School Violence/Crisis: Lessons From The Front Lines Scott Poland, Ed.D. Nova Southeastern University National Emergency Assistance Team [email protected].

School Violence/Crisis: School Violence/Crisis: Lessons From The Front Lessons From The Front

LinesLines

Scott Poland, Ed.D.Scott Poland, Ed.D.Nova Southeastern UniversityNova Southeastern University

National Emergency Assistance TeamNational Emergency Assistance [email protected]@nova.edu

Parents Of U.S. School Violence Parents Of U.S. School Violence Victims Call ForVictims Call For

More religionMore religion Reduce gun access to childrenReduce gun access to children Better parenting and supervisionBetter parenting and supervision Improved mental health servicesImproved mental health services Reduced violence in mediaReduced violence in media

My Most Recent Congressional My Most Recent Congressional TestimonyTestimony

Strengthening School Safety and Strengthening School Safety and Prevention of BullyingPrevention of Bullying

House Education and Labor Joint House Education and Labor Joint Subcommittee on July 8, 2009Subcommittee on July 8, 2009

WitnessesWitnesses Politics/IssuesPolitics/Issues Focus of my testimonyFocus of my testimony

NASP and AERA Congressional NASP and AERA Congressional Testimony 4/20/10Testimony 4/20/10

Serious school violence in U.S has Serious school violence in U.S has declineddeclined

Low level aggression and bullying remain Low level aggression and bullying remain highhigh

Difficult to get good data on the problemDifficult to get good data on the problem Not a single problem with simple solutionNot a single problem with simple solution Need to focus on order and engagement Need to focus on order and engagement

in schools and emotional well beingin schools and emotional well being

FACTS: Probability of death every FACTS: Probability of death every year for U.S youth age 5 to 19year for U.S youth age 5 to 19

Any cause: 1 in 3000Any cause: 1 in 3000 Traffic accident: 1 in 8,000Traffic accident: 1 in 8,000 Homicide away from school: 1 in 21,000Homicide away from school: 1 in 21,000 Suicide away from school: 1 in 28,000Suicide away from school: 1 in 28,000 Homicide at school: 1 in 1,700,000Homicide at school: 1 in 1,700,000 Source Scientific American Source Scientific American

More Data: School Violent DeathsMore Data: School Violent DeathsSource Source www.schoolsecurity.orgwww.schoolsecurity.org

05-06 school year 27 deaths05-06 school year 27 deaths 06-07 school year 32 deaths06-07 school year 32 deaths 07-08 school year 16 deaths07-08 school year 16 deaths 08-09 school year 12 deaths08-09 school year 12 deaths

Non Criminal IncidentsNon Criminal Incidents

Bill Modzeleski the Director of Safe Bill Modzeleski the Director of Safe Schools for U.S. Department of Education Schools for U.S. Department of Education cited 11 million incidents annually in cited 11 million incidents annually in schools of bullying or harassment schools of bullying or harassment

Violence Key PointsViolence Key Points

Increase in violent incidents intended to kill Increase in violent incidents intended to kill 2 or more people2 or more people

Warning signs in violent fantasies and Warning signs in violent fantasies and distorted sense of what is justdistorted sense of what is just

Signs of trouble include aggression, Signs of trouble include aggression, interest in obtaining guns, collecting interest in obtaining guns, collecting posters of school shooters and being a posters of school shooters and being a social lonersocial loner

ColumbineColumbine

Columbine Five Years LaterColumbine Five Years Later

Principal says we will never be the samePrincipal says we will never be the same School closes on 4/20 every yearSchool closes on 4/20 every year Enrollment declined and 80 % staff Enrollment declined and 80 % staff

turnover turnover Remodeling and cosmetic changesRemodeling and cosmetic changes Litany of more lossesLitany of more losses Status of law suitsStatus of law suits PTA problemsPTA problems

Changes in Schools Post Changes in Schools Post ColumbineColumbine

Improved crisis planningImproved crisis planning Better communication between police and Better communication between police and

schoolsschools Improved assessment of threatsImproved assessment of threats US Secret Service Study of school US Secret Service Study of school

violenceviolence More police in schoolsMore police in schools

Columbine by Dave Cullen 2009 Columbine by Dave Cullen 2009 Hatchette Book GroupHatchette Book Group

