Threat Assessment

Professional Development

Tracey Whitehouse

Threat Assessment This is the process of determining

if the threat is valid and the individual can actually complete the threat.

Violence is an Evolutionary Process

Evolution of Violence Higher end violence is evolutionary It evolves over time,

Behaviourally evolving Cognitively evolving

Low End Violence All schools will have low end violence

Kicking Pushing Shoving

This really isn’t the concern. What is important is that you know the individual’s behaviour pattern and can recognize when problems begin to develop. Know the student’s baseline.

Factors AffectingViolence

Family Peers School Dynamics

ENVIRONMENT

Environment The setting itself can cause the

risk/threat.-with high end violence, the

threat assessment needs to look at the environment and whether or not it can be altered to assist the individual with developing more appropriate behaviours.

Behaviour Management It is up to us!~

We need to change the environment, so we can assist in managing the child’s behaviour.

Question?

We need to ask… What is going on? Why is this student engaging in

threatening high-risk behaviour?

No One Snaps

Pathway of Violence

Everyone who behaves violently moves along a pathway of justification

If we don’t listen, it justifies their action --- they believe that no one cares

Action If you suspend students you need to ask

Will the place that we are suspending them to, elevate or lower their risk?

Remember: Students rely on their peers on which way they go --- suspension allows them to associate with individuals that may adversely affect them and you can not control the

Environment

Types of Violent Individuals

Predom

inately Cognitive

Traditional H

igh-risk

Mixed T

ype

Nontraditional H

igh-risk

Predominately Cognitive These students are okay with violence If at all possible they do not commit

the violent act themselves. They usually get the Mixed-type behavioural student to complete the act

These students are the brains behind the operation

Traditional High-risk These students act out. They are what

we see as behavioural students. Many are diagnosed with OCD, ODD etc.

These students are okay with being violent!

Their violence is instrumental violence --- they are violent to get something (i.e. status, money etc.)

Violence is a means to an end

Traditional Violent LevelsYou must understand what their base line

behaviour is.1. Fist/feet2. Showing of the weapon3. Using the weapon4. Suicide/homicideThese students have minimal levels of

emotional arousal --- they move through the each level: remember behaviour is evolutionary

Mixed Type Highly emotional – often have been

abused Primarily cognitive however,they also

act out in the behaviour domain Can be ODD, OCD etc. These students are in pain, they are

okay with low end violence, but usually not okay with high end violence

Nontraditional High-Risk These students function in the

cognitive domain They do not have a history of

violence They may use writings, drawings,

or verbal threats prior to behaviour outbursts

Warning Signs Art Work

Look for: Themes, evolution, big picture…environment

Suicide Those uttering threats might be

addicted, they might use this technique to manage their anxiety --- it is a solution, people give them the attention that they need

Immense pain – usually they don’t have a history of violence Cognitively and emotionally they can

move along the path of violence If you don’t listen to their threats, it

reinforces their belief and they may act out

Baseline

Know the typical baseline of the student If the student begins to go above the

baseline ….this is when you should be very worried!

The Importance of Data Collection

The better the data (FIR)

frequency, intensity, and “recentness”

--- the better the assessment and therefore the better the intervention

Remember… To control the behaviour, control

the environment!