Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Nov 21, 2013

Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D. Curry School of Education University of Virginia

Dewey G. Cornell, Ph. D., is a forensic clinical psychologist and Professor of Education in the Curry School of Education at the University of Virginia. Dr. Cornell is Director of the UVA Youth Violence Project, a Program Director for Youth-Nex, the UVA Center for Effective Youth Development, and a faculty associate of the Institute of Law, Psychiatry, and Public Policy. Dr. Cornell has studied youth violence for over 25 years and has assisted numerous schools in the development of violence prevention programs. He has authored more than 200 publications in psychology and education, including: Guidelines for Responding to Student Threats of Violence and School Violence: Fears versus Facts.

434-924-8929 Email: [email protected] Website: youthviolence.edschool.virginia.edu

Overview 1. Our schools are safe. 2. Violence can be prevented. 3. Threat assessment works. 4. Bullying and harassment must be stopped.

Public concern over a recent series of mass shootings: – – – – – – –

Jan 2011 shopping center in Tucson AZ Sep 2011 restaurant in Carson City NV Jul 2012 movie theater in Aurora CO Aug 2012 Sikh temple in Oak Creek WI Sept 2012 business in Minneapolis MN Dec 2012 school in Newtown CT Sept 2013 Washington Navy Yard

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The media were quick to assert that mass shootings were increasing.

(6) (5) (12) (7) (7) (28) (12)

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Nov 21, 2013

Cases with 4 or more victims

Chart from James Alan Fox, Northeastern University http://boston.com/community/blogs/crime_punishment/2013/01/responding_to_mother_jones.html

The Sandy Hook shooting was part of a national problem with gun violence, not school violence. – Approximately 31,000 gun fatalities each year – Suicide (62%), homicide (35%), & accidental shootings (3%) – Approximately 85 deaths per day

Source: National Vital Statistics http://webappa.cdc.gov/sasweb/ncipc/dataRestriction_inj.html

Objectively, our schools are safe. Children are not in danger at school.

Selected countries. Note that some countries have a higher death rate than the U.S. – Jamaica, Honduras, El Salvador, Swaziland, Brazil, South Africa, Columbia, Mexico, Panama. Data from United Nations Homicide Statistics.

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Nov 21, 2013

Homicides At School vs Outside of School

Where do violent crimes occur in Virginia?

Ages 5‐18 1964

2000

400

1885 1745 1613

1600

1614

1785

1640

1605

1633

All Homicides

All Homicides

At School

200

1000

Homicides at School

300

1500

100

500

14

16

18

23

22

21

2000-01

2001-02

2002-03

2003-04

2004-05

2005-06

32

21

17

17

2007-08

2008-09

2009-10

0

0 2006-07

Sources: CDC National Center for Health Statistics and School Associated Violent Death Surveillance Study (All annual totals are approximate, using the school year for school homicides and the calendar year for non-school data).

2011 Virginia Murder Offenses 0

50

100

Residence/Home

200

Should we put armed guards in shopping centers?

164

Highway/Road/ Alley

54

Parking Lot/Garage

27

Other (e.g. office)

15

10

Field/Woods

Store/Restaurant

School/College

150

8

0

Source: Data from page 46, Crime in Virginia 2011, Virginia State Police. Data for schools k-12 and colleges are combined.

Should we put armed guards in theaters?

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2011 Tucson shooting, 6 killed

Should we put armed guards in school buses?

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Nov 21, 2013

Where do we need police protection? • Location A • Location B • Location C

What if the media devotes 95% of its coverage to crime in Location C? • Location A • Location B • Location C

-- highest crime rate -- medium crime rate -- lowest crime rate

Unless we have unlimited police resources, we should place any additional officers in locations with the highest crime rates.

-- highest crime rate -- medium crime rate -- lowest crime rate

Media coverage should not compromise an objective assessment of crime rates and security needs.

When was the last time a student was murdered in a Virginia K-12 public school?

School violence is not increasing. 25 20

1998

15

Marshall High School, Fairfax 17 year old shot in parking lot

10

22

Crimes per 1,000 students

18 14

14

12

12 10

10

9

8 6

4

5

9

7 5

4

5

6 4

0 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Serious violent crime rate in U.S. schools

Source: Indicators of school crime and safety; 2012. Table 2.1. National Crime Victimization Study data reported by National Center for Education Statistics

What is the likelihood of a student committing a homicide at your school?

School-Associated Violent Deaths 1992-2010 80 60

48

48

53

63

57 48

54 47

45 37

40

34

36

36

2001

2002

2003

47

44

41

20 0 1994

1995

1996

1997

1998

1999

2000

•

93

•

119,000

•

119,000 ÷ 9.3/year =

33

2004

2005

2006

2007

2008

2009

2010

Total number of violent deaths at U.S. schools Data from CDC

student homicides cases in 10 years = 9.3/year

(1992-93 to 2001-02)

schools

• 1 case every 12,796 years 2013 data from CDC School-Associated Violent Death Study http://www.cdc.gov/violenceprevention/youthviolence/schoolviolence/savd.html

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Nov 21, 2013

Arming our teachers is not that easy School shootings generate increased fear that can lead to over-reactions.

