Fundamentals of Threat Assessment for Beginners

Author(s):  
Mary Ellen O’Toole

This chapter addresses the fundamentals of threat assessment for professionals new to the field. Threat assessment is a critical thinking analysis that requires a multidisciplinary and peer review approach. Some of the fundamental concepts of threat assessment discussed in this chapter include the need for a detailed evaluation of the threatener’s background, including background patterns of behavior, motivation, and abilities to carry out the threat. The use and relevance of self-reported information in a threat assessment context must be very carefully evaluated because of the possibly deceptive motivations of the person providing it. Also discussed in this chapter are adolescents as unique offenders from a threat assessment perspective; their psychological, emotional, and brain development is unique and critical for the threat assessor to understand and to discern when evaluating their potential to make threats and carry them out. Key concepts integral to threat assessment also discussed in this chapter include evidence of escalation, injustice collecting, superficial indicators of normalcy, hatred and other emotions as motivators for carrying out threatened acts of violence, and the categories of reasons for the misinterpretation of dangerous and violent behavior by individuals close to or associated with the threatener.

Diagnosis ◽  
2014 ◽  
Vol 1 (1) ◽  
pp. 69-74 ◽  
Author(s):  
Geeta Singhal

AbstractThis opinion paper provides perspectives from a pediatrician about diagnostic challenges in caring for children. This essay shares personal experiences and lessons learned from a pediatric hospitalist about caring for children and making errors in diagnosis. This piece offers guidance about how to teach medical learners key concepts about error in diagnosis with underscoring the importance of developing critical thinking skills. Finally, the author offers tips from the literature about how physicians and other care providers can reorganize their own thinking (metacognition) to address their clinical practice.


2017 ◽  
Vol 3 (2) ◽  
pp. 118-128
Author(s):  
Julian Kölbel ◽  
Erik Jentges

The six-sentence argument (6SA) is an exercise to train critical thinking skills. Faced with a decision situation, students argue for their preferred course of action using a logical structure of exactly six sentences. Through a guided peer review, students engage critically with other students’ arguments and receive detailed feedback on their own arguments. This exercise helps students craft convincing arguments and reflect on their reasoning in a format that can be applied in real-world situations. A key strength of the six-sentence argument exercise is that it can be administered online and is scalable for large courses with little additional workload for the instructor.


Human Affairs ◽  
2014 ◽  
Vol 24 (4) ◽  
Author(s):  
Blanka Šulavíková

AbstractThis article explores various interpretations of philosophical counselling. These interpretations are determined by the nature and status of the key concepts from which they are derived. The first is “critical thinking”, which a number of authors have based their conceptions on; just two examples are mentioned in the article—Elliot D. Cohen and Tim LeBon. Many philosophical practitioners, especially those whose philosophizing is influenced by Socrates, use critical thinking, and indeed believe that it is what philosophical practice is all about. Pierre Grimes is another example of someone who has been influenced by Socrates. Eckart Ruschmann and Ran Lahav believe that interpreting world beliefs is the basis of philosophical counselling. Others think philosophical counselling stems from interpretations of the concept of “wisdom”. The article also discusses Ran Lahav’s more recent views and those of Gerald Rochelle. The concept of “virtues” is discussed in relation to the work of Arto Tukiainen, Lydia B. Amir and Jess Fleming.


Author(s):  
Mario J. Scalora

This chapter highlights the highly influential and evolving contribution of cyber activity across a range of harassing, threatening, stalking, and violent behavior. Multiple psychological factors (e.g., perceived anonymity and low-risk nature of activity) influence the negative impacts of cyber and electronic activity. It is strongly suggested that the de facto standard of practice emerges in that one cannot perform threat assessment and management without assessing the electronic activity by the subjects of concern. The omnipresence of cyber and electronic communications mandates that threat assessment and management cannot occur without a review of pertinent electronic activity and communications that are reasonably accessible. The research to date suggests that threat assessment professionals should focus on the pattern and nature, as opposed to the modality, of communications when assessing the risk entailed with threatening and harassing electronic communications. The nature and pattern of contacts must also be evaluated in the context of how the correspondence relates to other contact behaviors as part of a chain of events signaling intent from ideation to action. Among such factors are the presence of relevant content factors (e.g., personalized motive, expressing intent or plans to approach, language regarding justified violence, and rhetoric suggesting incitement of violence) as well as factors related to leakage of intent and intensity of effort. Implications for threat management, particularly related to the impact on victims, as well as strategies to help combat such online harassment or abuse are also discussed.


Author(s):  
Troy E. McEwan

Stalking poses unique challenges for those seeking to characterize, assess, and manage the risks associated with this complex behavior. The victims, perpetrators, and specific behaviors involved in stalking vary dramatically, and legal definitions of stalking offenses are specific to particular jurisdictions. This chapter provides a practical, evidence-based overview of key considerations for conducting threat and risk assessments that can inform effective management of stalking cases. It is broken into four sections, with the first highlighting key concepts and issues assessors should be aware of when responding to a stalking case. The second section discusses the nature of risk and threat in stalking situations, then provides a review of research findings about risk factors for different domains of stalking risk. The third section introduces the three extant instruments designed to guide assessment of stalking risks, and reviews research evaluating their reliability and validity, before the fourth and final section of the chapter discusses stalking threat assessment and management in the context of prior intimate partner abuse or when cyberstalking is present.


2021 ◽  
Author(s):  
Caroline E. Brett

The transition from undergraduate to postgraduate study can be challenging and complex, with many students experiencing uncertainty and anxiety about the jump in academic requirements. Peer review has been shown to enhance students’ critical thinking and writing skills, and subsequent academic performance. This paper describes and evaluates the use of peer review in a formative assessment on a postgraduate taught master’s course. The associations between both given and received grades and feedback and subsequent academic performance were analysed. Peer feedback was shorter and contained fewer meaning-level comments than tutor feedback. Grades did not differ between peers and tutor and were positively associated with performance on similar assignments in first semester, but not over the academic year. Students reported that the peer review process enhanced their work by demonstrating how others approached a topic and encouraging them to ‘think like a marker’. The usefulness and feasibility of using peer review on taught master’s courses is discussed.


2014 ◽  
Vol 40 (5) ◽  
pp. 573-591 ◽  
Author(s):  
Caroline Dominguez ◽  
Maria M. Nascimento ◽  
Rita Payan-Carreira ◽  
Gonçalo Cruz ◽  
Helena Silva ◽  
...  

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