Where you were born
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Managing Threats: Lessons Learned from School Shootings
The perspectives of education, law enforcement and mental health are essential
No one person on the Threat Assessment Team should make a unilateral decision
The person making the threat is in a state of “fluidity”
Interrupting the forward movement of threatening behavior can be very effective
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RESOURCES
LAUSD Crisis Counseling and Intervention Services WEBSITE:
On LAUSD.NET
1) Go to “Offices”
2) Click on “Crisis Counseling and Intervention Services”