Zero Tolerance Suspensions After the Newtown Shootings

Fear mongering

6 year old pointed finger and said “pow!” http://www.sott.net/article/255552-6-year-old-suspended-for-pretend-gunshot

Zero Tolerance A policy that mandates a severe punishment that is applied to all violations regardless of the circumstances. From APA Zero Tolerance Task Force Report, 2006

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Nov 21, 2013

The Expansion of Zero Tolerance From No Guns to • No Toy Guns • No Nail clippers • No Plastic utensils

•

4 Kindergarten students suspended for playing cops and robbers during recess.

•

New Jersey district zero tolerance policy resulted in 50 suspensions in 6 weeks, mostly in kindergarten and 3rd grade for verbal threats.

•

8 yr old suspended for pointing a chicken finger at a teacher, saying pow-pow

•

10 yr old expelled for a 1” GI Joe toy gun

•

14 yr old convicted of felony for e-mail threat

•

17 yr old arrested & expelled for shooting a paper clip with a rubber band

• No Finger-pointing • No Jokes • No Drawings • No Rubber band shooting No Accidental violations

The disconnect between youth violence and school safety practices

Zero tolerance is not effective. Suspension associated with poorer outcomes for students.

Suspension Practices Suspension is a practice that has more negative than positive effects on students: • Fall behind in their classes • Feel alienated and rejected • Continue to misbehave and be suspended • Drop out of school • Juvenile court involvement

If suspension does not improve student behavior, and it seems unreasonable to try to make our schools completely secure from attack, what else can we do?

The school-to-prison pipeline

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Prevention means “to keep something from happening”

Nov 21, 2013

Crisis response is not prevention.

A crisis occurs when prevention has failed.

Prevention must start before the gunman is at your door.

Shootings seem unpredictable, but, Prevention does not require prediction!

House Education and Labor Committee Hearing on Campus Safety May 15, 2007

Prevention does not require prediction. We cannot predict who will have an accident, but safety regulations make safer roads, cars, and drivers.

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Prevention does not require prediction. We cannot predict who will get cancer, but we can identify risk and protective factors that reduce cancer rates dramatically.

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Nov 21, 2013

3 Tier Model of Prevention Intensive Interventions Students with very serious behavior problems

At-Risk Students • Reviewed 221 studies of diverse school-based violence prevention programs • Average effect size = .25 for demonstration programs, which would reduce fighting 50% in a typical school

Students with some problem behaviors

Schoolwide Prevention All students

Numerous Effective Programs

• Routine practice programs much less effective than demonstration programs (ES .10 vs .25) • Need to study routine school practices.

Governor’s School and Campus Safety Task Force

40 members, Led by Secretaries of Public Safety, Education, and Health and Human Resources

• • • • • • • • •

Anger management Bullying prevention Conflict resolution Family therapy Parenting skills Problem-solving Social competence Substance abuse resistance Etc.

2013 Legislation 1. HB 1871 Bullying; defines term, school boards shall include policies & procedure in code of student conduct. 2. HB 2343 Funding for facility and security upgrades 3. HB 2344 School safety; threat assessment teams, model critical incident response training program, etc. 4. HB 2345 School Safety, Va. Center for; development of model critical incident response training program. 5. HB 2346 Lock-down drills; every public school is required to have at least two practices per year, etc. 6. HB 2347 Juvenile information sharing, permits principals to share juvenile records with threat assessment teams 7. SB 1376 Certain persons; immunity for those reporting, etc., individual posing credible danger of injury. 8. SB1378 Enhanced penalty for straw man gun purchases

http://dcjs.virginia.gov/vcss/SchoolCampusSafetyTaskForce/

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Nov 21, 2013

Governor’s School and Campus Safety Task Force

Governor’s School and Campus Safety Task Force

Community Services

School Security Mandatory lockdown drills School emergency manager Restored SRO funding Security checklists and crisis management plans • Critical incident response training • Funding for facility upgrades

• Suicide prevention training • Expanded outpatient mental health services, drop-off centers • Mental health first aid training

• • • •

(response to persons in distress)

Governor’s School and Campus Safety Task Force School-based Prevention • Statutory definition of bullying • Anti-bullying training • Threat assessment teams in all schools • Civil immunity for reporting threats

What is Threat Assessment? Threat assessment is a problemsolving approach to violence prevention that involves assessment and intervention with students who have threatened violence in some way.

