Empirically Based Models for Effective Crisis Mitigation in

The The AAdolescent & dolescent & CChild hild UUrgent rgent TThreat hreat EEvaluationvaluation

The The PPsychosocial sychosocial EEvaluation & valuation & TThreat hreat RRisk isk AAssessmentssessment

Email: Email: schneller@[email protected] Website: Website: www.psychwww.psych--insight.cominsight.com

Empirically Based Models for Empirically Based Models for Effective Crisis Mitigation in the Schools:Effective Crisis Mitigation in the Schools:

J. Schneller © PAR (2005)

R. Copeland, MD & D. Ashley © PAR (2005)

Presented to the

National Association of School PsychologistsNational Association of School PsychologistsFebruary 25, 2011

Jay Schneller, PhD, NCSPJay Schneller, PhD, NCSP

http://www.psych-insight.com/





Presentation OverviewPresentation Overview Information, Tools, & Procedures to facilitate threat assessmentInformation, Tools, & Procedures to facilitate threat assessment in the schoolsin the schools

Video:Video: Dr. Poland speaks to Congress about the need for threat assessment

• Online Resource: www.psychological-insight.com• Perpetrator statistics• Introduction of key terms • Types of threatening behavior/ threats of violence • Threat level classification• Threat risk indicators • Overview of the ACUTE• Threat examples

Video:Video: Bang Bang You're DeadBreakBreak

• Review of FBI Four-Pronged Approach• The PETRA: A norm-referenced re-organization of the FBI Model• Targeted Intervention to mitigate threats of violence• Tools & Templates• Process Example: Broward County Public Schools, FL• Threat assessment examples

http://www.psychological-insight.com/

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Psychosocial Evaluation Threat Risk Assessment

Adolescent & Child Urgent

Threat Evaluation

Reducing the risk of school violence

The purpose of this web site is to provide clinically based school personnel with professional methodology to reduce school violence by examining threats to mitigate violence in schools. Topics addressed include structuring the threat assessment process to reduce school violence. The documents on the right are provided for your convenience, simply click to download.

The Threat Assessment Process. People seldom decide on the spur of the moment to solve a problem with violence. Rather, an act of violence is progressive with warning signs along the way; a threat of violence is one such observable behavior. Threatening behavior may reflect progress toward an approaching state of crisis. (more)

Threat Risk Assessment. Threats may be direct or indirect, specific and detailed or general, well thought out or impulsive and/or veiled, conditional, or implied. All express intent to harm and may be classified as low, medium, or high depending on the varying circumstances involved in the threatening behavior. (more)

Psychosocial Evaluation. Aggression. Depression. Alienation. Egocentricism. Coping with stress. Situations at home and school. A thorough threat assessment should include a study of these dynamic psychosocial characteristics as they serve as either protective or risk factors in most incidents of school violence. (more)

PETRA Response & Intervention. Effective administrative response to mitigate school violence must balance the need for appropriate discipline and the implementation of individualized interventions addressing the underlying issues that lead to the threatening behavior. (more)

J. Schneller, PhD © 2006-2011 Updated 13 March, 2011

free RESOURCES for School Psychologists

2011 NASP

Threat Assessment Presentation

Example Procedure Manual

Threat Assessment Summary Form

Student Safety & Supervision Plan

No Harm Agreement

Report Writing

Template

PETRA Scoring program

The PETRA CST © 2008 is for use in conjunction with

a licensed copy of the PETRA instrument.

Contact me by email

Problem:Problem:Historically poor methodology to determine the Historically poor methodology to determine the degreedegree and and naturenature of threat risk.of threat risk.

Purpose:Purpose:To guide immediate threat response to guide To guide immediate threat response to guide timely & effective followtimely & effective follow--up intervention. up intervention.

Significance:Significance:Tendency to not address threat as a symptom Tendency to not address threat as a symptom of an underlying issue and thus limit threat of an underlying issue and thus limit threat response to disciplinary action.response to disciplinary action.

Threat Assessment in the SchoolsThreat Assessment in the Schools

““A clear, consistent, rational, and wellA clear, consistent, rational, and well--structured system for dealing with threats is structured system for dealing with threats is vitally important in a school.vitally important in a school.”” --FBIFBI

The chronology of school violenceThe chronology of school violence

•• Bethel, AlaskaBethel, Alaska Feb 1997Feb 1997

•• Pearl, MississippiPearl, Mississippi Oct 1997Oct 1997

•• West Paducah, KentuckyWest Paducah, Kentucky Dec 1997Dec 1997

•• Stamps, Arkansas Stamps, Arkansas Dec 1997Dec 1997

•• Jonesboro, ArkansasJonesboro, Arkansas Mar 1998Mar 1998

•• Edinboro, PennsylvaniaEdinboro, Pennsylvania Apr 1998Apr 1998

•• Fayetteville, TennesseeFayetteville, Tennessee May 1998May 1998

•• Richmond, VirginiaRichmond, Virginia Jun 1998Jun 1998

•• Littleton, ColoradoLittleton, Colorado Apr 1999Apr 1999

•• Conyers, GeorgiaConyers, Georgia May 1999May 1999

•• Demming, New MexicoDemming, New Mexico Nov 1999Nov 1999

•• Fort Gibson, OklahomaFort Gibson, Oklahoma Dec 1999Dec 1999

•• Mount Morris, MichiganMount Morris, Michigan Feb 2000Feb 2000

•• Savannah, GeorgiaSavannah, Georgia Mar 2000Mar 2000

•• Lake Worth, FloridaLake Worth, Florida May 2000May 2000

•• New Orleans, Louisiana New Orleans, Louisiana Sep 2000Sep 2000

•• Santee, CaliforniaSantee, California Mar 2001Mar 2001

•• Williamsport, PAWilliamsport, PA Mar 2001Mar 2001

•• Granite Hills, CaliforniaGranite Hills, California Mar 2001Mar 2001

•• Gary, IndianaGary, Indiana Mar 2001Mar 2001

•• New York, New YorkNew York, New York Jan 2002Jan 2002

•• New Orleans, LouisianaNew Orleans, Louisiana Apr 2003Apr 2003

•• Red Lion, PennsylvaniaRed Lion, Pennsylvania Apr 2003Apr 2003

•• Red Lake, MinnesotaRed Lake, Minnesota Mar 2005Mar 2005

•• Jacksboro, TennesseeJacksboro, Tennessee Nov 2005Nov 2005

•• Cazenovia, WisconsinCazenovia, Wisconsin Sep 2006Sep 2006

•• Bailey, Colorado Bailey, Colorado Oct 2006Oct 2006

•• Blacksburg, VirginiaBlacksburg, Virginia Apr 2007Apr 2007

•• Dover DelawareDover Delaware Sep 2007Sep 2007

•• Cleveland, OhioCleveland, Ohio Oct 2007Oct 2007

A Time Line of Recent Worldwide School Shootings. Retrieved online http://www.infoplease.com/ipa/A0777958.html

As well as numerous thwarted plans, single victim homicides and As well as numerous thwarted plans, single victim homicides and suicidessuicides

http://www.infoplease.com/ipa/A0777958.html

““They just snapped.They just snapped.””