Based on 10 years of research and Based on 10 years of research and countless interviewscountless interviews

Dispels many myths: not trench coat mafia Dispels many myths: not trench coat mafia and result of anger at jocks and popular and result of anger at jocks and popular studentsstudents

Media got it wrong, misinformation and Media got it wrong, misinformation and mythologymythology

She did not say yes to belief in GodShe did not say yes to belief in God

Cullen ContinuedCullen Continued

Eric Harris was a psychopath, “You know Eric Harris was a psychopath, “You know what I hate? Mankind!!! Kill Everything”what I hate? Mankind!!! Kill Everything”

Dylan Klebold was depressed, suicidal Dylan Klebold was depressed, suicidal and easily ledand easily led

Killings were random and target was entire Killings were random and target was entire schoolschool

Columbine best viewed as a failed Columbine best viewed as a failed bombingbombing

Extensive law enforcement cover upExtensive law enforcement cover up

Why Kids Kill by Peter Why Kids Kill by Peter LangmanLangman

Palgrave Macmillan (2009)Palgrave Macmillan (2009) Based on his study of 10 school shooters Based on his study of 10 school shooters

that killed 74 and wounded 92that killed 74 and wounded 92 Rampage acts best understood as a result Rampage acts best understood as a result

of their personalities and life historyof their personalities and life history Hypothesized there are three types of Hypothesized there are three types of

shootersshooters

Types of ShootersTypes of Shooters

Psychopathic—narcissistic without a Psychopathic—narcissistic without a conscience—aspiring to be godlike—conscience—aspiring to be godlike—paranoid, sadistic with antisocial paranoid, sadistic with antisocial personality traitspersonality traits

Psychotic—avoidant, schizotypal and Psychotic—avoidant, schizotypal and dependent personality traits—paranoid dependent personality traits—paranoid delusions, auditory hallucinations—delusions, auditory hallucinations—depressed and full of ragedepressed and full of rage

Third TypeThird Type

Traumatized Shooters—suffered Traumatized Shooters—suffered emotional and physical abuse at home—emotional and physical abuse at home—were sexually abused—lived with ongoing were sexually abused—lived with ongoing stress and losses—parents had substance stress and losses—parents had substance abuse problems--frequent moves—lost abuse problems--frequent moves—lost parent to separation, jail and death—parent to separation, jail and death—trauma history resulted in suicidal thoughtstrauma history resulted in suicidal thoughts

Langman Suggestions to Prevent Langman Suggestions to Prevent School ShootingsSchool Shootings

Limit adolescent privacyLimit adolescent privacy Don’t lie to protect your childDon’t lie to protect your child Follow through with due processFollow through with due process Pay attention to what the schools saysPay attention to what the schools says Eliminate easy access to gunsEliminate easy access to guns Take threats seriouslyTake threats seriously

More SuggestionsMore Suggestions

Anyone can stop a school shootingAnyone can stop a school shooting Recognize rehearsal and planning of Recognize rehearsal and planning of

attacksattacks Punishment is not preventionPunishment is not prevention Physical security alone is not the answerPhysical security alone is not the answer Utilize threat assessment teamsUtilize threat assessment teams Good communication and positive culture Good communication and positive culture

important at schoolimportant at school

Secret Service Study of School Secret Service Study of School ViolenceViolence

Revenge was motiveRevenge was motive Events were plannedEvents were planned Few school shootings were resolved by Few school shootings were resolved by

police police Perpetrators talked about their plansPerpetrators talked about their plans 2/3 perpetrators were victims of bullying2/3 perpetrators were victims of bullying 2/3 perpetrators were suicidal2/3 perpetrators were suicidal There is no profileThere is no profile

Safe School InitiativeSafe School Initiative

Report on the Prevention of Targeted Report on the Prevention of Targeted Violence in SchoolsViolence in Schools

U.S. Secret Service National Threat U.S. Secret Service National Threat Assessment CenterAssessment Center

Departments of Education and JusticeDepartments of Education and Justice www.treas.gov/ussswww.treas.gov/usss