Va Tech Review Panel

§23-9.2:10

Report to the Governor

Threat assessment team

Key Recommendation

D. The board of visitors or other governing body of each public institution of higher education shall establish a specific threat assessment team that shall include members from law enforcement, mental health professionals, representatives of student affairs and human resources, and if available, college or university counsel. Such team shall implement the assessment, intervention and action policies set forth by the committee pursuant to subsection C.

II-2 Virginia Tech and other institutions of higher learning should have a threat assessment team that includes representatives from law enforcement, human resources, student and academic affairs, legal counsel, and mental health functions. (p. 32)

http://www.governor.virginia.gov/TempContent/techPanelReport-docs/FullReport.pdf

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.

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Nov 21, 2013

2013 Legislation HB 2344

A. Each local school board shall adopt policies for the establishment of threat assessment teams, including the assessment of and intervention with students whose behavior may pose a threat to the safety of school staff or students consistent with the model policies developed by the Virginia Center for School Safety…. Download at http://youthviolence.edschool.virginia.edu/ or http://www.dcjs.virginia.gov/vcss/ocps/?menuLevel=11&mID=18

Case example: How schools permit and even promote bullying • School newspaper • Rest room monitoring • Hallway teasing • Classroom mischief • Uneven enforcement • Marching band initiation • Gym class humiliation • Group rivalry

Contributing Factors

Prevention Opportunities

Bullying Mental Illness Peer Influences Access to guns

Bullying Mental Illness Peer Influences Access to guns

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Why is snitching so reviled? Snitch: blabbermouth, canary, fink, narc, rat, sneak, squealer, stoolie, stoolpigeon, tattletale, etc.

Columbine Threats

Nov 21, 2013

Teach students to distinguish snitching from seeking help Snitching: informing on someone for personal gain Seeking help: attempting to stop someone from being hurt

FBI Recommendations on School Violence

Download at www.fbi.gov

Secret Service/DOE Recommendations: • Create a planning team to develop a threat assessment program. • Identify roles for school personnel. • Clarify role of law enforcement. Download at: www.secretservice.gov

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“Although the risk of an actual shooting incident at any one school is very low, threats of violence are potentially a problem at any school. Once a threat is made, having a fair, rational, and standardized method of evaluating and responding to threats is critically important.” (FBI report p 1)

Threat Assessment 1. Identification of threats made by students. 2. Evaluation of seriousness of threat and danger it poses to others, recognizing that all threats are not the same (e.g., toy guns are not dangerous). 3. Intervention to reduce risk of violence. 4. Follow-up to assess intervention results.

• Conduct threat assessments of students who make threats of violence.

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Key Point

Threat assessment is not designed to determine whether a student has MADE a threat, but whether a student POSES a threat.

Nov 21, 2013

Guidelines for Responding to Student Threats of Violence A collaborative project of: University of Virginia Curry School of Education Albemarle County Public Schools Charlottesville City Public Schools Funded by the Jessie Ball duPont Fund

• Legally defensible procedures for responding to student threats • Step-by-step guidelines and decision-tree • Research-based and field-tested

Threat Reported to Principal Step 1. Evaluate Threat.

Step 2. Decide if threat is clearly transient or substantive.

Threat is clearly transient.

Step 3. Respond to transient threat.

• Covers K-12, regular and special education Threat is serious.

Step 5. Respond to serious substantive threat.

Threat is substantive.

Step 4. Decide if the substantive threat is serious or very serious.

Threat is very serious.

Step 6. Conduct Safety Evaluation.

Available from

sopriswest.com

Goals of Threat Assessment 1. Prevent violence. 2. Address problems such as bullying before they escalate. 3. Reduce use of school suspension 4. Improve student trust in staff.

Step 7. Follow up on action plan.

Team roles Principal or Assistant Principal Leads team, conducts Step 1. School Resource Officer

Advises team, responds to illegal actions and emergencies.

Team member to conduct mental Mental Health Staff health assessments. (School counselors, psychologists, social workers) Team member to take lead role in follow-up interventions. Not required to serve on team

Teachers, aides, other staff

Report threats, provide input to team. No additional workload.

School divisions may further specify team roles and include other staff to meet local needs.

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Nov 21, 2013

No Magic Formula or Crystal Ball

What is a threat? A threat is an expression of intent

There is no formula, prescription, or checklist that will predict or prevent all violent acts. School authorities must make reasoned judgments based on the facts of each individual situation, and monitor situations over time.

to harm someone. Threats may be spoken, written, or gestured. Threats may be direct or indirect, and need not be communicated to the intended victim or victims. (“I’m going to get him.”) Weapon possession is presumed to be a threat unless circumstances clearly indicate otherwise. (“I forgot my knife was in my backpack.”) When in doubt, assume it is a threat.

Grade Levels for 188 Student Threats of Violence Number of threats

30

28

27 27

25

23

20

20

15

14

10 5

What did the students threaten to do?

