Transcript Threat Assessment Training - March 2011

KEY CONCEPTS AND GUIDELINES
FOR
THREAT ASSESSMENT
Presented by LD6 Crisis Team PSWs
Flavia Cabrera-Rodgers, Virginia Hernandez,
Maria Olvera & Monica Puentes
TODAY’S OBJECTIVES
• Understand the key factors to consider when assessing
risk
• Understand the threat assessment process at a school
site
THREAT ASSESSMENT
Threat Assessment has been referred to
as the “missing link” in violence
prevention. It is the process of deliberately
trying to connect the dots or data that
paints the picture that someone is moving
on a pathway towards serious violence
before the violent act occurs.
THREAT ASSESSMENT
 Threat assessment “utilizes available information about
warning signs, risk factors, stabilizing factors, and potential
precipitating events to arrive at a categorical description of
risk for a particular point in time.”
 Threat assessment “is only as good as the data collection
to support it. Use of collateral data sources is essential.”
THE UNIDIMENSIONAL ASSESSMENT
The plague of the
Violence Threat/Risk
Assessment Field
OVERREACTION VS. UNDER REACTION
“The biggest problem in the aftermath of
high-profile school violence was originally
thought to be overreacting but experience
dictates that the biggest problem is actually
under reaction to often blatant indicators
that a student is moving on a pathway to
serious violence”.
GUIDELINES FOR ACTION
• Student makes a threat against the life of
another student or staff (verbal/written). Staff
notifies the Site Administrator/Designee
• Administrator assesses referral for immediate
action & convenes the school site Threat
Assessment Team
• Administrator notifies their LD Operations
Coordinator
BUL-1119.1 ORGANIZING FOR ASSESSING AND
MANAGING THREATS
• Threat Assessment Team is comprised of:
•Administrator
•Mental Health Professional
•Law Enforcement
THREAT ASSESSMENT TEAM ACTIONS
 Review information
 Apply varied specialized expertise
 Advise decision making process
 Investigate to determine the level of danger
 Evaluate and recommend options with safety and individual
rights considered
 Delegate tasks logically for follow-up
 Document process
THE PROCESS-CONVENE
•
Team members come together
•
3 Questions lead discussion
1.
Is the individual moving on a path towards violent action?
2.
Is there evidence to suggest movement from thought to action?
3.
What can be done to control the progression of the threat?
•
Identify specific threat &
.
Determine impact on school.
THE PROCESS-ASSESS
• Review warning signs and background
information.
• Interview witnesses, staff, peers, etc.
• Interview student making threat
• DO ALL THIS BEFORE CONTACTING THE
PARENT
• Interview Parent Last
•
WARNING SIGNS
BACKGROUND
INFORMATION
STABILITY FACTORS
INTERVIEWS
THREAT ASSESSMENT QUESTIONS
Does the person have the ability (access, means,
capacity, and opportunity) to become violent?
Is there evidence of intent (specificity of plan,
action taken toward plan)?
Have they crossed thresholds (engaged in attackrelated behaviors, broken rules) which indicate
elevated risk?
THREAT ASSESSMENT QUESTIONS
continued
Are others concerned by observed behaviors
(subject discussed plan/threat with others, others
are afraid)?
Does the at-risk individual demonstrate
noncompliance with risk-reduction (lack insight,
lack interest in reducing risk)? (Borum, 2000)
NO ONE JUST SNAPS...
“Serious violence is an evolutionary process:
no one just snaps!”
Even though some rare acts of serious school
violence are not pre-planned, arriving at the
point of committing the act is still an evolutionary
process.
FLUIDITY
THE RELATIONSHIP BETWEEN THE SUICIDAL AND
HOMICIDAL DOMAINS .
“EMPTY VESSELS”
• In many cases of serious youth violence the
student did not have a “healthy connection” with
a “mature adult”.
•
When this is the case, the question we ask in
Threat Assessment is:
“then what are they filling themselves with”?
“EMPTY VESSEL”
• Violent ideation
Violent books
Violent movies
• Violent video games Violent internet searches
• Violent music Violent peers Violent thoughts
•
Violent plans etc.
“JUSTIFICATION”
• We must feel justified in order to
harm/kill.
The process of justification is
necessary to the act of violence.
“HUMAN TARGET & SITE SELECTION”
•
Human Target - This variable refers to who was
currently threatened as well has who have been the
targets of violence or threats of violence in the past.
Human target selection is influenced by the justification
process.
• Site Selection - This variable refers to where the threat
was made and/or where the incident is intended to
occur, as well as history of site selection. Teams must
distinguish between emotionally determined sites
versus sites of opportunity.
BATH CONSOLIDATED SCHOOL
BATH, MICHIGAN
MAY 18, 1927
“PARALLEL PROCESS”
• When a behavior is motivated
because of another similar
circumstance that has occurred
in the past.
MAKE A TEAM RECOMMENDATION
• No one person should make a decision
alone.
• Implement an intervention plan.
• Monitor progress toward reestablishing
school safety.
• Reconvene team when necessary.
MONITORING STUDENT’S RETURN TO
SCHOOL
Questions to determine level of confidence
• Does student understand the events that lead to
threats/threatening behavior or violent acts?
• Does student understand distress of others?
• Does student have a specific plan to prevent additional
problematic behavior?
MONITORING STUDENTS RETURN
CONTINUED
• If student was hospitalized they must return with
a letter from attending physician stating the
student no longer poses a threat to self or
others.
• Use release of information to contact the
community agencies on a regular basis
• Refer student to program within the school
(Impact, School Psychologist, PSW, PSA)
MONITORING STUDENTS RETURN
CONTINUED
• Return to School Agreement
Attendance/behavior contract
• Contact parents regularly to discuss progress
THE PROCESS-DOCUMENT
• Document all steps taken.
• Strict confidentiality about student
information should be kept among
team members & appropriate District
staff
DECISIONS MADE AND ACTIONS TAKEN
SHOULD RESULT IN:
• Contact with and/or apprehension of
person/s who initiated the threat.
• Warning and protection for the targeted
victim(s) of the threat.
• Disciplinary action, if needed.
• Continuation of a safe school environment.
AT LAUSD EVERY ADULT ON CAMPUS
PLAYS AN IMPORTANT ROLE
• Two predictive factors that make kids
getting into trouble very unlikely• Kids feel connected at home
• Kids feel connected at school
REFERENCES
Adapted from:
“Key Concepts in Threat Assessment
and Management “
J. Kevin Cameron, M.Sc., R.S.W., B.C.E.T.S., B.C.S.C.R.
Los Angeles Unified School District “Certified Trainers” 2008
Adapted from:
“School Violence Threat Management”
Kris Mohandie, Ph.D
LAUSD Crisis Team Training Fall 2010