Red Lake , MNRed Lake , MNSchool ShootingSchool Shooting

2 dead in the community2 dead in the community 8 dead at Red Lake High School8 dead at Red Lake High School

Family/Trauma History of J. Family/Trauma History of J. (perpetrator)(perpetrator)

Parents separated when youngParents separated when young Lived with mom and her boyfriendLived with mom and her boyfriend Severely disciplined (locked in closet)Severely disciplined (locked in closet) Father died by suicide when J. was 8 Father died by suicide when J. was 8

(standoff with tribal police)(standoff with tribal police) Mother in car accident suffered brain injury Mother in car accident suffered brain injury

and in nursing homeand in nursing home Moved frequentlyMoved frequently

Recent HistoryRecent History

Bullied and harassed at schoolBullied and harassed at school Black-garbed lonerBlack-garbed loner Described as “floating alone”Described as “floating alone” Introvert at schoolIntrovert at school Outspoken on internetOutspoken on internet Posted often on neo-Nazi web-sitePosted often on neo-Nazi web-site Created violent animated story on internet Created violent animated story on internet

about school shootings and suicideabout school shootings and suicide

History, cont.History, cont. Posted entries against racial mixingPosted entries against racial mixing 2003-2004 told other Red Lake students he was 2003-2004 told other Red Lake students he was

going to shoot up school and was questioned going to shoot up school and was questioned and released by policeand released by police

2004-2005 2004-2005 stopped attending school twice due to depression and stopped attending school twice due to depression and

harassmentharassment Expelled for unspecified reasonsExpelled for unspecified reasons Suicide attempt summer-2004Suicide attempt summer-2004 Under psychiatrist’s careUnder psychiatrist’s care Prozac doubled 2/05Prozac doubled 2/05 Viewed film “Elephant” frequently in days before Viewed film “Elephant” frequently in days before

shootingshooting

Red Lake AftermathRed Lake Aftermath Superintendent leave due to emotional reasonsSuperintendent leave due to emotional reasons Principal suffers heart attackPrincipal suffers heart attack Two students died by suicide in next monthsTwo students died by suicide in next months Additional suicides on reservationAdditional suicides on reservation Three classmates believed directly involved in Three classmates believed directly involved in

shooting—36 may have had awareness—1 still shooting—36 may have had awareness—1 still in jailin jail

Hardware measures only being questioned as Hardware measures only being questioned as high school had cameras, metal detectors, and high school had cameras, metal detectors, and securitysecurity

School officials were not aware of his internet lifeSchool officials were not aware of his internet life

The Emergency Management The Emergency Management CycleCycle

Decrease the need for response

Plan for a rapid, coordinated,effective response

Execute the planRestore the learning environment; Monitor and assist the healing

Factors in TraumaFactors in Trauma

Physical proximityPhysical proximity Social proximitySocial proximity Individual trauma historyIndividual trauma history 60----20----20---- Rule60----20----20---- Rule Traumatized adolescents at risk for Traumatized adolescents at risk for

depression, substance abuse and reckless depression, substance abuse and reckless behaviorbehavior

Most assistance is short termMost assistance is short term

Dimensions of VulnerabilityDimensions of Vulnerability

Geographical ProximityGeographical Proximity

Population at riskPopulation at risk

Psychosocial ProximityPsychosocial Proximity

Psychosocial Proximity Psychosocial Proximity

Identification with or Identification with or similaritysimilarity

to victimsto victimsAcquaintanceAcquaintance

Immediate family Immediate family

Near family or close friendNear family or close friend

Population at RiskPopulation at Risk

Oversensitive Oversensitive

Difficult personal or social Difficult personal or social crisiscrisis

Significant loss in the past Significant loss in the past yearyear

Recent or similar trauma Recent or similar trauma

Geographical ProximityGeographical Proximity

Outside the disaster areaOutside the disaster area

Within hearing distanceWithin hearing distance

Near the disaster areaNear the disaster area

Direct exposureDirect exposure

Circles of VulnerabilityCircles of Vulnerability

Geographical Geographical ProximityProximity

Population at RiskPopulation at Risk Psychosocial ProximityPsychosocial Proximity

Typical Childhood Reactions to a Crisis

* Fear of the future* Behavioral regression* Academic regression

* Nightmares

All adults need information about thesereactions and how to assist children.