10

10 8

6

6

6 3

0 K 1 2 3 4 5 6 7 8 9 10 11 12 .

N = 188 cases

Continuum of Threats

Key Point

A primary goal of threat assessment is to prevent violence.

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• • • • • • •

Warning of impending violence Attempts to intimidate or frighten Thrill of causing a disruption Attention-seeking, boasting Fleeting expressions of anger Jokes Figures of speech

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Threat Reported to Principal Step 1. Evaluate Threat.

Step 2. Decide if threat is clearly transient or substantive.

Threat is substantive.

Threat is clearly transient.

Step 3. Respond to transient threat.

Step 4. Decide if the substantive threat is serious or very serious.

Threat is very serious.

Threat is serious.

Step 5. Respond to serious substantive threat.

Step 6. Conduct Safety Evaluation. Step 7. Follow up on action plan.

Typical Questions 1. Do you know why I wanted to talk to you? 2. What happened today when you were [place of incident]? 3. What exactly did you say and do? 4. What did you mean when you said/did that? 5. How do you think [person threatened] feels about what you said? 6. What was the reason you said that?

Nov 21, 2013

Step 1. Evaluate the threat. • Obtain an account of the threat and the context from the student and witnesses. • Write down the exact threat. • Obtain student’s explanation of the threat’s meaning and his/her intentions. • Obtain witness perceptions of the threat’s meaning.

Document your evaluation.

Witness Questions 1. What happened today when you were [place of incident]? 2. What exactly did [student who made threat] say and do? 3. What do you think he/she meant? 4. How do you feel about what he/she said? 5. Why did he/she say that?

7. What you going to do now?

All threats are not the same. “I could just kill you for that!” (laughing) “I’m gonna kick your butt.” “There’s a bomb in the school.” “Wait until I get my gun!” “Let’s really make them pay for what they did.”

Context matters...

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Step 2. Transient or Substantive? • Determine whether the threat is transient or substantive. • The critical issue is not what the student threatened to do, but whether the student intends to carry out the threat. • When in doubt, treat a threat as substantive.

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Transient versus substantive threats Substantive Threats

Transient Threats

Nov 21, 2013

Transient threats • Often are rhetorical remarks, not genuine expressions of intent to harm. • At worst, express temporary feelings of anger or frustration. • Usually can be resolved on the scene or in the office. • After resolution, the threat no longer exists. • Usually end with an apology or clarification.

Substantive threats • Express intent to physically injure someone beyond the immediate situation. • There is at least some risk the student will carry out the threat. • Require that you take protective action, including warning intended victims and parents. • May be legal violations and require police consultation. • When in doubt, treat threats as substantive.

Presumptive indicators of substantive threats

Substantive threats: Factors to consider • Age of student • Capability of student to carry out the threat • Student’s discipline history • Credibility of student and willingness to acknowledge his or her behavior • Credibility of witness accounts • When in doubt, treat threats as substantive.

Case examples: Transient or substantive threat?

• Specific, plausible details. (“I am going to blast Mr. Johnson with my pistol.”)

1. Two elementary students to throw paper wads pretending to bomb one another.

• Threat has been repeated over time. (“He’s been telling everyone he is going to get you.”)

2. Two middle school students get in a shoving match. One says, “I’m gonna bust you up.”

• Threat reported as a plan (“Wait until you see what happens next Tuesday in the library.”)

3. A boy turns in an English essay that describes an especially violent scene from a war.

• Accomplices or recruitment of accomplices.

4. Two students get into a fight. After they are separated, both are sullen and quiet.

• Physical evidence of intent (written plans, lists of victims, bomb materials, etc.)

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5. A student says he is being bullied. He was warned that if he told anyone, they would beat him up.

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Nov 21, 2013

Transient Threats

Step 3.

Threat Reported to Principal

Responses to a transient threat.

Step 1. Evaluate Threat.

Step 2. Decide if threat is clearly transient or substantive.

Threat is clearly transient.

Step 3. Respond to transient threat.

Threat is substantive.

Step 4. Decide if the substantive threat is serious or very serious.

• No need to take safety precautions. • See that threat is resolved through explanation, apology, making amends. • Provide counseling and education where appropriate. • Administer discipline if appropriate.

Threat is serious.

Step 5. Respond to serious substantive threat.

Threat is very serious.

Step 6. Conduct Safety Evaluation. Step 7. Follow up on action plan.

Key Point

Students DO NOT have to be suspended for making a threatening statement. Many threats can be resolved without suspension.

Step 4. Serious or very serious substantive threat? • Substantive assault threats are classified serious. (“I’m gonna beat him up.”) • Substantive threats to kill, rape, or inflict very serious injury are classified very serious. (“I’m gonna break his arm.”) • Substantive threats involving a weapon are classified very serious.