•• There are many warning signsThere are many warning signs•• Change in behavior, grades, social interactionChange in behavior, grades, social interaction

•• Practice behaviorsPractice behaviors

•• ThreatsThreats

•• In fact, targeted violence represents a In fact, targeted violence represents a pattern of thinking and behavior that is pattern of thinking and behavior that is understandableunderstandable and often and often discernablediscernable; ; likely likely preceded by a threatpreceded by a threat..

National School Safety Center. (2001). Report on school associated violent deaths. CA.Vossekuil, B., Reddy, M., Fein, R., Borum, R., & Modzeleski, W. (2000) . U.S.S.S. Safe school initiative: An interim report on the prevention of targeted violence in schools.

Washington, DC: U.S. Secret Service, National Threat Assessment Center.

School Shooting Statistics: School Shooting Statistics: Odds are one in 1 million that a student will die at school as aOdds are one in 1 million that a student will die at school as a result of a violent act.result of a violent act.

Motives • 75% felt bullied/persecuted/threatened by others.• 61% motivated by desire for revenge. • 34% motivated by attempt to solve a problem. • 27% motivated by suicide or desperation. • 24% motivated by desire for attention or recognition. • 54% had multiple motives.

http://info.publicintelligence.net/FBI_The_School_Shooter_A_Quichttp://info.publicintelligence.net/FBI_The_School_Shooter_A_Quick_Reference_Guide.pdfk_Reference_Guide.pdf

Statistics• 95% were current students. • 93% had behavior that caused others concern prior to attack. • 93% planned out the attack in advance. • 68% acquired the weapon used from home or from a relative. • 63% had a known history of weapons use. • 59% occurred during the school day. • 37% exhibited interest in violence in writings, poems, essays, or journals. • 27% exhibited interest in violent movies.

Key TermsKey Terms

•• Straightforward, clear, explicit. Straightforward, clear, explicit. ““I am going to place a bomb in the schoolI am going to place a bomb in the school’’s gym.s gym.””

•• Vague, unclear, ambiguous. Vague, unclear, ambiguous. ““If I wanted to, I could kill everyone in this school.If I wanted to, I could kill everyone in this school.””

•• Strong implication but not explicit. Strong implication but not explicit. ““We would be better off without you around anymore.We would be better off without you around anymore.””

•• Typically seen in extortion caseTypically seen in extortion cases. s. ““If you donIf you don’’t pay me, I will place a bomb in the school.t pay me, I will place a bomb in the school.””

OO’’Toole, M. (2000). The school shooter: A threat assessment perspeToole, M. (2000). The school shooter: A threat assessment perspective. Washington, DC: FBIctive. Washington, DC: FBI

•• Threat:Threat: Any expression of intent to do harm. Any expression of intent to do harm.

•• Direct Threat:Direct Threat:

•• Indirect Threat:Indirect Threat:

•• Veiled Threat:Veiled Threat:

•• Conditional Threat: Conditional Threat:

Key Terms Key Terms ContinuedContinued

•• Threat Risk Assessment:Threat Risk Assessment: A method of identifying, A method of identifying, assessing, and managing persons who pose a risk for assessing, and managing persons who pose a risk for violence.violence.

•• Profiling:Profiling: The arbitrary identification of individuals who The arbitrary identification of individuals who maymay pose a threat. pose a threat.

•• Predisposing factors:Predisposing factors: Characteristics that increase the Characteristics that increase the likelihood of a threat being carried through.likelihood of a threat being carried through.

•• Precipitating factors: Precipitating factors: suggests degree of progress suggests degree of progress toward a violent act.toward a violent act.

•• Motive:Motive: Underlying purpose for the threatening behavior.Underlying purpose for the threatening behavior.

OO’’Toole, M. (2000). The school shooter: A threat assessment perspeToole, M. (2000). The school shooter: A threat assessment perspective. Washington, DC: FBIctive. Washington, DC: FBI

Threat Assessment Process

•• Step 1: Step 1: Receipt of the threatReceipt of the threat

•• Step 2:Step 2: Threat AssessmentThreat Assessment (using the ACUTE)(using the ACUTE)

•• Step 3:Step 3: Psychosocial EvaluationPsychosocial Evaluation(using the PETRA)(using the PETRA)

•• Step 4:Step 4: Evaluation and ResponseEvaluation and Response

Copeland, R. (2005). Adolescent and child urgent threat evaluation. Psychological Assessment Resources, LLC, Lutz, FLO’Toole, M. (2000). The school shooter: A threat assessment perspective. Washington, DC: FBI Schneller, J. (2005). Psychosocial Evaluation and Threat Risk Assessment. Psychological Assessment Resources, Inc. Lutz. FL

using the FBI National Center for the Analysis of Violent crime using the FBI National Center for the Analysis of Violent crime (NCAVC) model(NCAVC) model

Receipt of the Threatcannot occur if students are not encouraged to report their conccannot occur if students are not encouraged to report their concernserns

Threat Assessment MatrixThreat Assessment Matrix

LowThe threat is vague and/or indirect.

The details of the threat are inconsistent, implausible, and/or lacking detail.

The threat lacks realism.

HighThe threat is direct, specific, and plausible.

There is evidence that steps have been taken to carry out the threat.

MediumThe threat is more direct and more concrete than a low level of threat.

There is indication of possible place and time.

There is indication of preparatory steps to carry out the threat.

