The Virginia Student Threat Assessment Guidelines: An Empirically Supported Violence Prevention Strategy

2012 ◽  
pp. 379-400 ◽  
Author(s):  
Dewey Cornell
Keyword(s):  
Violence Prevention ◽  
Threat Assessment ◽  
Prevention Strategy ◽  
Empirically Supported ◽  
Assessment Guidelines

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.

“Change Really Does Need to Start From Home”: Impact of an Intimate Partner Violence Prevention Strategy Among Married Couples in Nepal

2019 ◽  
pp. 088626051983942 ◽  
Author(s):  
Susi McGhee ◽  
Binita Shrestha ◽  
Gemma Ferguson ◽  
Prabin Nanicha Shrestha ◽  
Irina Bergenfeld ◽  
...  
Keyword(s):  
Intimate Partner Violence ◽  
Violence Prevention ◽  
Partner Violence ◽  
Married Couples ◽  
Intimate Partner ◽  
Prevention Strategy

Threats of Violence by Students in Special Education

2005 ◽  
Vol 31 (1) ◽  
pp. 107-119 ◽  
Author(s):  
Sebastian G. Kaplan ◽  
Dewey G. Cornell
Keyword(s):  
Special Education ◽  
General Education ◽  
Emotionally Disturbed ◽  
Threat Assessment ◽  
Education Students ◽  
School Suspension ◽  
General Education Students ◽  
Assessment Guidelines ◽  
K 12

We compared threats of violence made by K–12 students in special education (120 cases) or general education (136 cases) in schools that were implementing threat assessment guidelines for managing student threats of violence (Cornell, Sheras, Kaplan, McConville, Posey, Levy-Elkon, et al., 2004; Cornell & Sheras, in press). Students in special education made disproportionately more threats, as well as more severe threats, than peers in general education. Students classified as emotionally disturbed (ED) exhibited the highest threat rates. Nevertheless, use of school suspension as a disciplinary consequence for threats was consistent for students in special and general education, and few students were expelled. Our findings support the use of threat assessment to manage threats of violence by students in special education.

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