Key Point

Zero tolerance is not needed for student threats of violence. Threat assessment is a more flexible and effective alternative.

Serious Substantive Threats Threat Reported to Principal Step 1. Evaluate Threat.

Step 2. Decide if threat is clearly transient or substantive.

Threat is clearly transient.

Step 3. Respond to transient threat.

Threat is serious.

Step 5. Respond to serious substantive threat.

Threat is substantive.

Step 4. Decide if the substantive threat is serious or very serious.

Threat is very serious.

Step 6. Conduct Safety Evaluation. Step 7. Follow up on action plan.

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Step 5. Respond to serious substantive threat. • Take precautions to protect potential victims. May consult with law enforcement. • Notify intended victim and victim’s parents. • Notify student’s parents. • Discipline student for threat. • Determine appropriate intervention for student, such as counseling or dispute mediation. • Follow up to verify that threat has been resolved and interventions in progress.

Nov 21, 2013

Communication and Problem Solving Threat assessment is a problemsolving approach that requires communication and cooperation among all parties. This process must not be hindered by FERPA.

Confidentiality Versus Prevention of Violence

Released Oct 30 2007

http://www.ed.gov/policy/gen/guid/fpco/ferpa/safeschools/index.html

What can school officials disclose in an emergency situation? “In an emergency, FERPA permits school officials to disclose, without consent, education records, including personally identifiable information from those records, to protect the health or safety of students or other individuals.” http://www.ed.gov/policy/gen/guid/fpco/brochures/elsec.html

Can school officials share their observations of students? “FERPA does not prohibit a school official from disclosing information about a student if the information is obtained through the school official’s personal knowledge or observation, and not from the student’s education records.” http://www.ed.gov/policy/gen/guid/fpco/brochures/elsec.html

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Can school officials share their law enforcement unit records? “Under FERPA, investigative reports and other records created and maintained by these ‘law enforcement units’ are not considered ‘education records’ subject to FERPA. Accordingly, schools may disclose information from law enforcement unit records to anyone….”

Nov 21, 2013

Very serious cases are relatively rare Very Serious

Substantive Threats

Transient Threats

http://www.ed.gov/policy/gen/guid/fpco/brochures/elsec.html

Very Serious Substantive Threats

How many student threats?

Threat Reported to Principal Step 1. Evaluate Threat.

15 (8%) Very serious

Step 2. Decide if threat is clearly transient or substantive.

42 (22%) Serious 131 (70%) Transient

Threat is clearly transient.

Step 3. Respond to transient threat.

Threat is serious.

188 Total threats reported

Step 5. Respond to serious substantive threat.

16,434 Students

Step 6. Conduct a Safety Evaluation for a Very Serious Substantive Threat. Safety Evaluation conducted by a team. • Principal leads the team. • School psychologist or other mental health professional conducts Mental Health Assessment.

Threat is substantive.

Step 4. Decide if the substantive threat is serious or very serious.

Threat is very serious.

Step 6. Conduct Safety Evaluation. Step 7. Follow up on action plan.

Key Point

In a threat assessment, we try to determine why a student made a threat, and therefore how we can prevent the threat from being carried out.

• School resource officer consults on legal issues. • School counselor leads intervention planning.

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Immediate responses to a Very Serious Substantive Threat

Nov 21, 2013

Law Enforcement Investigation of Very Serious Substantive Threats

• Take precautions to protect potential victims.

• Interview suspects and witnesses.

• Consult with law enforcement promptly.

• Conduct searches for weapons and other evidence of planning.

• Notify intended victim and victim’s parents. • Notify student’s parents.

• Serve as a resource for students with fears or information to share.

• Begin Mental Health Assessment. • Determine safety during suspension.

• Take appropriate protective action.

Mental Health Assessment Key Point

 Not a prediction model.  Identify any mental health needs.

Our mental health assessments are not designed to PREDICT violence, but to find ways to PREVENT violence.

 Identify reasons why threat was made.  Propose strategies for reducing risk.

Mental Health Assessment  Who – school staff member who is a mental health professional

Student Interview •

Review of threat and relationship with victim

 When – as soon as possible after a very serious threat

•

Stress and situational factors, family support

•

Mental health symptoms (depression, psychosis, severe anxiety, or suicidality)

 How – Modify questions as clinically appropriate, use as much existing information as possible, concentrate on risk of violence

•

Access to firearms

•

Previous aggressive and delinquent behavior, exposure to violence

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•

Peer relations and social adjustment

•

Coping and strengths

•

Bullying and victimization experiences

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Nov 21, 2013

Parent interview Key Point

• Parent knowledge of threat

Interviews conducted as part of a threat assessment are NOT confidential.