OO’’Toole, M. (2000). The school shooter: A threat assessment perspeToole, M. (2000). The school shooter: A threat assessment perspective. Washington, DC: FBI ctive. Washington, DC: FBI Schneller, J. (2005). Psychosocial Evaluation and Threat Risk AsSchneller, J. (2005). Psychosocial Evaluation and Threat Risk Assessment. Psychological Assessment Resources, Inc. Lutz. FL sessment. Psychological Assessment Resources, Inc. Lutz. FL PETRAPETRA

“The degree of detail may reflect the level of risk associated with the threat being carried out.” - FBI

•• Identification of the victimIdentification of the victim

•• Reason for the threatReason for the threat

•• Means, weapon, or methodMeans, weapon, or method

•• Date, time, or placeDate, time, or place•• Lingering concernLingering concern

Threat Risk IndicatorsThreat Risk Indicators

•• Expression of lethally violent or suicidal behaviors.Expression of lethally violent or suicidal behaviors.

•• Identification of a particular victim other than self.Identification of a particular victim other than self.

•• Violent or suicidal behavior involving a note.Violent or suicidal behavior involving a note.

•• Access to firearms or other lethal weapons.Access to firearms or other lethal weapons.

•• Evidence of an executable and likely lethal plan. Evidence of an executable and likely lethal plan.

•• Expressions of dire predictions Expressions of dire predictions (e.g., (e.g., ““being deadbeing dead”” or or ““stopping the painstopping the pain””).).

•• Behavior reflecting Behavior reflecting ““black & whiteblack & white”” thinking thinking (e.g., words like only, forever). (e.g., words like only, forever).

•• Expressions of fantasies of death (e.g., Expressions of fantasies of death (e.g., ““eternal eternal sleepsleep”” or or ““reunion with familyreunion with family””).).

Copeland, R (2005). Adolescent and child urgent threat evaluatioCopeland, R (2005). Adolescent and child urgent threat evaluation. Psychological Assessment Resources, LLC, Lutz, FL. n. Psychological Assessment Resources, LLC, Lutz, FL. ACUTEACUTE

Predisposing CharacteristicsPredisposing Characteristics that influence carrying out a threat of violencethat influence carrying out a threat of violence

•• History of arrests before age 15, aggression, verbal cruelty, viHistory of arrests before age 15, aggression, verbal cruelty, violence, olence, or antisocial behavioror antisocial behavior

•• History of suicidal behavior with selfHistory of suicidal behavior with self--inflicted tissue injuryinflicted tissue injury* *

•• History of sexual delinquency or sadismHistory of sexual delinquency or sadism

•• History of selfHistory of self--mutilationmutilation

•• Soft neurological signs, coordination or Soft neurological signs, coordination or language difficulties, or sublanguage difficulties, or sub--average IQaverage IQ**

•• Diagnosis of ADHD or Conduct DisorderDiagnosis of ADHD or Conduct Disorder**

•• Diagnosis of Paranoid Personality DisorderDiagnosis of Paranoid Personality Disorder**

**Related to ImpulsivityRelated to ImpulsivityCopeland, R (2005). Adolescent and child urgent threat evaluatioCopeland, R (2005). Adolescent and child urgent threat evaluation. Psychological Assessment Resources, LLC, Lutz, FL. n. Psychological Assessment Resources, LLC, Lutz, FL. ACUTEACUTE

Predisposing Characteristics Predisposing Characteristics ContinuedContinued

•• Family history of mental illness or suicideFamily history of mental illness or suicide

•• Family history of violence or substance Family history of violence or substance abuseabuse

•• Unstable home environmentUnstable home environment**

•• Escalation of rage outbursts if presentEscalation of rage outbursts if present**

•• Pattern of poor social relationships, few Pattern of poor social relationships, few family ties, personal losses of peers, or family ties, personal losses of peers, or problems in schoolproblems in school**

•• Acquisition of behavior and skills of a Acquisition of behavior and skills of a delinquent peer groupdelinquent peer group

•• Likelihood to support followLikelihood to support follow--up planup plan

Copeland, R (2005). Adolescent and child urgent threat evaluatioCopeland, R (2005). Adolescent and child urgent threat evaluation. Psychological Assessment Resources, LLC, Lutz, FL. n. Psychological Assessment Resources, LLC, Lutz, FL. ACUTEACUTE

**Related to ImpulsivityRelated to Impulsivity

Early Precipitating Characteristics Early Precipitating Characteristics

•• Expressions with certain death as the objectiveExpressions with certain death as the objective

•• Identification of a particular Identification of a particular victim(svictim(s))

•• Expressions of dire predictionsExpressions of dire predictions

•• Violent or suicidal behavior involving a noteViolent or suicidal behavior involving a note

•• Access to firearms or other lethal weaponsAccess to firearms or other lethal weapons

•• Alcohol or drug abuseAlcohol or drug abuse

•• Perception of actual or perceived social tension Perception of actual or perceived social tension

•• Result of threat to selfResult of threat to self--esteem and/or humiliationesteem and/or humiliation

•• Expected return to problematic situation or settingExpected return to problematic situation or setting

signifying potential progress & increased risk of carrying out asignifying potential progress & increased risk of carrying out a threat of violencethreat of violence

Copeland, R (2005). Adolescent and child urgent threat evaluatioCopeland, R (2005). Adolescent and child urgent threat evaluation. Psychological Assessment Resources, LLC, Lutz, FL. n. Psychological Assessment Resources, LLC, Lutz, FL. ACUTE ACUTE

Late Precipitating CharacteristicsLate Precipitating Characteristics

•• Black & white thinking (e.g., words Black & white thinking (e.g., words like only, forever) like only, forever)

•• Well developed (i.e., plausible) and Well developed (i.e., plausible) and lethal plan lethal plan

•• Fantasies of death, such as Fantasies of death, such as ““eternal eternal sleepsleep”” or or ““reunion with familyreunion with family””

•• Symptoms of agitation or motor Symptoms of agitation or motor restlessnessrestlessness

indicate an impending act of violence following a threatindicate an impending act of violence following a threat


Precipitating Factors Related to ImpulsivityPrecipitating Factors Related to Impulsivity

•• Presentation of agitation or Presentation of agitation or motor restlessnessmotor restlessness

•• Alcohol or drug abuseAlcohol or drug abuse

•• Actual or perceived social Actual or perceived social tensionstensions

•• Result of threat to selfResult of threat to self--esteem esteem and/or humiliationand/or humiliation

that increase the risk following a threat of violencethat increase the risk following a threat of violence


Adolescent & Child Urgent Treat EvaluationAdolescent & Child Urgent Treat Evaluation

• 2727--item structured to identify risk for nearitem structured to identify risk for near--future violence (e.g., hours to days).future violence (e.g., hours to days).

