Title: There is bad news but is there any good news in terms of school violence
1School Violence
- There is bad news but is there any good news in
terms of school violence?
2For the video clip seen in the School Violence
presentation given by Dr. Clarke-Pine on March
23, 2006 click on the link below
Patti Nielsen
http//i.cnn.net/cnn/SPECIALS/2000/columbine.cd/vi
deos/PATTI.mpg
3Columbine High School
April 20, 1999 Unincorporated Jefferson County,
Colorado Near Denver and Littleton
4School Violence
- The bad news is that you cant guarantee it wont
happen at your school. - The good news is that severe school violence is
on the decline.
Example of Antisocial student who didnt like
other kid in class giving the teacher a bad time.
Eric Harris
Dylan Klebold
5Presenting Problems
Reflection of Society?
Every hour . . . someone commits a hate crime.
Every week . . . a cross is burned.
- Theft and Extortion
- Teasing, Taunting, Threats, Bullying
- Physical Aggression and Fights
- Hate-Related Acts
- Suicide/Homicide
Every day . . . at least 8 blacks, 3 whites, 3
gays, 3 Jews, and 1 Latino become hate crime
victims.
Tolerance.org. A web project of the Southern
Poverty Law Center.
6U.S. Demographics
- In the United States, more than 1 in 4 are
juveniles. - The following percentage growths are projected
between 1995 and 2015. - 8 ltage 18
- 22 ages 18-24
- 18 ages 25 to 64
- 36 ages 65 and older
- The population of juvenile minorities will
experience the most growth between 1995 and 2015.
EXPECTED INCREASES
3 17 19 59 74
Whites Native Americans Blacks Hispanics Asians/Pa
cific Islanders
Office of Juvenile Justice and Delinquency
Prevention (1999). Juvenile offenders and
victims 1999 national report. Retrieved March
21, 2006, from www.ncjrs.gov/html/
ojjdp/nationalreport99/chapter1.pdf
7Population Projections
1995-2015 Projected Changes in Percentages for
Juvenile Population (Ages 0-17)
8Highest Percentages
2000-2003
1980-1990
Nevada Arizona Florida Colorado Georgia Idaho Tex
as Utah California
10 7 6 5 5 5 5 5 4
Alaska Nevada Arizona Florida California
40 39 25 22 22
9U.S. Census Bureau
- projected increases
- colorful
- top heavy
10What should worry us?
Office of Juvenile Justice and Delinquency
Prevention (2005). Juvenile population
characteristics Age-specific arrest rate trends.
Retrieved March 21, 2006, from
http//ojjdp.ncjrs.org/ojstatbb/
crime/qa05301.asp?qaDate20050531
11White/Caucasian
1990 Data Distribution (Ages 0-17)
12African-American/Black
1990 Data Distribution (Ages 0-17)
13 Hispanic
1990 Data Distribution (Ages 0-17)
14Asian/Pacific Islander
1990 Data Distribution (Ages 0-17)
15Native American
1990 Data Distribution (Ages 0-17)
16Female Statistics
What is the percentage of females involved in
juvenile crime overall? A. 04.4 B.
10.4 C. 14.4 D. 20.4
National Criminal Justice Reference Service
(2006). Women and girls in the criminal justice
system. Washington, DC U.S. Department of
Justice. Retrieved March 21, 2006, from http//
www.ncjrs.gov/spotlight/wgcjs/Summary.html
17U.S. Demographics
- From 1994 to 1999, 253 school-violence related
deaths
(220 separate incidents). - Exactly 202 involved one death 18 were
multiples. - General statistics included
- 172 homicides (average 34 per year)
- 30 suicides (average 6)
- 11 homicide-suicides (average 2)
- 5 legal interventions (average 1)
- 2 firearm unintentionals (average lt1)
Of the 279 known perpetrators . . .
36.9 students 25.8
community residents 17.9 not associated
with school/community 12.5 school
association unknown 2.5 family members
of students 1.8 associated with school in
other ways 0.7 faculty or
staff
Anderson, M. Kaufman, J., Simon, T.R., Barrios,
L., Paulozzi, L., Ryan, G., Hammond, R.,
Modzeleski, W., Feucht, T., Potter, L. (2001).
School-associated violent deaths in the United
States. JAMA, 286(21), 2695-2702.
18U.S. Demographics
- From 1999 to 2000, there were 32
school-associated violent deaths. - 24 homicides
- 8 suicides
- From 2002 to 2003, there were 22
school-associated violent deaths. - 17 homicides
- 5 suicides
DeVoe, J. F., Peter, K., Kaufman, P., Miller, A.,
Noonan, M., Snyder, T.D., Baum, K. (2004).
