Threat Assessment Matthew Lord Director of School Counseling Gloucester High School Gloucester, Virginia Christina Mahoney School Psychologist Gloucester county public schools

School Threat Assessment Threat assessment involves asking: Is this student/ person on a pathway toward violence? The primary goal of threat assessment is the safety of all persons involved.

The Pathway to Violence IDEA PLAN MEANS ATTACK *How do we look at planned violence v. impulsive violence?

Providing Guidance   Provide guidance to students, faculty, and staff on recognizing threatening /aberrant behavior that may represent a threat to the community, school, or self. How are you doing this? Faculty and staff? Students? UVA Study selection GHS, Page & Peasley last year. This year?

Reporting Identify members of the school community to whom threats should be reported. Immediately report to the superintendent (or designee) any preliminary determination that a student poses a threat of violence or physical harm to self or others. Report quantitative data on its activities. Is everyone clear on these? Any feedback?

Implications for prevention Many school attacks/crime can be prevented. Information about a student’s ideas and plans for violence can be observed or discovered before harm can occur. Information available is likely to be scattered and fragmented. Key is to act quickly upon an initial report of concern, gather other pieces of the puzzle, then assemble to see what picture emerges.

Steps in threat assessment process 1. Threat assessment team receives report of threat from an administrator. (Often Risk Screening has already been done) 2. Team gathers more information and checks facts. 3. Team analyzes information and assesses/classifies threat. 4. If the team sees that situation poses a threat, the team alerts superintendent and responds to threat to manage threat, reduce risk, and get assistance. 5. Team and others monitor and re-evaluate plan to ensure safety. 6. Team and others follow up as appropriate.

Steps in assessment process 1. Threat assessment team receives a report of a threat or threatening behavior. School administrator makes referral to counselor for Risk Assessment (unless high or imminent then jump to STAT and act to protect): Student who made the threat Witness(es) Recipient(s) of threat Other sources if needed

Steps in assessment process 2. Team gathers more information about the student of concern. Think about those who might have information: Teachers/Coaches/Staff/Adults in school who know student Friends/Classmates Parents/Siblings/Family members Records review Locker search School library - books checked out list Local law enforcement check (Student, family, address) Online information/search Community services (CSB, DSS, other) Employer Copy of Risk Screening Tool (if done)

Steps in assessment process 3. Team analyzes information gathered by answering 11 analytical questions: 1. What first brought him/her to someone’s attention? What is the current status of the situation? 2. Have there been any communications suggesting ideas or intent to attack? 3. Has the student shown any inappropriate interest in school attacks/attackers, weapons, incidents of mass violence? 4. Has the student engaged in attack- related behaviors? 5. Does the student have the capacity to carry out an act of targeted violence?

Steps in assessment process 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, desirable or the only way to solve a problem? 9. Are the student’s conversation and “story” consistent with his or her actions? 10. Are other people concerned about the student’s potential for violence? 11. What circumstances might affect the likelihood of an attack?

Steps in assessment process 4. Make the Assessment / Evaluation Assessment questions: Does the person pose a threat of targeted violence at school? Is the person’s behavior consistent with movement on a pathway toward violence? Does the person’s current situation and setting incline him or her toward or away from targeted violence? If the team believes that the person poses a threat, the team will then develop and implement a plan to respond to the threat to manage and reduce the risk.

Tips for discussing assessment Focus on facts of specific case. Focus on the student’s behavior rather than the person’s traits. Focus on understanding the context of behavior. Examine progression of behavior over time. Corroborate critical information. Ask: Is this Planned or Impulsive? Err on the side of HIGHER RISK!!

Classifying the Threat  Low Risk Threat: Person/situation does not appear to pose a threat of violence and any underlying issues can be resolved easily. Moderate Risk Threat: Person/situation does not appear to pose a threat of violence at this time but exhibits behaviors that indicate a continuing intent to harm and potential for future violence. High Risk Threat: Person/situation appears to pose a threat of violence, exhibiting behaviors that indicate both a continuing intent to harm and efforts to acquire the capacity to carry out the plan. Imminent Threat: Person/situation appears to pose a clear and immediate threat of serious violence toward others that requires containment and action to protect identified target(s).

Steps in assessment process 5. Team and others monitor and re-evaluate plan to ensure safety 6. Team and others follow up as appropriate. We need to have a way to “close” cases, yet NOT lose track. We need to track active threat assessments. How is your school doing these?

GCPS 2015-16 Here are totals for the 15-16 school year: School Total Low Mod High Imminent Abingdon Achilles 1 Bethel Botetourt 4 3 Petsworth Page Peasley GHS 5 2 Totals    10 6

GCPS 2016-17

Responding to Threats Successful management of a threatening situation can require substantial time and effort. Management of these situations comprise three related functions: Controlling / containing the situation and/or student in a way that will prevent the possibility of an attack; Protecting and aiding possible targets to the extent possible; Providing support and guidance to help the student deal successfully with his or her problems.

Case Management Resources Disciplinary measures Outpatient counseling/mental health care Emergency psychiatric evaluation Mentoring relationship Academic accommodations Suspension/expulsion Alternative schooling/home schooling Involvement in extra-curricular activities Social skills training Behavioral contract Parental involvement Law enforcement involvement Diversion programs Management by walking around/alliance Others?

Reporting and Record Keeping Teams must report to superintendent or designee any case where student poses a threat  Teams must report quantitative data on threat assessment cases.  Teams should document assessments, safety plans, monitoring progress and re-assessments.  Document exact words and actions - include date, time, behaviors, witnesses  Document protective actions taken or offered Consult with legal counsel about documentation Can use Student Threat Assessment and Response Report form as model

Thoughts to Continue to Ponder Langman, P.F. (2009). Why Kids Kill: Inside the Minds of School Shooters, N.Y., N.Y.: Palgrave Macmillan. Classifies school shooters into three typologies: 1. Traumatized 2. Psychotic 3. Psychopathic

VA Code 22.1-79.4 Subsection A. …the assessment of and intervention with individuals whose behavior may pose a threat to the safety of school staff or students… Subsection F. Upon a preliminary determination by the threat assessment team that an individual poses a threat of violence to self or others or exhibits significantly disruptive behavior or need for assistance, a threat assessment team may obtain criminal history record information, as provided in §§ 19.2-389 and 19.2-389.1, and health records, as provided in § 32.1-127.1:03. No member of a threat assessment team shall redisclose any criminal history record information or health information obtained pursuant to this section or otherwise use any record of an individual beyond the purpose for which such disclosure was made to the threat assessment team.

Threat Assessment Any changes desired: Any “fuzzy” areas to discuss? Document? Process? Training? Any “fuzzy” areas to discuss?

Thanks for Attending Final Thoughts Questions?