•• 542 children and adolescents ages 8542 children and adolescents ages 8--18 years in four study groups: 18 years in four study groups: (a) Non(a) Non--Threat, (b) Suicide Threat, (c) Homicide Threat, and (d) HomicidThreat, (b) Suicide Threat, (c) Homicide Threat, and (d) Homicidee--Suicide ThreatSuicide Threat

•• moderate to high for cluster scores, Total score alpha coefficiemoderate to high for cluster scores, Total score alpha coefficients nts ranging from .70ranging from .70--.85..85.

•• clusters ranging from .74clusters ranging from .74--.99; Total score .94.99; Total score .94

•• .71.71--.97 over a period of 24 to 48 hours..97 over a period of 24 to 48 hours.

•• demonstrated via Clinical Assessment of demonstrated via Clinical Assessment of DepressionDepression™™ (CAD(CAD™™), the Children's Depression Inventory (CDI), and the Suicide ), the Children's Depression Inventory (CDI), and the Suicide Ideation Questionnaire (SIQ).Ideation Questionnaire (SIQ).

•• demonstrated in agedemonstrated in age--matched psychiatric group (matched psychiatric group (nn = 70) who = 70) who were not at risk for violence.were not at risk for violence.

•• school psychologist, guidance counselor, clinical social workeschool psychologist, guidance counselor, clinical social worker.r.

•• (20 minutes) Rating form, Professional manual.(20 minutes) Rating form, Professional manual.

R. Copeland, MD & D. Ashley © PAR (2005)

•• Format:Format:

•• Standardization:Standardization:

•• Internal consistency:Internal consistency:

•• InterInter--rater reliability:rater reliability:

•• TestTest--retest:retest:

•• Convergent and discriminant validity:Convergent and discriminant validity:

•• CriterionCriterion--related validity:related validity:

•• Professional Requirements:Professional Requirements:

•• Test materials:Test materials:


ACUTE Survey & Scoring Forms

Threat cluster classificationThreat cluster classification

Precipitating characteristicsPrecipitating characteristics

Predisposing characteristicsPredisposing characteristics

Impulsivity indicatorsImpulsivity indicators

Total ACUTE Raw ScoreTotal ACUTE Raw Score

Quantitative interpretationQuantitative interpretation Percentile rangePercentile rangeExtreme Clinical riskExtreme Clinical risk >95%>95%High Clinical riskHigh Clinical risk 7575--9494Moderate clinical riskModerate clinical risk 3434--7474Low clinical riskLow clinical risk <33%<33%

ACUTE DomainsACUTE Domains AAdolescent & Child Urgent Threat Evaluation Interpretation:dolescent & Child Urgent Threat Evaluation Interpretation:

Threat video clip

Bang Bang You're Dead

FBI Threat Assessment Methodology:FBI Threat Assessment Methodology: A fourA four--pronged approachpronged approach

•• Prong one: Prong one: Personality Traits & BehaviorPersonality Traits & Behavior

•• Prong two: Prong two: Family DynamicsFamily Dynamics

•• Prong three: Prong three: School DynamicsSchool Dynamics

•• Prong four: Prong four: Social dynamicsSocial dynamics

OO’’Toole, M. (2000). Toole, M. (2000). The school shooter: A threat assessment perspectiveThe school shooter: A threat assessment perspective. Washington, DC: Federal Bureau of Investigation. Washington, DC: Federal Bureau of Investigation

””This model provides a framework for evaluating a student to deteThis model provides a framework for evaluating a student to determine if they have rmine if they have the motivation, intention, ability, & means to carry out a proclthe motivation, intention, ability, & means to carry out a proclaimed threat.aimed threat.””-- FBIFBI

FBI FourFBI Four--Pronged Assessment Approach:Pronged Assessment Approach: Prong one: Prong one: Personality Traits & BehaviorPersonality Traits & Behavior

•• Manipulation of othersManipulation of others•• Changes in behaviorChanges in behavior•• Closed social groupClosed social group•• Signs of depressionSigns of depression•• NarcissismNarcissism•• AlienationAlienation•• Leakage Leakage


•• Inappropriate, macabre, insulting, belittling, or meanInappropriate, macabre, insulting, belittling, or mean humorhumor•• Exaggerated sense of entitlement & need for attentionExaggerated sense of entitlement & need for attention•• Behavior appears relevant to carrying out a threat Behavior appears relevant to carrying out a threat •• Fascination or interest in sensational violenceFascination or interest in sensational violence•• Rationalization of violent ideology & behaviorRationalization of violent ideology & behavior•• Lack of empathy, dehumanization of othersLack of empathy, dehumanization of others•• ““Injustice collectorInjustice collector”” -- externalizes blame externalizes blame •• Intolerance, hatred, and/or prejudiceIntolerance, hatred, and/or prejudice•• Anger management problems Anger management problems •• Low tolerance for frustrationLow tolerance for frustration•• Failed love relationshipFailed love relationship•• Rigid and opinionatedRigid and opinionated•• Attitude of superiorityAttitude of superiority•• Negative role modelsNegative role models•• Poor coping skillsPoor coping skills•• Lack of resiliencyLack of resiliency•• Lack of trustLack of trust

FBI FourFBI Four--Pronged Assessment Approach:Pronged Assessment Approach: Prong two: Prong two: Family DynamicsFamily Dynamics


•• No limits or monitoring of TV and internetNo limits or monitoring of TV and internet

•• Turbulent parentTurbulent parent--child relationshipschild relationships

•• Acceptance of pathological behaviorAcceptance of pathological behavior

•• Student Student ““rules the roostrules the roost””

•• Access to weaponsAccess to weapons

•• Lack of intimacyLack of intimacy

FBI FourFBI Four--Pronged Assessment Approach:Pronged Assessment Approach: Prong three: Prong three: School DynamicsSchool Dynamics

““It is important to understand, It is important to understand, from the studentfrom the student’’s perspectives perspective, why he , why he would target his own school.would target his own school.”” -- FBIFBI

