Improve threat assessment procedures with Secret Service, FBI strategies

2015 ◽  
Vol 12 (2) ◽  
pp. 1-7
Author(s):  
Laura Bennett
Keyword(s):  
Threat Assessment ◽  
Secret Service ◽  
Assessment Procedures

The Role of Leakage and Warning Behaviors

2021 ◽  
pp. 67-83
Keyword(s):  
Case Studies ◽  
Threat Assessment ◽  
Warning Signs ◽  
Mass Shootings ◽  
Mass Shooting ◽  
Assessment Procedures ◽  
Eleven Case

This chapter considers ways to detect mass shootings before they occur. It focuses on the role of leakage in prevention, whereby the communication of an intention to do harm can be used to assess the nature and viability of a mass shooting occurring. Eleven case studies of mass shootings are used to assess leakage and other warning signs displayed prior to these attacks. Documented are possible types of leakages, audiences for leakages, ways leakages were communicated, and other types of warning behaviors. Findings from interviews with threat assessment experts are also discussed in relation to the role leakage plays. It is hoped this chapter will go some way to informing risk and threat assessment procedures, which will be discussed in more detail in the subsequent chapters.

Enhancing School Safety Using a Threat Assessment Model

2021 ◽  
pp. 439-453
Author(s):  
Lina Alathari ◽  
Ashley Blair ◽  
Catherine Camilletti ◽  
Steven Driscoll ◽  
Diana Drysdale ◽  
...  
Keyword(s):  
United States ◽  
School Violence ◽  
School Safety ◽  
Threat Assessment ◽  
The United States ◽  
Assessment Model ◽  
Secret Service ◽  
Targeted Violence ◽  
K 12 ◽  
Threat Assessments

The U.S. Secret Service has a long-standing tradition of conducting threat assessments as part of its mandate to protect the President of the United States and other elected officials. Building on this experience, the Secret Service National Threat Assessment Center (NTAC) is dedicated to expanding the field of violence prevention by closely examining the targeted violence that affects communities across the United States, including targeted school violence. This chapter outlines NTAC’s recommendations for implementing behavioral threat assessment teams in K–12 schools, as outlined in Enhancing School Safety Using a Threat Assessment Model: An Operational Guide for Preventing Targeted School Violence (2018).

The Need for a Broad-Based Model of Phonological Disorders

1992 ◽  
Vol 23 (3) ◽  
pp. 261-268 ◽  
Author(s):  
Alan G. Kamhi
Keyword(s):  
Speech Production ◽  
Phonological Disorders ◽  
Production Processes ◽  
Assessment And Treatment ◽  
Speech Delays ◽  
Explanatory Adequacy ◽  
State Of Affairs ◽  
Assessment Procedures ◽  
Treatment Procedures

My response to Fey’s article (1985; reprinted 1992, this issue) focuses on the confusion caused by the application of simplistic phonological definitions and models to the assessment and treatment of children with speech delays. In addition to having no explanatory adequacy, such definitions/models lead either to assessment and treatment procedures that are similarly focused or to procedures that have no clear logical ties to the models with which they supposedly are linked. Narrowly focused models and definitions also usually include no mention of speech production processes. Bemoaning this state of affairs, I attempt to show why it is important for clinicians to embrace broad-based models of phonological disorders that have some explanatory value. Such models are consistent with assessment procedures that are comprehensive in nature and treatment procedures that focus on linguistic, as well as motoric, aspects of speech.

Academic Training of Audiology Graduate Students in Vestibular Evaluation and Balance Assessment Procedures

2013 ◽  
Vol 40 (Fall) ◽  
pp. 116-137
Author(s):  
Ashleigh J. Callahan ◽  
Andrea B. Yost ◽  
Kimberly L. Richards ◽  
Amy L. Rogers
Keyword(s):  
Graduate Students ◽  
Academic Training ◽  
Balance Assessment ◽  
Assessment Procedures

Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi
Keyword(s):  
Student Perceptions ◽  
Clinical Supervision ◽  
Private Practice ◽  
Universal Design ◽  
Professional Preparation ◽  
Learning Activities ◽  
Functional Information ◽  
Course Content ◽  
Group Activities ◽  
Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

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