“If a parent is traveling with a small child in an airplane and there is a problem with the oxygen level in the cabin, whose mouth did the flight attendant say the mask goes

over first?”

Developmental Reactions to Developmental Reactions to Traumatic StressTraumatic Stress

PreschoolersPreschoolers

Regressive behaviorsRegressive behaviors

Reenacting traumatic Reenacting traumatic events through playevents through play

Sleep disturbancesSleep disturbances

Anxious attachmentAnxious attachment

Elementary School Elementary School ChildrenChildren

Same as preschoolers, plus:Same as preschoolers, plus:

Trouble concentratingTrouble concentrating

Physical symptoms (e.g., Physical symptoms (e.g., stomach aches, headaches, stomach aches, headaches, etc.)etc.)

Disruptive behaviorsDisruptive behaviors

Withdraw from othersWithdraw from others

**Importance of caretaker/adult reactions**

Developmental Reactions to Developmental Reactions to Traumatic StressTraumatic Stress

AdolescentsAdolescents RegressionRegression AngerAnger Avoid reminders of traumatic eventAvoid reminders of traumatic event Loss of hopeLoss of hope GuiltGuilt WithdrawalWithdrawal FlashbacksFlashbacks Eating problemsEating problems Sleeping problems (e.g., nightmares)Sleeping problems (e.g., nightmares)

ScenarioScenario

First night of Christmas vacation and First night of Christmas vacation and tragically a 9tragically a 9thth grade boy has just been grade boy has just been pronounced dead at the hospital. He was pronounced dead at the hospital. He was the victim of a scooter accident witnessed the victim of a scooter accident witnessed by several friends. Large numbers of his by several friends. Large numbers of his friends have gathered at the hospital and friends have gathered at the hospital and now have been told to leave the premises. now have been told to leave the premises. What do you thing the school principal What do you thing the school principal should do if anything??should do if anything??

Theoretical OrientationTheoretical Orientation

Primary prevention---- activities to prevent Primary prevention---- activities to prevent crisescrises

Secondary intervention---- short term Secondary intervention---- short term activities to manage and minimize crisisactivities to manage and minimize crisis

Tertiary intervention---- long term Tertiary intervention---- long term assistance for those most affected assistance for those most affected

What are examples of each level in What are examples of each level in your school?your school?

Primary preventionPrimary prevention Secondary interventionSecondary intervention Tertiary interventionTertiary intervention What are the three leading causes of What are the three leading causes of

death for children?death for children? Do you have your students involved in Do you have your students involved in

prevention and safety planning?prevention and safety planning?

Family cohesion and stabilityFamily cohesion and stability Coping and problem solving skillsCoping and problem solving skills Positive self worth and impulse Positive self worth and impulse

controlcontrol Positive connections to school and Positive connections to school and

extracurricular participationextracurricular participation Successful academicallySuccessful academically

PROTECTIVE FACTORS

Good relationships with other youthGood relationships with other youth Seeks adult help when needed Seeks adult help when needed Lack of access to suicidal meansLack of access to suicidal means Access to mental health care Access to mental health care ReligiosityReligiosity School environment that encourages School environment that encourages

help seeking and promotes healthhelp seeking and promotes health

PROTECTIVE FACTORS

Administrators Role in a CrisisAdministrators Role in a Crisis

Get input from crisis teamGet input from crisis team Inform central administrationInform central administration Activate calling tree but if school is in session Activate calling tree but if school is in session

then what? Notify faculty by memo or PA then what? Notify faculty by memo or PA systemsystem

Conduct a faculty meeting asap (examples)Conduct a faculty meeting asap (examples) Verify the facts and tell the truthVerify the facts and tell the truth Be visible and availableBe visible and available Don’t be afraid to show emotionDon’t be afraid to show emotion

Crisis Intervention Crisis Intervention Tips for Helping StudentsTips for Helping Students

Share information in developmentally Share information in developmentally appropriate ways. appropriate ways.