•• StudentStudent’’s attachment & involvement in schools attachment & involvement in school

•• Inflexible culture & impersonal environmentInflexible culture & impersonal environment

•• Tolerance for disrespectful behaviorTolerance for disrespectful behavior

•• Pecking order among studentsPecking order among students

•• Perception of inequitable disciplinePerception of inequitable discipline

•• Racial or class divisionsRacial or class divisions

•• Poor trust between staff and studentsPoor trust between staff and students

•• Unsupervised computer accessUnsupervised computer access

•• Code of silenceCode of silence

•• Culture of bullying, victimization, & bystandersCulture of bullying, victimization, & bystanders


FBI FourFBI Four--Pronged Assessment Approach:Pronged Assessment Approach: Prong four: Prong four: Social DynamicsSocial Dynamics

•• Unmonitored access to media & entertainmentUnmonitored access to media & entertainment

•• The Copycat Effect after violence in the newsThe Copycat Effect after violence in the news

•• Outside interests can mitigate school violenceOutside interests can mitigate school violence

•• Use or change in use of drugs or alcohol Use or change in use of drugs or alcohol

•• Peer groups of similarlyPeer groups of similarly--minded studentsminded students


PETRA PETRA

•• Alienation Alienation •• Depression Depression •• Aggression Aggression •• EgocentrismEgocentrism

Psychological DomainPsychological Domain

Ecological DomainEcological Domain Resilience DomainResilience Domain•• Home Home •• SchoolSchool

•• CopingCoping•• StressStress

“How does a student come to of feeling that shooting others at school was in some way an answer to his problems? Were there signs along the way –not a catalogue of traits identifying him as a predicted

killer, but clues that could have indicated a need for help?” -FBI

A Psychosocial Organization of the FourA Psychosocial Organization of the Four--Pronged ModelPronged Model

AlienationAlienation

•• Does the student feel they Does the student feel they belong?belong?

•• What is the quality of the What is the quality of the studentstudent’’s social life?s social life?

•• Does the student have Does the student have friends?friends?

•• Does the student feel liked Does the student feel liked by peers? by peers?

•• Is the student accepted by Is the student accepted by classmates?classmates?

increases the risk associated with threats of violenceincreases the risk associated with threats of violence

Schneller, J. (2005). Schneller, J. (2005). Psychosocial Evaluation and Threat Risk AssessmentPsychosocial Evaluation and Threat Risk Assessment. Psychological Assessment Resources, Inc. Lutz. FL . Psychological Assessment Resources, Inc. Lutz. FL PETRAPETRA

Characteristics of AggressionCharacteristics of Aggression

•• Is there easy access to guns? Is there easy access to guns?

•• Does the student ever carry a weapon? Does the student ever carry a weapon?

•• Does the student think about hurting people? Does the student think about hurting people?

•• Does the student get mad easily?Does the student get mad easily?

•• Is the student destructive? Is the student destructive?

•• Does the student like to fight?Does the student like to fight?

•• Is there a fascination with violence?Is there a fascination with violence?

•• Is the student conflictIs the student conflict--oriented?oriented?

contribute to the escalation from threat to act of violence.contribute to the escalation from threat to act of violence.


Depressed MoodDepressed Mood

•• What is the studentWhat is the student’’s mood? s mood?

•• Does the student feel sad or depressed Does the student feel sad or depressed most of the time? most of the time?

•• Are there feelings of anhedonia?Are there feelings of anhedonia?

•• What is the estimated risk of suicide?What is the estimated risk of suicide?No history? Previous attempt? Current thoughts?

is frequently associated with violence following a threatis frequently associated with violence following a threat


EgocentrismEgocentrism

•• Does the student exhibit feelings of Does the student exhibit feelings of grandiosity?grandiosity?

•• Does the student demonstrate empathy?Does the student demonstrate empathy?

•• Is the student attentionIs the student attention--seeking?seeking?

•• Does the student brag about themselves? Does the student brag about themselves?

•• Does the student feel that they are better Does the student feel that they are better than their peers?than their peers?

often marks characteristics that may precipitate an act of violeoften marks characteristics that may precipitate an act of violencence


The Home EnvironmentThe Home Environment

•• How is the relationship between How is the relationship between the student and their parents?the student and their parents?

•• Does the student follow rules at Does the student follow rules at home?home?

•• Are the parents good role models? Are the parents good role models?

•• Is there an open line of Is there an open line of communication at home?communication at home?

•• Do the parents keep track of what Do the parents keep track of what the student does with their friends?the student does with their friends?

provides protective qualities, but can also represent a source oprovides protective qualities, but can also represent a source of riskf risk


The School EnvironmentThe School Environment

•• Is the student an active part of the school Is the student an active part of the school community? community?

•• Does the student like the school? Does the student like the school?

•• Are the teachers perceived as fair?Are the teachers perceived as fair?

•• Are drugs a problem on campus?Are drugs a problem on campus?

•• How is the security?How is the security?

•• Does the student feel he or she could sneak a Does the student feel he or she could sneak a weapon into school?weapon into school?

is important to consider when evaluating threats of violenceis important to consider when evaluating threats of violence


StressStress

•• Has the student been picked on or bullied at school?Has the student been picked on or bullied at school?

•• Is lack of money or resources causing stress?Is lack of money or resources causing stress?

•• Is the student sad or depressed most of the time?Is the student sad or depressed most of the time?

•• Is there a recent loss of a loved one?Is there a recent loss of a loved one?

•• Is the student alienated?Is the student alienated?

•• Has the student been abused?Has the student been abused?

•• Is the student involved in the school community?Is the student involved in the school community?

•• Is the student experiencing thoughts of death?Is the student experiencing thoughts of death?

•• How is the studentHow is the student’’s health? s health?

•• Are family matters a source of stress?Are family matters a source of stress?

