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Student Behavioral Threat Assessment: A Violence
Prevention Initiative
Presented by:
Mr. Ronald Ellis
Sandra Ellis, Ph.D.
School & Campus Security Training ProgramIllinois Law Enforcement Alarm System
Illinois Terrorism Task ForceIllinois Emergency Management Agency
Planning for Incidents Involving Violence
– Ft. Hood, TX– Newtown, Conn.– Aurora Colorado Theatre– Northern Illinois Univ.– Virginia Tech.– Bailey, Colorado
Early Warning
• Research has shown that perpetrators of targeted acts of violence engage in both covert and overt troubling behaviors preceding their attacks.
• School faculty and staff need to learn pre-attack warning signs and indicators that may develop into an extreme violent incident or active shooter.
Pathway to Violence
Ideation
Planning
Acquisition
Implementation
Key Points about Violence
Violence is the product of an interaction among four factors:
S The subject who may take violent action;
T Vulnerabilities of the target of such actions;
E An environment that facilitates or permits violence, or does not discourage it; and,
P Precipitating events that may trigger reactions.
Precipitory Events
Catalyst…final straw with underlying theme of loss of face, humiliation, injured pride or shame.
May be in the form of a bullying incident, loss of romantic relationship, administrative or disciplinary investigation
FBI, National Center for Analysis of Violent Crime
Precipitating Events
Facts About Serious School Violence
Most consider, plan, and prepare before engaging in violent behavior;
Most discuss their plans with others before the attack.
Perpetrators of serious campus violencedon’t “just snap.”
These incidents are not impulsive or random.
Top Findings of Study: School Based Attacks
1. Attacks are rarely sudden impulsive acts2. In 81% of cases, others knew about the
attackers idea/plan3. Most attackers did not threaten their victims
directly prior to the attack4. There is no accurate profile of a “school
shooter”5. Most attackers had seriously concerned
others in their lives prior to the attack
US Secret Service/US Dept. of Education, Safe School Initiative
Key Findings—School Based Attacks (continued)
6. Most attackers had difficulty coping with significant loss or failure
7. Many felt bullied, persecuted or injured by others. (Over 50% motive was revenge)
8. Most had access to weapons9. In many cases, others (students) were
involved in some way10. Most are suicidal at the point of desperation11. Most attacks were over before police arrived
(lasting only 3-4 minutes)
PREVENTION IS THE KEY!US Secret Service/US Dept. of Education, Safe School Initiative
“The only real way of preventing school violence is to get into the heads and hearts of faculty, staff and students.”
K-12 School Threat AssessmentRecommended by U.S. Departments of
Education, Homeland Security, HHS, FEMA, Justice, FBI and Secret Service
Form multidisciplinary threat assessment teams.
Train schools how to identify, investigate, assess and intervene in cases of threats or other concerning behavior.
Warning Signs: Indicators & Red Flags
Violent fantasy content
Anger problems
Fascination with weapons & accoutrements
Boasting & practicing fighting, combat
Loner
Injustice Collector
Suicidal ideation, depression
Narcissism
Red Flags (continued)
Non-compliance & disciplinary problems
Imitation of other murderers
Interest in previous school shootings
Victim/martyr self-concept
Aberrant or troubling behavior
Violence & cruelty
Lack of empathy
Inability to express/experience joy/pleasure
“Bystander Study”U.S. Secret Service May 2004
School climate affected whether bystanders came forward with information related to the threats.
Explored the factors that influenced bystanders on why they did or did not report to adults/staff what they knew.
Bystander Study
Why didn’t someone report concerning or troubling behavior?
We increasingly try to suggest to young people that you can save lives.
School shooters themselves would often say, “I wish somebody had told on us.”
Bystander Study- Findings
1. School climate and a connection to an adult matters.
2. School staff training on how to properly
respond to students who provide
information about a threatening situation,
as well as actual threats, is important.
© SIGMA Threat Management Associates (2013)
What is School Threat Assessment?
1• Identify students of
concern
2• Gather
information/investigate
3• Assess student and
situation
4• Manage the student /
situation
A systematic process that is designed to:
Slide 18
© SIGMA Threat Management Associates (2013)
Threat Assessment Process
Facts Conclusions Strategies
Threat assessment is fact-based and deductive:
Slide 19
Implications for Prevention
Many school targeted attacks can be prevented.Information about a person’s ideas and plans for violence can be observed or discovered before harm can occur.But information available is likely to be scattered and fragmented.Key is to act quickly upon an initial report of concern, see who else has a piece of the puzzle, then pull all the information together to see what picture emerges.
Behavioral Threat Assessment • Student Behavioral Threat
Assessment (K-12) AA#990
• Advanced Student Behavioral Threat Assessment (K-12)
• Forming a Campus Threat Assessment Team
• Advanced Campus Threat Assessment
Bomb Threat Planning
Understanding & Planning for School Bomb Incidents (K-12)
Incident Response to Terrorist Bombings (DHS courses)
To schedule the Student BehavioralThreat Assessment Course contact Ronald Ellis, Co-Director SCSTP
[email protected] [email protected]
(217) 871-6010
Dr. Sandra Ellis, Co-Director [email protected]
(217) 871-0023
