Threat Assessment and Violence Prevention

2016 ◽  
pp. 351-371
Author(s):  
Dewey Cornell ◽  
Pooja Datta
Keyword(s):  
Violence Prevention ◽  
Threat Assessment

Workplace violence prevention standardization using lean principles across a healthcare network

2018 ◽  
Vol 31 (6) ◽  
pp. 464-473 ◽  
Author(s):  
Scott A. Hutton ◽  
Kelly Vance ◽  
Jesse Burgard ◽  
Susan Grace ◽  
Lynn Van Male
Keyword(s):  
Violence Prevention ◽  
Process Improvement ◽  
Workplace Violence ◽  
Risk Mitigation ◽  
Threat Assessment ◽  
Veterans Health ◽  
Health Administration ◽  
Major Step ◽  
Content Type ◽  
Lean Principles

Purpose The purpose of this paper is to describe the process used to standardize a Workplace Violence Prevention Program (WVPP) within a five-hospital healthcare system in Veterans Health Administration (VHA). Design/methodology/approach A description of the lean process improvement principles, used to bring the WVPP into compliance with Occupational Safety and Health Administration (OSHA) and other agencies through streamlining/standardizing processes. Findings There was significant standardization in both the threat assessment and education arms of the WVPP. Compliance with all major US Department of Labor OSHA requirements, as well as substantial time savings, were realized as part of this process improvement. Originality/value VHA is leading the way in inter/multidisciplinary assessment and mitigation of workplace violence, however, there are significant competing demands on staff time. This first ever use of lean principles to streamline processes around workplace violence prevention freed up clinician time for care while improving internal and external customer satisfaction, representing a major step forward in workplace violence risk mitigation.

Student Threat Assessment in Memphis City Schools: A Descriptive Report

2008 ◽  
Vol 34 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Ken Strong ◽  
Dewey Cornell
Keyword(s):  
Violence Prevention ◽  
Threat Assessment ◽  
Student Population ◽  
School Year ◽  
Assessment Guidelines ◽  
Memphis City Schools ◽  
Educational Placements ◽  
City Schools ◽  
Prevention Approach ◽  
Disciplinary Consequences

Threat assessment has been widely recommended as a violence prevention approach for schools, but there are few reports of its implementation. Memphis City Schools adapted the Virginia threat assessment guidelines (Cornell & Sheras, 2006) for use by a centralized team serving 194 schools and a student population of 118,000. This article describes 209 student threats referred for assessment during a single school year and the resulting educational placements and disciplinary consequences. There were no reports of students carrying out any of the violent threats. These results support further examination of student threat assessment as a promising approach to dealing with student threats.

scholarly journals Building the Airplane While Flying It: The Story of Ongoing Efforts to Establish and Evaluate a Multidisciplinary Team Response to VE in Massachusetts US

Proceedings ◽  
2021 ◽  
Vol 77 (1) ◽  
pp. 10
Author(s):  
B. Heidi Ellis
Keyword(s):  
At Risk ◽  
Violence Prevention ◽  
Multidisciplinary Team ◽  
Threat Assessment ◽  
The United States ◽  
Psychosocial Assessment ◽  
Multidisciplinary Teams ◽  
Individual Level ◽  
Targeted Violence ◽  
Youth At Risk

Research on mental health and violence among marginalized communities has identified the importance of engaging communities, diminishing stigma, addressing multiple outcomes including strengths, and building social connections. Within the United States, Countering Violent Extremism (CVE) policies and programs have been criticized for failing in these areas. Recent efforts have sought to build multidisciplinary teams for the prevention of targeted violence and terrorism that explicitly seek to address these critiques and work to build the capacity of multidisciplinary providers to work with youth at risk for targeted violence and terrorism. Community Connect was a Boston, US-based community-based program that worked with youth at risk of violence, including ideologically-based violence. This program achieved broad community buy-in and successfully linked referred youth to a broad range of services in their communities. To bring the program to scale, an adaptation of Community Connect was developed that accepted referrals from a regional federally-convened threat assessment team, the Massachusetts Bay Threat Assessment Team (MassBayTAT). This multidisciplinary services team (MDST) maintains several essential functions from Community Connect, such as providing a thorough psychosocial assessment and maintaining regular contact and coordination between diverse providers, as well as making key changes to accommodate a regional scope. Given the nascent state of the field, both formative as well as summative evaluations play important roles in shaping and evaluating multidisciplinary violence prevention teams, as is evident in the iterative adaptation of the above-described multidisciplinary approaches. Evaluation of a multidisciplinary team for VE should assess both team development as well as case outcomes. Building trust within a community of diverse providers and disciplines and achieving a ‘whole of society’ approach to violence prevention is in and of itself an outcome that should be sought, as well as a reduction in violence at the individual level. Mixed-methods evaluations are needed to capture both the process and outcomes that are central to an effective multidisciplinary team for the prevention of terrorism and targeted violence.

scholarly journals Google It

2020 ◽  
Vol 41 (1) ◽  
pp. 40-60
Author(s):  
Cristin Marie Hall ◽  
Rebecca F Bertuccio ◽  
Timothy M Mazer ◽  
Christieanna O Tawiah
Keyword(s):  
Violence Prevention ◽  
Threat Assessment ◽  
Online Resources ◽  
The Internet ◽  
Evidence Based ◽  
Assessment Framework ◽  
School Based ◽  
Evidence Based Guidelines ◽  
Prevention In Schools

Violence prevention is of the utmost concern in some schools.  For various reasons, rural schools face a number of challenges that may prevent them from implementing strong, evidence-based violence prevention initiatives.  Given that the Internet houses a plethora of cost-free resources on threat assessment and violence prevention in schools, rural educators may consult the internet for information.  However, because little is known about the composition and quality of such resources, it is important that they are properly evaluated.  As such, the purpose of the present study was to compare existing, free, online school-based threat assessment resources to an evidence-based threat assessment framework to determine how well online resources communicate evidence-based principles.  Using component analysis, a total of 11 online resources were evaluated.  Overall, the findings from this investigation revealed that the evaluated online threat assessment resources were not as comprehensive as evidence-based guidelines.              Keywords: online, prevention, schools, threat assessment, violence

Review of Violence: Prevention and Treatment in Groups.

1992 ◽  
Vol 37 (1) ◽  
pp. 92-92
Author(s):  
No authorship indicated
Keyword(s):  
Violence Prevention ◽  
Prevention And Treatment
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