•• Is school the source of stress?Is school the source of stress?

reduces resilience and is commonly associated with acts of violereduces resilience and is commonly associated with acts of violencence


Victimization Victimization can take several formscan take several forms

•• physicalphysical •• emotionalemotional•• sexualsexual •• peerpeer

Peer victimization, also known as bullying, refers Peer victimization, also known as bullying, refers to repeated, unprovoked, harmful physical or to repeated, unprovoked, harmful physical or psychological actions by one or more individuals psychological actions by one or more individuals against another. Bullying includes:against another. Bullying includes:

•• hittinghitting

•• kickingkicking

•• pushingpushing

•• making threatsmaking threats

•• peer rejection and exclusionpeer rejection and exclusion

•• CyberCyber--bullyingbullying

•• intimidatingintimidating

•• namename--callingcalling

•• teasingteasing

•• tauntingtaunting

CopingCoping

•• Is the threatening student open Is the threatening student open to remediation? to remediation?

•• Are they optimistic or pessimistic? Are they optimistic or pessimistic?

•• Will they ask for help? Will they ask for help?

•• Is the student impulsive?Is the student impulsive?

•• Does the student use drugs?Does the student use drugs?

•• Are there issues related to poor Are there issues related to poor locus of control?locus of control?

or the lack thereof is important to take into considerationor the lack thereof is important to take into consideration


Critical ItemsCritical Items

•• Perception of poor school security.Perception of poor school security.

•• Report or history of being picked on or bullied at school.Report or history of being picked on or bullied at school.

•• Acknowledgment of desire to hurt others. Acknowledgment of desire to hurt others.

•• Suicidal ideation.Suicidal ideation.

•• Use or possession of a weapon.Use or possession of a weapon.

•• Easy access to guns.Easy access to guns.

•• History of abuse.History of abuse.

Psychological Domain PETRAPETRA

mark areas in need of immediate attentionmark areas in need of immediate attention


Psychosocial Evaluation & Psychosocial Evaluation & Threat Risk Assessment (PETRA)Threat Risk Assessment (PETRA)

• Appropriate Population:

• Format:

• Standardization:

• Internal consistency:

• Test-retest:

• Convergent and discriminant validity:

• Criterion-related validity:

• Professional Requirements:

• Test materials:

students ages 11students ages 11--18 who have made a threat of violence.18 who have made a threat of violence.

60 Item Self Report @ 360 Item Self Report @ 3rdrd grade level with validity scales and normative ratingsgrade level with validity scales and normative ratings

1770 adolescents ages 111770 adolescents ages 11--18 years, 18 years, normednormed by age and gender.by age and gender.

moderate to high:moderate to high:Age(.66Age(.66--.82) Race (.65.82) Race (.65--.84) Gender (.70.84) Gender (.70--.81) Total (.84.81) Total (.84--90)90)

cluster correlationscluster correlations .79 to .85 over a period of 7 to 10 days.79 to .85 over a period of 7 to 10 days

demonstrated via expected correlation to demonstrated via expected correlation to Achenbach CBCL, BASC2, CAD, & RADS2 among others.Achenbach CBCL, BASC2, CAD, & RADS2 among others.

demonstrated validity among..demonstrated validity among..(a) Out patient psychiatric group ((a) Out patient psychiatric group (nn = 29) to demographically= 29) to demographically--matched samplematched sample(b) Full time SED (n=60) and their general education peers.(b) Full time SED (n=60) and their general education peers.

School psychologist, guidance counselor, clinical socialSchool psychologist, guidance counselor, clinical social worker.worker.

(20 minutes) Rating form, Professional manual, profile/score for(20 minutes) Rating form, Professional manual, profile/score forms.ms.

J. Schneller © PAR (2005)


PETRA Self Report Form

PETRA Carbonless Score Form

PETRA Score Summary FormsPETRA Score Summary Forms

Computerized scoringComputerized scoring

Intuitive interpretationIntuitive interpretation

DomainDomain--level classificationslevel classifications

Critical item markersCritical item markers

Elevated item markersElevated item markers

PETRA Scoring TemplatePETRA Scoring Template

Inconsistency IndicatorsInconsistency Indicators

I do not like conflict. I do not like conflict. I like to fight.I like to fight.

I am happy most of the time. I am happy most of the time. I feel sad or depressed most of the time.I feel sad or depressed most of the time.

I take my time to make a decision.I take my time to make a decision.I am quick to make a decision.I am quick to make a decision.

I have never been abused.I have never been abused.I have been abused.I have been abused.

I get mad quickly.I get mad quickly.I never get angry.I never get angry.

I sometimes think of hurting others.I sometimes think of hurting others.I seldom think of hurting others. I seldom think of hurting others.

Conflict:Conflict:

Sadness:Sadness:

Coping:Coping:

Stress:Stress:

Anger mgt.:Anger mgt.:

Aggression:Aggression:

help to identify inconsistency among PETRA selfhelp to identify inconsistency among PETRA self--report responsesreport responses


PETRA Lie & Social Desirability IndicatorsPETRA Lie & Social Desirability Indicators

•• I have never met a person I did not like. I have never met a person I did not like.

•• I have never put anything off until later. I have never put anything off until later.

•• I have never felt like cursing. I have never felt like cursing.

•• I have not eaten in a week. I have not eaten in a week.

•• I have never been sick.I have never been sick.

•• I have never told a lie.I have never told a lie.

•• I never get angry.I never get angry.


Broward County Public SchoolsBroward County Public Schools

““Ideal for use with children who wonIdeal for use with children who won’’t t cooperate with interview.cooperate with interview.””

AggressionAggression

DepressionDepression

AlienationAlienation

NarcissismNarcissism

FamilyFamilySchoolSchool

SocialSocial

PersonalPersonal

CopingCoping

StressStress

Threat Risk Assessment ChecklistThreat Risk Assessment Checklist

Targeted InterventionTargeted Intervention

Ecological InterventionsEcological Interventions•• Home:Home:•• School:School:

Targeted InterventionsTargeted Interventions•• CopingCoping•• StressStress

Psychosocial InterventionsPsychosocial Interventions•• AlienationAlienation•• DepressionDepression•• AggressionAggression•• EgocentricismEgocentricism

•• Social skills trainingSocial skills training•• Stress & anger mgt.Stress & anger mgt.•• No Harm Agreement*No Harm Agreement*•• Self advocacySelf advocacy

SchoolSchool--based based •• CST & IEPCST & IEP•• Guidance / MHGuidance / MH•• SupervisionSupervision•• ExtraExtra--curricularcurricular•• Mentor programsMentor programs

Parenting workshopsParenting workshopsImprove school cultureImprove school culture•• AntiAnti--bullying programs bullying programs •• Safe listening zonesSafe listening zones•• Student Safety Plan*Student Safety Plan*

CommunityCommunity--BasedBased•• Youth groupsYouth groups•• Religious communityReligious community•• Sports & recreationSports & recreation•• Law enforcementLaw enforcement•• Community mental healthCommunity mental health

PETRAPETRA

is important to specifically address the is important to specifically address the issue(sissue(s) that led to the threat) that led to the threat

Threat Assessment DocumentationIssues to consider:Issues to consider:

•• Where are records to be kept?Where are records to be kept?