No one should be lied to or misled about No one should be lied to or misled about the circumstances. Recognize all the the circumstances. Recognize all the connections around the school system. connections around the school system.

Students need to hear sad or tragic news from trusted adults Students need to hear sad or tragic news from trusted adults and should be able to ask questions.and should be able to ask questions.

Turn off TVs and gather students in a circle and talk about Turn off TVs and gather students in a circle and talk about the event and their perceptions, safety concerns and sources the event and their perceptions, safety concerns and sources of help.of help.

Help everyone identify previous and current sources of Help everyone identify previous and current sources of support.support.

Administrator ContinuedAdministrator Continued

Contact the family of deceasedContact the family of deceased Empower staff and studentsEmpower staff and students Accept outside help when neededAccept outside help when needed Recognize the short and long term impactRecognize the short and long term impact Keep everyone updatedKeep everyone updated Manage the media and protect staff and Manage the media and protect staff and

studentsstudents

Administrator ContinuedAdministrator Continued

Set aside other duties and focus on crisis Set aside other duties and focus on crisis Help staff understand the crisis becomes Help staff understand the crisis becomes

the curriculumthe curriculum Give permission for a range of religious Give permission for a range of religious

beliefsbeliefs Examples of effective and non effective Examples of effective and non effective

responsesresponses Death notification examplesDeath notification examples

Roles for Support PersonnelRoles for Support Personnel

Advise the administratorAdvise the administrator Give permission for a range of emotionsGive permission for a range of emotions Help faculty firstHelp faculty first Recognize individual crisis history of each Recognize individual crisis history of each

personperson Follow schedule of deceasedFollow schedule of deceased

Support Role ContinuedSupport Role Continued

Most students will get help they need in Most students will get help they need in classroomclassroom

Don’t hesitate to call parentsDon’t hesitate to call parents Locate additional helpLocate additional help Keep records of who was seen and Keep records of who was seen and

concerns concerns Ensure those most affected receive Ensure those most affected receive

ongoing services ongoing services

Teachers’ RoleTeachers’ Role

Put desks in a circle and sit downPut desks in a circle and sit down Provide factual informationProvide factual information Stop rumorsStop rumors Model expression of emotionsModel expression of emotions Give permission for a range of emotions and Give permission for a range of emotions and

religious beliefsreligious beliefs Know students well and their crisis history and Know students well and their crisis history and

identify students who need counseling helpidentify students who need counseling help Provide activities such as writing and drawing Provide activities such as writing and drawing

especially for younger studentsespecially for younger students

Teacher ContinuedTeacher Continued

Provide activities such as ceremoniesProvide activities such as ceremonies Help students communicate to victim’s Help students communicate to victim’s

family family Emphasize no one is to blameEmphasize no one is to blame Be familiar with developmental stages of Be familiar with developmental stages of

death (Piaget)death (Piaget) Prepare students for funeralsPrepare students for funerals

Teacher ContinuedTeacher Continued

Listen to students as each has a story to Listen to students as each has a story to telltell

Five T’s: talk, touch, tears, time and take Five T’s: talk, touch, tears, time and take care of oneselfcare of oneself

Emphasize coping strategiesEmphasize coping strategies Help students to remember positives Help students to remember positives

about deceasedabout deceased Don’t minimize the loss or give adviceDon’t minimize the loss or give advice

New Term BullicideNew Term Bullicide

Parents believe that schools failure to stop Parents believe that schools failure to stop the bullying greatly contributed to the the bullying greatly contributed to the suicide of their childsuicide of their child

Jasperson vs. Anoka-Hennepin caseJasperson vs. Anoka-Hennepin case Mrs. Walker’s Congressional testimony Mrs. Walker’s Congressional testimony

7/8/097/8/09 Founder of International Bullying Founder of International Bullying

Prevention Association KeynotePrevention Association Keynote

Key Issues in the Recovery Phase: Key Issues in the Recovery Phase: School Psychologists as School Psychologists as

Crisis Intervention Team MembersCrisis Intervention Team Members

1.1. How to structure recovery section of How to structure recovery section of emergency management plan emergency management plan