• Current stressors, family relations, childhood history • Recent behavior and mental health • School adjustment • Peer relations and bullying • History of aggressive and delinquent behavior, exposure to violence, access to weapons • Willingness to assist in a safety plan • Parent attitude toward school and Law enforcement

Mental Health Assessment Report Template identifying Information Give the student's name, age, grade, school, and other relevant identifying information. Reason for Referral State that this evaluation was requested by the school principal because the student made a threat of violence that was judged to be a very serious, substantive threat. Describe the threat, including the exact statement or threatening behavior, and where and when it took place. Sources of Information Describe or list the sources of information used in this report, including information from the principal, interviews with the student and witnesses, any parent interviews, and any psychological tests or scales administered. Major Findings Describe how the child presented and any important aspects of his or her mental state, including any indications of mental disorder. Identify any stresses, conflicts, or unmet needs that affect the child's functioning or bear on the threat incident. Review the child's understanding of the threat and its meaning from his or her perspective. Note whether the child has a history of violent or aggressive behavior, and any findings from the assessment that raise concern about the child's potential for violence, such as access to firearms, peer encouragement to fight, drug use, or inadequate home supervision.

Behavior Support Plan For use with: • IEP • 504 plan • Any student

Recommendations In general, the mental health professional should not be expected to make a definitive statement that a child is or is not dangerous; such statements go beyond current knowledge in the field of risk assessment. The report may identify risk factors and protective factors, and express concerns where there appear to be compelling risk factors. More importantly, the report should present recommendations for reducing the risk of violence, and it is the nature of these recommendations that should convey the nature and degree of concern about the potential for violence. In all cases, the goal is to reduce the risk of violence rather than predict violence. Recommendations may include a wide range of strategies, but should address both any immediate safety needs to protect potential victims and broader efforts to resolve conflicts or problems that precipitated the threat.

Step 7. Follow up with action plan.

Threat Documentation Form

• Determine action plan to reduce risk of violence. • Identify appropriate interventions for student. • Schedule follow-up contact with student to assess current risk and update plan. • Document plan in Safety Evaluation Report.

This form may be photocopied.

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Training Workshops Virginia School Divisions Albemarle

Louisa

Alexandria

Lynchburg

Alleghany

Madison

Amherst

Manassas Park

Appomattox

Nelson

Bedford

Newport News

Charlottesville

Orange

Chesterfield

Patrick

Clarke

Portsmouth

Culpeper

Powhatan

Fairfax

Prince George

Franklin City

Pulaski

Fauquier

Richmond

Fluvanna

Roanoke City & Co

Hampton Roads

Russell

Hanover

Spotsylvania

Harrisonburg

Surry

Henrico

Virginia Beach

Lee

Warren

Loudoun

Wise Wythe

Nov 21, 2013

Training Workshops California Colorado Delaware Florida Georgia Indiana Kansas Maryland Ohio South Carolina Tennessee Vermont Washington Wisconsin

Research on Threat Assessment 1. Initial field-test study 2. Memphis field test 3. High school climate study 4. High school suspension study 5. Randomized controlled trial

What did the students threaten to do?

How did schools respond to 188 threats?

N = 188 cases

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Follow-up interviews on student threats

Nov 21, 2013

Follow-up on student behavior after the threat

• Interviews conducted with school principals at end of school year and again the following fall. • Follow-up time periods averaged 148 days until end of school year. • Four students did not return to school after the threat, 17 left within 30 days after threat. According to school principals interviewed after approximately one year.

Memphis Field-Trial Memphis Public Schools resolved 209 threats in 194 schools, including 110 threats to kill, shoot, or stab. • 5 permanent expulsions, 3 incarcerations • Office referrals declined >50% • No reports of any threats carried out Behavioral Disorders, 2008

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Virginia High School Threat Assessment Study • 95 high schools using the UVA threat assessment model • 131 using locally developed models • 54 not using threat assessment

School Psychology Quarterly, 2009

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Nov 21, 2013

Virginia High School Threat Assessment Study Findings for Virginia Model Schools • • • •

Less bullying and other victimization Greater student willingness to seek help Perceive adults as more caring and fair Fewer long-term suspensions

Controlled for school size, poverty, minority %, school security measures, and neighborhood violent crime.

School Psychology Quarterly, 2009

High School Discipline Study

High School Discipline Study

• Compared 23 high schools implementing threat assessment with 26 control high schools (no threat assessment). • Used school records of suspensions and discipline infractions for baseline year prior to training and follow-up year after training. In press, NASSP Bulletin

Randomized Controlled Trial

Randomized Controlled Trial

• 40 schools (K-12)

Students in threat assessment schools…

• Randomly assigned

• More parent involvement

• 1 year follow-up • 201 students

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• Received more counseling • Fewer long-term suspensions • Fewer alternative placements Logistic regression odds ratios: 3.98, 2.57, .35, and .13