•• How will those involved in the threat be notified?How will those involved in the threat be notified?

•• How responsive and effective is the process?How responsive and effective is the process?

Forms:Forms:

•• Procedural template for schoolsProcedural template for schools

•• Misc. data collection forms (BCPS)Misc. data collection forms (BCPS)

•• Student Safety PlanStudent Safety Plan

•• No Harm ContractNo Harm Contract

•• PETRA Report TemplatePETRA Report Template

““A wellA well--structured system for dealing with threats is vitally important structured system for dealing with threats is vitally important in a school.in a school.”” --FBIFBI

This form is available onlineThis form is available online

The Threat Assessment ProcessThe Threat Assessment Process

Receipt of the threatReceipt of the threatGathering informationGathering informationInterview those involvedInterview those involvedIdentify the details of the threatIdentify the details of the threat

Psychosocial EvaluationPsychosocial EvaluationHelps guide threat assessmentHelps guide threat assessmentHelps guide targeted interventionsHelps guide targeted interventionsEstimate suicide riskEstimate suicide risk

Threat AssessmentThreat AssessmentEstimate the overall threat level Estimate the overall threat level

Action Taken Action Taken Immediate & followImmediate & follow--up up strategies to prevent violent actstrategies to prevent violent act

Document CollaborationDocument CollaborationDocument action taken & Document action taken & those involved in responsethose involved in response

Plan Review Plan Review FollowFollow--up & monitoringup & monitoring

These forms are available onlineThese forms are available online

Initial statement guideInitial statement guide Assessing Level of Threat ChecklistAssessing Level of Threat Checklist

http://www.psych-insight.com/BCPS Threat Assessment Procedure Manual.pdf

These forms are available onlineThese forms are available online

Threat screening & data collectionThreat screening & data collectionParent Notification ChecklistParent Notification Checklist

These forms available onlineThese forms available online



Teacher Information FormTeacher Information Form

““It is important to gather information from It is important to gather information from various sources.various sources.””

disruptive in classdisruptive in class

aggression & depressionaggression & depression

declining productivitydeclining productivity

poor social skillspoor social skills

I am afraid of the studentI am afraid of the student

frequently madfrequently mad

seems sadseems sadimpulsiveimpulsive

seems to get picked on a lotseems to get picked on a lot

easily frustratedeasily frustratedI have concernsI have concerns



Student Supervision PlanStudent Supervision Plan


Student Safety & Security PlanStudent Safety & Security Plan

Document action takenDocument action taken

No harm contractNo harm contract

Behavior Intervention planBehavior Intervention plan

SchoolSchool--based interventionsbased interventions

Behavioral & therapeutic actionsBehavioral & therapeutic actions

Schedule changesSchedule changes

Relationship Building planRelationship Building plan

HomeHome--based interventionsbased interventions

CommunityCommunity--based interventionsbased interventions

MultiMulti--disciplinary developmentdisciplinary development


>>>MODIFY OR ERASE RED FONT<<<Student Safety & Supervision Plan

Name: Student Name School: School Name Date: 1/18/08 Reason for Plan: Enter reason for plan (see attached PETRA* Report Form) Disciplinary action(s) taken: Document disciplinary action Student return date: Date of return Administrative plan review date: Date of review Intended victims warned: Explain how intended victims were warned (i.e., Referred to SRO) No Harm Contract: Date of Contract & reason (see attached) Behavior Intervention Plan: Updated 12/13/06 via interim IEP meeting (see attached) School Based Interventions Daily and random check of person, backpack (clear backpack if allowed at all), and locker for any items of concern

related to the threat. Are scheduling changes needed? Is the student to return to the situation in which the threat occurred? Behavioral & Therapeutic Interventions A Functional Behavioral Assessment, Behavior Intervention Plan, and/or behavior contract has been developed and

is in force until expiration of this safety plan (see attached) Relationship Building Interventions Identify an adult at home and school that the student agrees to confide in and go to as needed to help address

difficulties the student may be having as a mentor (see No harm contract).

Encourage and/or facilitate participation in community-based programs (e.g., church groups, mentoring, Boys and Girls Club of America, volunteer work, etc) to foster social connectedness.

Home & Community Based Interventions Parents have been provided community mental health contact information and have agreed to pursue mental health

intervention in the community.

Administrator, Plan Supervisor Date School Psychologist

Date

School Resource Officer

Date Guidance Counselor

Date

Parent

Date Other Date

Student

Date Other Date

*PETRA is an acronym for Psychosocial Evaluation and Threat Risk Assessment and is used to identify areas and levels of concern to guide

intervention to mitigate the risk of future violent behavior. This from is intended for use with the PETRA Report Form. Noncommercial use and customization permitted © 2011 Psychological Insight,LLC

No Harm ContractNo Harm Contract


v3.12.11

School Letterhead

Edit, add, or omit contract items & red font as applicable to concern and is agreeable with student. Meet as frequently as necessary and then use fading as appropriate. Non-agreement indicates a high level of risk.

No Harm Agreement

Name: Student’s Name School: School Name Date: date

Many people including Name and Name care about me and are concerned about whatever behavior is. I, agree to do my best to follow this contract prior to harming myself or others. I agree to meet with name of counselor or administrator on date to review this agreement.

Student’s Initials:

I agree not to make threatening statements or act in a threatening manner.

I agree not to bring a weapon on school property.

I agree not to use alcohol or other harmful drugs.

I agree to try to express my anger or frustration in ways that will not be harmful to me or other people.

I agree not to cut with other people or show anyone else how to do it.

I agree not to share cutting items with other people.

I agree to notify name at location/ph number if I am having any problems at home or school.

If I am having thoughts of cutting myself, killing myself, or harming others, I agree to try each item below first:

I agree to try a calming strategy (exercise, diaphragmatic breathing) for 5 minutes before hurting myself.