2.2. Opening or closing schools after an event Opening or closing schools after an event occursoccurs

3.3. Public, staff and student communicationsPublic, staff and student communications

4.4. Memorials after a student or staff deathMemorials after a student or staff death

5.5. How to handle key datesHow to handle key dates

Sanford ModelSanford Model

Developed by a nurse in LADeveloped by a nurse in LA Origins based on CISM from J. MitchellOrigins based on CISM from J. Mitchell Examples of use at Columbine and Examples of use at Columbine and

SantanaSantana AdvantagesAdvantages DisadvantagesDisadvantages

Sanford ModelSanford Model

Purposes:Purposes:-Sort out thoughts.-Sort out thoughts.-Identifies what’s needed for safety.-Identifies what’s needed for safety.-Everyone is likely to talk.-Everyone is likely to talk.-Guided discussion…-Guided discussion…-Developed to fit a classroom period or faculty -Developed to fit a classroom period or faculty

meeting. meeting.-Mental health professional summarizes and -Mental health professional summarizes and reviewsreviews at session’s end. at session’s end.

BenefitsBenefits

- Reduces isolation and increases understanding.- Reduces isolation and increases understanding.- Creates empathetic bonds.- Creates empathetic bonds.- Provides mental health information.- Provides mental health information.- Works well with group size of over 30 and - Works well with group size of over 30 and especiallyespecially with adults and high school students. with adults and high school students.- Model should be viewed as a starting point.- Model should be viewed as a starting point.- Ideally model recommended first with faculty and - Ideally model recommended first with faculty and

then with students the next day.then with students the next day.

FormatFormat- - Personnel: Personnel: Facilitator leads the sessionFacilitator leads the session

TimekeeperTimekeeperCaregivers provide assistance to Caregivers provide assistance to anyone who leaves the room.anyone who leaves the room.

- Supplies needed:- Supplies needed: KleenexKleenexWaterWater

- Groups of 4-8- Groups of 4-8

- Sit in a circle- Sit in a circle..- One person chosen to respond first.- One person chosen to respond first.

RulesRulesAll comments are confidential.All comments are confidential.Each person takes a turn Each person takes a turn (clockwise).(clockwise).One person speaks at a time.One person speaks at a time.Time is limited.Time is limited.Cross talking is discouraged.Cross talking is discouraged.Group members’ responsibility: Group members’ responsibility: listenlisten

Processing Model Questions:Processing Model Questions:

““Please introduce yourself to the Please introduce yourself to the group and discuss where you group and discuss where you were when you first became were when you first became aware of the tragedy and aware of the tragedy and specifically what were your initial specifically what were your initial sensory perceptions?”sensory perceptions?”

“ “ What thoughts or reactions have What thoughts or reactions have you been having since the you been having since the tragedy?”tragedy?”

“ “ What is your biggest concern or What is your biggest concern or worry about the immediate worry about the immediate future?”future?”

““What has helped you cope when What has helped you cope when you have had to deal with difficult you have had to deal with difficult things or losses in your life things or losses in your life before? What can you do to help before? What can you do to help yourself cope now?”yourself cope now?”

Psychological First AidPsychological First Aid8 Core Actions8 Core Actions

1.1. Initiate contact and engagementInitiate contact and engagement

2.2. Ensure safety and comfortEnsure safety and comfort

3.3. StabilizationStabilization

4.4. Gather information on current needs and Gather information on current needs and concernsconcerns

5.5. Provide practical assistance Provide practical assistance

6.6. Connect with social supportsConnect with social supports

7.7. Provide information on copingProvide information on coping

8.8. Link with collaborative servicesLink with collaborative services

Source: National Child Traumatic Stress Network and National Center for PTSD, Psychological First Aid: Field Operations Guide, September, 2005

Agreement on Concept of Agreement on Concept of Psychological First AidePsychological First Aide

Short term, immediate and efficientShort term, immediate and efficient Provides comfort, consolation and physical Provides comfort, consolation and physical

protectionprotection Encourages re-uniting victims with Encourages re-uniting victims with

family/friendsfamily/friends Involves listening, stress management, Involves listening, stress management,

reassurance and normalizationreassurance and normalization Provides triage and referralProvides triage and referral