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Nov 21, 2013

2013 NREPP Listing

Virginia Public Schools 133 school divisions 2,002 public schools 1.2 million students

http://www.nrepp.samhsa.gov/ViewIntervention.aspx?id=263

Association of Threat Assessment with Suspensions

Virginia Schools Using Virginia Guidelines  1400

1127

1200

1194 1068

1000

Exp(B)

800 600

374

400 200

Used Virginia Threat Assessment Guidelines

603

35

LTS

STS

19% fewer

8% fewer

102

0

2001‐02 2002‐03

gap in 2006‐07 2007‐08 2008‐09 2009‐10 2010‐11 records

Source: UVA training records and Safety Audit Survey records

Years Using TA Associated with Suspensions Schools using Virginia TA Exp(B) One year increase in number of years using UVA TA (1-5)

LTS

STS

17% fewer

5% fewer

p < .05 for both LTS and STS Same control variables

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Download at http://youthviolence.edschool.virginia.edu/ or http://www.dcjs.virginia.gov/vcss/ocps/?menuLevel=11&mID=18

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Threat Assessment Does Not Replace Other Helping Efforts • • • •

Dean of Students Student Health Counseling Services Employee Assistance, etc.

Nov 21, 2013

Threat reports can come from anywhere.

Human Resources

Threat Assessment Team

Police Department

Case oversight is shared with the Threat Assessment Team when a threatening situation is identified.

Dean of Students Counseling Center Faculty & Staff

Neighborhood residents

Students Parents

Virginia Threat Assessment Decision-Tree

Avoid Escalation.

1. Identify a threat. Communication of threat to harm someone or behavior suggesting violent intentions

2. Evaluate seriousness. Notify team, gather relevant information. Try to resolve as transient threat. If not clearly transient, intervene as substantive threat.

Case resolved

3. Intervene. Take protective action, notify potential victims. Law enforcement investigation. Mental health assessment if appropriate. Develop safety plan.

4. Monitor safety plan. Document assessment and interventions. Follow up to make sure the plan is working.

Case resolved

Law Enforcement Investigation • Background checks (arrests, employment, residences, schools) • Internet communications • Interviews • Access to firearms • Authorized searches

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• Establish a respectful relationship with the subject. • Seek resolution of the subject’s concerns. • Avoid actions that unnecessarily intimidate, threaten, or humiliate the subject (understanding that disciplinary consequences may be necessary).

Look for indications of planning • Surveillance of prospective target • Acquisition of weapons or other supplies • Rehearsal or practice of skills used for an attack • Study of similar crimes • Increase in secretive behavior

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

3 Pathways to Violent Behavior Psychotic Path

Nov 21, 2013

Psychotic Path • Delusional motive  Paranoid, persecutory

Antisocial Path

Violence

 Grandiose • Auditory hallucinations • Suicidal thinking

Conflict Path

Psychotic Path • Delusional motive  Paranoid, persecutory Rational speech and behavior  Grandiose co-exists with psychosis.

Psychotic Path • Schizophrenia • Bipolar Disorder  Manic episodes

• Auditory hallucinations

• Psychotic Depression

• Suicidal thinking

• Substance-induced psychosis

Psychotic Path  Manic episodes • Gradual and intermittent onset • Inflated self-esteem, grandiosity • High energy vs lethargy and sadness • Witty & charming to irritable & arrogant • Grandiose or paranoid ideas • Reckless or dangerous behavior, big spending, drug use, sexual indiscretion, etc.

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College Shootings Can Be Prevented 2002 Appalachian School of Law. 42year-old Peter Odighizuwa, killed dean, professor, and student. Immigrant under financial and emotional stress. Twice dismissed from school, developed paranoid schizophrenia. http://www.law.com/jsp/article.jsp?id=1024078861416

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Nov 21, 2013

College Shootings Can Be Prevented

College Shootings Can Be Prevented

2008 Northern Illinois University. 27- yearold ex-grad student Steven Kazmierczak kills 5 and wounds 15 before killing self in lecture hall. Had long history of psychiatric treatment for bipolar disorder and substance abuse. Friends knew he had been preoccupied with the Virginia Tech murder and fantasies of violence.

2009 Henry Ford Community College. 20-year-old Anthony Powell killed Black female classmate and himself after a theater class. Mr. Powell had history of mental illness and had posted YouTube videos expression hatred of Black women and intentions to kill himself.

http://www.msnbc.msn.com/id/15769598/ns/dateline_nbc-crime_reports/>

Antisocial Path • Predatory crime such as robbery, rape



Conflict Path • Domestic violence

• History of criminal behavior

• Bullying and harassment

• Usually not TAT cases

• Workplace disputes

• Prevention through vigilance, security measures, and law enforcement

• Political and ideological conflict

College Shootings Can Be Prevented

College Shootings Can Be Prevented

2007 University of Washington, 41-year-old Jonathon Rowan, killed ex-girlfriend and himself. She was a UW research staff member. She had restraining order because he repeatedly threatened to kill her.