I agree to try a cutting substitute before cutting myself (e.g., snapping rubber band on arm for 5 minutes).

I agree to try a less harmful method (e.g., red marker) instead of cutting myself. At school, I will go to name or name to talk before attempting to hurt myself or others. At home, I will go to name & ph number or name & ph number before attempting to hurt myself or others If I still want to hurt/cut/kill myself, I agree to call the hotline & ph number and/or 911 first.

I understand the contract that by signing it I am agreeing to do my best to follow it and contact those people who care about me so they can have a chance to help me.

Student Signature Date Parent Signature Date

School Official Signature Date Other Date

Other Date Other Date

Report Template

REASON FOR REFERRAL Example: Student was referred for psychosocial evaluation and threat risk assessment due to recent threatening behavior. EVALUATION TECHNIQUES EXAMPLE OF SUGGESTED MINIMUM Review of School Records Parent, Teacher, & Student Interview Psychosocial Evaluation & Threat Risk Assessment (PETRA) Adolescent & Child Urgent Threat Evaluation (ACUTE) BACKGROUND INFORMATION Brief relevant family history (i.e., living situation, supervision at home, parent concerns etc). Brief relevant legal history (i.e., history of arrests, disciplinary history at school attendance) Brief relevant academic history (i.e., retentions, grades, class placement, previous psycho

educational testing, IDEA eligibilities and services, IEP related social, emotional, and behavioral goals, note of any behavior plans or contracts).

Parent and/or teacher anecdotal evidence to illustrate presenting problem. FACTS RELATING TO THE INCIDENT(S) IN QUESTION Describe the events preceding and related to the threatening behavior as they are understood. Describe the threatening behavior (attach documents if appropriate, e.g, threatening note or

artwork). OBSERVATIONS Describe observations made while interviewing the student, particularly those that related to

level of cooperation and insight into own behavior and its ramifications. ASSESSMENT RESULTS AND INTERPRETATIONS Discuss the characteristics of the threat with regard to specificity and planning, evidence of

precipitating and predisposing factors to come to determination of near term risk. Discuss any relevant psychosocial factors that may be contributing the threatening behavior.

Special attention should be paid to assessing for narcissistic tendencies, depression,aggression, suicidal ideation, alienation, victimization and/or having been bullied, stress, coping, drug use, and environmental perceptions of the students home and school.

SUGGESTIONS & RECOMMENDATIONS FOR INTERVENTION Suggest specific interventions based on the nature and estimated risk associated with the

threat to develop an individualized student safety plan to mitigate progress toward futureacts of violence.

Referral ReasonReferral Reason

Evaluation TechniquesEvaluation Techniques

Background InformationBackground Information

Incident FactsIncident Facts

Observations & AnecdotalObservations & Anecdotal

Assessment Results & InterpretationAssessment Results & Interpretation

Suggestions & RecommendationsSuggestions & Recommendations


Student John Jones sends another student an e-mail message saying: "You are a dead man."

Step 1: Receipt of Threat:Step 1: Receipt of Threat: Parents & student report email to the school administrators.

Step 2: Threat Assessment:Step 2: Threat Assessment: low-level threat (1) Threat is vague and indirect; (2) Threat lacks detail; no specific information about motive or intent, means, time or place

Step 3: Psychosocial evaluation:Step 3: Psychosocial evaluation: MDT interviews Student is characterized as somewhat immature and prone to losing his temper, but report no seriously troubling traits or changes in behavior; no access to weapons, no preparations or intention to follow through

Step 4: Evaluation and Response:Step 4: Evaluation and Response: Low-level threat administrative action at LEA discretion


Tom Murphy, a ninth-grader, makes a video tape for one of his classes. The tape shows student actors shooting at other students on the school grounds, using long-barreled guns that appear real. On the videotape, the actor-students are heard yelling at other students, laughing, and making off- color remarks, while aiming their weapons at others. Murphy's teacher receives the tape and becomes concerned.

Step 1: Receipt of the threat:Step 1: Receipt of the threat: Teacher turns in tape.

Step 2: Threat Assessment:Step 2: Threat Assessment: (tentatively medium)The threat is specificMurphy & others posing as shootersComments are explicitly threateningMotive and intent of video are unclearUnclear if joking or seriousGuns may or may not be real“Script” suggests thought of place & time

Step 3: Psychosocial Evaluation:Step 3: Psychosocial Evaluation: MDT interviews found guns not real, no access to weapons, no other risks identified

Step 4: Evaluation & Response:Step 4: Evaluation & Response: Based on all info, threat is reclassified as low level.


A high school principal receives an anonymous phone call at 7:30 a.m. The caller says: "There is a pipe bomb scheduled to go off in the gym at noon today. I placed the bomb in the locker of one of the seniors. Don't worry, it's not my locker. I just placed it there because I can see it from where I will be sitting -- and will know if someone goes to check on it."

Step 1: Receipt of Threat:Step 1: Receipt of Threat: Immediate law police involvement and emergency response

Step 2: Threat Assessment:Step 2: Threat Assessment: High level of threatThe threat is direct and specificThe caller identifies a weapon & locationConcrete steps to carry out the threatThe identity of the perpetrator is unknownMeans, knowledge, & resources are unknown

Step 3: Psychosocial Evaluation:Step 3: Psychosocial Evaluation: Can not be conducted as perpetrator is unidentified

Step 4: Evaluation and Response:Step 4: Evaluation and Response: Detailed & plausible (high level threat) posing a serious danger to students and staff requiring immediate intervention by law enforcement


Presentation ReviewPresentation Review Information, Tools, & Procedures to facilitate threat assessmentInformation, Tools, & Procedures to facilitate threat assessment in the schoolsin the schools

Video:Video: Dr. Poland speaks to Congress about the need for threat assessment

• Online Resource: www.psychological-insight.com• Perpetrator statistics• Introduction of key terms • Types of threatening behavior/ threats of violence • Threat level classification• Threat risk indicators • Overview of the ACUTE• Threat examples

Video:Video: Bang Bang You're DeadBreakBreak

• Review of FBI Four-Pronged Approach• The PETRA: A norm-referenced re-organization of the FBI Model• Targeted Intervention to mitigate threats of violence• Tools & Templates• Process Example: Broward County Public Schools, FL• Threat Assessment examples

http://www.psychological-insight.com/

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