National Emergency Assistance National Emergency Assistance Team Team www.nasponline.orgwww.nasponline.org

More research is needed on processingMore research is needed on processing Crisis intervention needs to be taught in university Crisis intervention needs to be taught in university

programs programs Schools should concentrate on outcomes after Schools should concentrate on outcomes after

interventions such as attendance/discipline/perceived interventions such as attendance/discipline/perceived support and gradessupport and grades

Processing let’s staff and students know administration Processing let’s staff and students know administration cares and they are not alone and trauma will not be cares and they are not alone and trauma will not be ignored----homogenous groupings are best ignored----homogenous groupings are best

Structure of follow-up services must be planned before Structure of follow-up services must be planned before processing processing

NASP developed PREPaRE curriculumNASP developed PREPaRE curriculum

Litigation and School CrisisLitigation and School Crisis Choquette vs. Onstedt. Schools: facts of caseChoquette vs. Onstedt. Schools: facts of case Elementary age students on bus view suicide Elementary age students on bus view suicide

victimvictim Parents are called immediately and a group Parents are called immediately and a group

activity provided next day for all bus riders(18 activity provided next day for all bus riders(18 students 1students 1stst to 6 to 6thth grade) by sch psych and cs grade) by sch psych and cs

One family does not want their daughter to be One family does not want their daughter to be told truth—tell teacher to keep an eye on her!!told truth—tell teacher to keep an eye on her!!

11stst grade student pulled out of school and grade student pulled out of school and parents sue claiming PTSDparents sue claiming PTSD

Please discuss merits and issues in this casePlease discuss merits and issues in this case

School Safety ExamplesSchool Safety Examples

Create safety task Create safety task force and include force and include students students

Teach students to Teach students to deescalate fightsdeescalate fights

Use student safety Use student safety pledgespledges

Floor plan exerciseFloor plan exercise

Why don’t students tell adults Why don’t students tell adults about violent threats?about violent threats?

The “Conspiracy of Silence”!The “Conspiracy of Silence”!

Question….Question….

““My student is fascinated by violent video My student is fascinated by violent video games and plays them for hours….should games and plays them for hours….should I be worried?”I be worried?”

Media Influence on Youth ViolenceMedia Influence on Youth Violence

Lt. Col. David Lt. Col. David Grossman … Grossman … www.killology.com www.killology.com

APA and AMA APA and AMA researchresearch

Bethel, Alaska Bethel, Alaska perpetrator quoteperpetrator quote

Threat Assessment Teams Threat Assessment Teams Recommended by:Recommended by:

FBIFBI Secret ServiceSecret Service Colorado Governor’s Report on ColumbineColorado Governor’s Report on Columbine

Recommendations as to who Recommendations as to who should be on a school threat should be on a school threat

assessment team?assessment team? TeacherTeacher Security/policeSecurity/police Community law Community law

enforcementenforcement Mental healthMental health Administrator Administrator

Once a threat is made, having a fair , Once a threat is made, having a fair , rational, and standard method of rational, and standard method of

evaluating and responding is critical!evaluating and responding is critical!

Steps in Threat AssessmentSteps in Threat Assessment

Evaluate by interviewing Evaluate by interviewing Student who made threatStudent who made threat RecipientRecipient Witnesses Witnesses

Review all school recordsReview all school records Consider circumstances and type of threatConsider circumstances and type of threat

School ExampleSchool Example

Mrs. Jones a parent calls transportation to Mrs. Jones a parent calls transportation to report that her daughter Julie received an report that her daughter Julie received an e-mail from Ben a student which stated he e-mail from Ben a student which stated he is going to shoot kids on the middle school is going to shoot kids on the middle school bus tomorrow. Mrs. Jones is concerned bus tomorrow. Mrs. Jones is concerned about her daughter’s safety. What should about her daughter’s safety. What should you do as your first step? Who needs to you do as your first step? Who needs to get involved?get involved?

Case example continuedCase example continued

The suspected perpetrator a 7The suspected perpetrator a 7thth grade boy grade boy is now at school and you are about to is now at school and you are about to interview himinterview him

What information from his background and What information from his background and school records might be helpful?school records might be helpful?

