Threat assessment: Assessing the risk of targeted violence.

2015 ◽  
Vol 2 (3-4) ◽  
pp. 243-254 ◽  
Author(s):  
Bryan Vossekuil ◽  
Robert A. Fein ◽  
John M. Berglund
Author(s):  
Randy Borum

Though targeted attacks at schools are rare events, educators and behavioral health professionals working in those settings must evaluate threats and threatening situations when they occur. Schools across the world have experimented with different methods over time, but the threat assessment approach—particularly executed by an interdisciplinary team—has emerged as abest practice. This chapter describes the results of the Safe School Initiative, an in-depth case analysis of 37 targeted school attacks involving 41 attackers over a 25-year period, and their implications for understanding the attackers, the situations, the settings, and the targets. It addresses the continuum of threats that schools may encounter and offers some heuristics for decision making, including recent research on key indicators of intent. It concludes by emphasizing the need for schools to have incident and post-incident response plans to mitigate harm if an attack does occur.


Author(s):  
Randy Borum ◽  
Mary Rowe

Bystanders—those who observe or come to know about potential wrongdoing—are often the best source of preattack intelligence, including indicators of intent and “warning” behaviors. They are the reason that some planned attacks are foiled before they occur. Numerous studies of targeted violence (e.g., mass shootings and school shootings) have demonstrated that peers and bystanders often have knowledge of an attacker’s intentions, concerning communication, and troubling behavior before the attack occurs. This chapter describes—with empirical support—why threat assessment professionals should consider bystanders; outlines a model for understanding bystander decision-making; reviews common barriers to bystander reporting; and suggests ways to mitigate those barriers, to engage bystanders at an individual level, and to improve reporting. The principal aim of threat assessment is to prevent (primarily) intentional acts of harm. When tragic incidents of planned violence occur, however, it is almost always uncovered “that someone knew something” about the attack before it happened. This happens because, as attack plans unfold, people in several different roles may know, or come to know, something about what is happening before harm occurs. The perpetrators know, and so might others, including targets, family members, friends, coworkers, or even casual observers.


Author(s):  
Robert A. Fein ◽  
Bryan Vossekuil ◽  
Gwen A. Holden

Author(s):  
Selina E. M. Kerr ◽  
Mary Ann O'Grady

Since it has been suggested that social media offers an unprecedented view into the mindset of “persons of concern” with regards to mass shooters, this research study focuses on the comments about “school shootings” expressed on the social media and video sharing website YouTube. As a form of targeted violence that tends to be planned well in advance of the attack, there are opportunities to intervene and assess a school shooting threat before it transpires. Since previous studies have purported that the majority of school shooters had communicated their intention to carry out their attack in advance of it occurring—something which has become known by the term “leakage”—the authors have chosen to develop the foundation for a threat assessment model that is based upon the internet postings that relate to school shootings. The proposed model entitled “online threat assessment of school shooters” (OTASS) could be a tentative starting point for carrying out assessments of threats into online postings.


Author(s):  
Laura S. Guy

Adolescence is a developmental period characterized by a series of remarkable transformations and transitions in social roles. In this chapter, some of the critical concepts for threat assessment and management raised when the person of concern is an adolescent are explored. First, the developmental changes in neurological, cognitive, and psychosocial maturity that occur during this period in the life span are discussed. Consequences arising from deviant peer influences are a concern for any threat situation, but the importance of peers among adolescents intensifies during this developmental period and can be explained in part by neurological changes. Second, the role of the adolescent’s internal world in assessing and managing concerns about targeted violence is examined, including violent ideation and fantasy and psychopathology. The final section presents a discussion of key concepts relevant to managing concerns about risk for targeted violence by adolescents that are consistent with developmentally appropriate and scientifically informed principles.


Author(s):  
Lina Alathari ◽  
Ashley Blair ◽  
Catherine Camilletti ◽  
Steven Driscoll ◽  
Diana Drysdale ◽  
...  

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).


2022 ◽  
pp. 71-88
Author(s):  
J. Kevin Cameron

In the past 20 years, schools have been increasingly exposed to school shootings in which many of the victims are targeted at random. Despite recent progress in coping with school crises such as suicide, accidental death, and targeted violence, the advent of random-type school shootings has left mental health, education, law enforcement, and other professionals struggling to deal with this type of traumatic event in terms of its aftermath and its prevention. In this chapter, a systems-oriented approach—rather than an individually-focused approach to traumatic events—the Traumatic Event Systems (TES) model, is proposed to increase the understanding and the effectiveness of professionals in responding to the aftermath of school shootings. The companion model, the Violence Threat Risk Assessment (VTRA), is proposed with a trauma-informed threat assessment practice that creates a nexus between prior trauma and future violence potential through an understanding of the “trauma-violence continuum.”


2001 ◽  
Vol 38 (2) ◽  
pp. 157-172 ◽  
Author(s):  
Marisa Reddy ◽  
Randy Borum ◽  
John Berglund ◽  
Bryan Vossekuil ◽  
Robert Fein ◽  
...  

Proceedings ◽  
2021 ◽  
Vol 77 (1) ◽  
pp. 10
Author(s):  
B. Heidi Ellis

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.


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