2010 University of Alabama Huntsville professor Amy Bishop charged with murder of 3 colleagues after denied tenure. Pled guilty in 2012 to avoid death penalty.



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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Bullying motivated many of the school shootings

Nov 21, 2013

Dormitory Murder at Swarthmore College • Honor student • Poor family • Teased by peers • Shooting spree in dorm • One student killed

What is bullying?

Forms of Bullying • Physical

Bullying is the repeated use of one’s strength or status for the purpose of intimidating or injuring another person.

hitting, shoving, grabbing

• Verbal

teasing, name-calling

• Social

spreading rumors, shunning or excluding

A conflict between equals is not bullying.

• Sexual

inappropriate comments and touching

• Cyber-bullying use of internet

Bullying is a Form of Peer Conflict

Peer conflict

Bullying is a form of peer conflict in which there is:

Bullying Can Be Criminal

Peer conflict

(1) Harmful aggression,

Bullying

(2) Dominance, (one has power over the other)

Bullying

Criminal Behavior

(3) Persistence.

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

When is bullying a crime? •Assault

•Larceny

•Battery

•Robbery

•Extortion

•Thefts

•False •Sexual Imprisonment Harassment •Stalking •Hazing •Threats

Nov 21, 2013

When is bullying a crime?

The decision to pursue criminal charges for behavior associated with bullying is a judgment based on severity and circumstances.

Sexual Harassment: Davis v Monroe Opinion In May, 1999 Supreme Court ruled that a school board is liable under Title IX for student-to-student harassment if: 1. The sexual harassment was so severe, pervasive, and objectively offensive that it deprived the victim of access to educational opportunities and benefits. 2. School authorities had knowledge of the harassment. 3. School authorities were deliberately indifferent to the sexual harassment.

European study by Olweus found that 60% of bullies have a criminal conviction by age 24, compared to 10% of controls.

Liability for Bullying?

(see www.streetlaw.org)

Bullying can also be a civil rights violation

Scruggs v. Meriden Board of Education U.S. District Court of Connecticut

• Middle school boy receiving LD services was bullied repeatedly, and eventually committed suicide • Family sued superintendent, vice principal and school counselor • Court found the school to be negligent and deliberately indifferent

Peer conflict

Criminal Behavior

Bullying LW v Toms River Regional School Board of Education • New Jersey boy repeatedly teased about perceived sexual orientation in elementary and middle school (called “faggot” “gay” etc., physically bullied and threatened) • Court cited Davis V Monroe in finding for plaintiff, awarded 50K • School ordered to revise policies, train staff, implement bullying prevention program

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Harassment

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Nov 21, 2013

“The statutes that OCR enforces include Title VI of the Civil Rights  Act of 19641 (Title VI), which prohibits discrimination on the basis of  race, color, or national origin; Title IX of the Education Amendments  of 19722 (Title IX), which prohibits discrimination on the basis of  sex; Section 504 of the Rehabilitation Act of 19733 (Section 504);  and Title II of the Americans with Disabilities Act of 19904 (Title II).  Section 504 and Title II prohibit discrimination on the basis of  disability.5 School districts may violate these civil rights statutes and  the Department’s implementing regulations when peer harassment  based on race, color, national origin, sex, or disability is sufficiently  serious that it creates a hostile environment and such harassment is  encouraged, tolerated, not adequately addressed, or ignored by  school employees.” 

OCR raises the bar for schools.

How does harassment differ from bullying? “Harassment does not have to include intent to harm, be directed at a specific target, or involve repeated incidents. Harassment creates a hostile environment when the conduct is sufficiently severe, pervasive, or persistent so as to interfere with or limit a student’s ability to participate in or benefit from the services, activities, or opportunities offered by a school. When such harassment is based on race, color, national origin, sex, or disability, it violates the civil rights laws that OCR enforces.”

OCR Dear Colleague letter, 2010

OCR Dear Colleague letter, 2010

What must schools do? “A school is responsible for addressing harassment incidents about which it knows or reasonably should have known…. In all cases, schools should have well‐publicized policies prohibiting harassment and procedures for reporting and resolving complaints that will alert the school to incidents of harassment.”

OCR Dear Colleague letter, 2010

http://youthviolence.edschool.virginia.edu

What must schools do? “If an investigation reveals that discriminatory harassment has occurred, a school must take prompt and effective steps reasonably calculated to end the harassment, eliminate any hostile environment and its effects, and prevent the harassment from recurring. …. regardless of whether a student has complained, asked the school to take action, or identified the harassment as a form of discrimination.”

OCR Dear Colleague letter, 2010

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Threat Assessment in the School/Campus Setting Dewey Cornell, Ph.D.

Nov 21, 2013

The schools ain’t what they used to be and never was. Will Rogers

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