What approach might you take and what What approach might you take and what are the key questions you will ask?are the key questions you will ask?

ContinuedContinued

The suspected perpetrator readily admits The suspected perpetrator readily admits that he had intended to shoot everyone on that he had intended to shoot everyone on the bus as he has been the victim of the bus as he has been the victim of repeated bullying and in fact had his repeated bullying and in fact had his thumb broken by another student named thumb broken by another student named John on the bus last weekJohn on the bus last week

What is your next step and how could you What is your next step and how could you reduce the stressors for this student?reduce the stressors for this student?

Parent InterviewParent Interview

What approach do you recommend for What approach do you recommend for approaching the parent?approaching the parent?

What questions do you want to ask?What questions do you want to ask? What is the goal of the parent interview?What is the goal of the parent interview?

Parent informationParent information

The father of the suspected perpetrator The father of the suspected perpetrator indicates that he has a number of guns at indicates that he has a number of guns at home and they are unlocked and that his home and they are unlocked and that his son is experienced with guns---what do son is experienced with guns---what do you recommend?you recommend?

The father also indicates that his son has The father also indicates that his son has not been the same since his mother died not been the same since his mother died last spring and that the father has to work last spring and that the father has to work in the evening and his son is unsupervisedin the evening and his son is unsupervised

ContinuedContinued

Rumors are flying around the school about Rumors are flying around the school about the planned violence on the busthe planned violence on the bus

John’s mother has called as she has John’s mother has called as she has heard that her son was the primary heard that her son was the primary intended victimintended victim

What steps do you take to control rumors What steps do you take to control rumors and what if any information do you provide and what if any information do you provide to faculty, parents and students?to faculty, parents and students?

Elements of Substantial ThreatElements of Substantial Threat

Expresses continued intent to harm Expresses continued intent to harm Repeats over time and shares with othersRepeats over time and shares with others Threats contain specific detailsThreats contain specific details Physical evidence of planning Physical evidence of planning Involves using a weaponInvolves using a weapon What are some examples of substantial threats What are some examples of substantial threats

received in your schools?received in your schools?

Transient ThreatsTransient Threats

No lasting intent to harm someone “heat of the No lasting intent to harm someone “heat of the moment”…feelings dissipatemoment”…feelings dissipate

It’s clear threat is over and includes and It’s clear threat is over and includes and explanation or apologyexplanation or apology

Can be quickly and easily resolvedCan be quickly and easily resolved What are some examples of transient threats What are some examples of transient threats

you have seen?you have seen?

Classify these threats as transient Classify these threats as transient or substantiveor substantive

A student tells other students after school A student tells other students after school he/she are going to get another student he/she are going to get another student and on interview expresses long standing and on interview expresses long standing hatred for the intended victimhatred for the intended victim

An angry student threatens to kill another An angry student threatens to kill another student in class and when interviewed student in class and when interviewed apologizesapologizes

A student accidentally left a knife in their A student accidentally left a knife in their backpackbackpack

Project S.E.R.V.Project S.E.R.V.

Schools emergency response to violenceSchools emergency response to violence Money appropriated by CongressMoney appropriated by Congress Short and long term grantsShort and long term grants School have received funds in midst of School have received funds in midst of

suicide clusterssuicide clusters Contact U.S. Department of Contact U.S. Department of

Education/Safe Schools Education/Safe Schools www.ed.govwww.ed.gov

School safety is School safety is an inside job that an inside job that

involves a involves a commitment from commitment from the student body!the student body!

““We must reach out to the We must reach out to the unreachable!”unreachable!”

Craig ScottCraig ScottColumbine SurvivorColumbine Survivor

Keys to prevention are getting Keys to prevention are getting disillusioned youth involved in disillusioned youth involved in

activities, finding a job and activities, finding a job and establishing social ties!establishing social ties!

[email protected]@nova.edu

Recent publications :Recent publications :www.sopriswest.comwww.sopriswest.com

Many articles posted atMany articles posted atwww.districtadministration.comwww.districtadministration.com

www.scottpoland.comwww.scottpoland.com