Indicators of School Crime and Safety 2004.
Bureau of Justice Statistics. Washington, DC
U.S. Government Printing Office. DeVoe,
J.F., Peter, K., Noonan, M., Snyder, T.D.,
Baum, K. (2005). Indicators of school crime and
safety 2005. U.S. Departments of Education and
Justice. Washington, DC U.S. Government
Printing Office.
19Non-Fatal Violent Crimes
- Victimization rates decreased from 1992 to 2002
(i.e., both at and away from school). - In 2003, a youth is more likely to experience
serious violence away from than at school (50
more). - 12 crimes per 1000 away from school
- 6 crimes per 1000 at school
- In 2003, 5 of students 12-18 reported being
victims of nonfatal crimes - 4 theft
- 1 violent incidents
DeVoe, J. F., Peter, K., Kaufman, P., Miller, A.,
Noonan, M., Snyder, T.D., Baum, K. (2004).
Indicators of School Crime and Safety 2004.
Bureau of Justice Statistics. Washington, DC
U.S. Government Printing Office. DeVoe,
J.F., Peter, K., Noonan, M., Snyder, T.D.,
Baum, K. (2005). Indicators of school crime and
safety 2005. U.S. Departments of Education and
Justice. Washington, DC U.S. Government
Printing Office.
20U.S. Demographics
School associated death rate for . . .
- males is 2x higher than for females
- non-Hispanic blacks is 3x higher than for
non-Hispanic whites - high school students is 14x higher than for
elementary youth - urban students is 2x higher than for rural youth
Anderson, M. Kaufman, J., Simon, T.R., Barrios,
L., Paulozzi, L., Ryan, G., Hammond, R.,
Modzeleski, W., Feucht, T., Potter, L. (2001).
School-associated violent deaths in the United
States. JAMA, 286(21), 2695-2702.
21U.S. Demographics
School associated violence for . . .
- males is higher than for females
- non-Hispanic blacks is higher than for
non-Hispanic whites and Hispanics
U.S. Department of Education, National Center
for Education Statistics. The condition of
education 2003, NCES 2003-067. Washington, DC
2003.
22U.S. Demographics
Other important information to keep in mind . . .
- Worst time of day? Most violence occurs . . .
- start or end of the school day, or
- during the lunch period
- Worse time of the year?
- homicide rates are higher near the beginning of
the
school year (start
of spring semester as well) - suicide is higher in the spring
- homicidal offenders are likely to express
suicidal ideations/behavior prior to the event
Anderson, M. Kaufman, J., Simon, T.R., Barrios,
L., Paulozzi, L., Ryan, G., Hammond, R.,
Modzeleski, W., Feucht, T., Potter, L. (2001).
School-associated violent deaths in the United
States. JAMA, 286(21), 2695-2702.
23Non-Fatal Violent Crimes
- In all survey years from 1993 to 2003, 7-9 of
students reported being threatened or injured
with a weapon (gun, knife, or club on school
property). - In a nationwide survey of high school students .
. . (CDC, 2004) - 33 reported being in one physical fight in last
12 months - 17 reported carrying a weapon in the last month
6 carried a weapon to school
GAME Name that Weapon
DeVoe, J. F., Peter, K., Kaufman, P., Miller, A.,
Noonan, M., Snyder, T.D., Baum, K. (2004).
Indicators of School Crime and Safety 2004.
Bureau of Justice Statistics. Washington, DC
U.S. Government Printing Office. National
Center for Injury Prevention and Control (2006).
Youth violence Fact sheet. Atlanta, GA
Authors.
24Teacher Victimization
- From 1999 to 2003, teachers, on average,
experienced the following yearly . . . - 25 thefts
- 14 violent crimes (2 were serious violent crimes)
- Teachers most at risk were . . .
- high school teachers
- central city schools, then urban fringe/rural
schools
DeVoe, J.F., Peter, K., Noonan, M., Snyder, T.D.,
Baum, K. (2005). Indicators of school crime
and safety 2005. U.S. Departments of Education
and Justice. Washington, DC U.S. Government
Printing Office.
25School Environment
- In 1999 to 2000, a number of schools reported
racial tensions, bullying, verbal abuse of
teachers, and widespread disorder in classrooms.
- Which schools were most at risk for daily or
weekly bullying (elementary, middle, or high
schools)? - In 2003, 7 of students ages 12-18 reported
that
they had been bullied during previous
six months. This was down from
8 in 2001
(Indicators of School
Crime and Safety, 2003). - public vs. private school students (7 vs. 5)
DeVoe, J.F., Peter, K., Noonan, M., Snyder, T.D.,
Baum, K. (2005). Indicators of school crime
and safety 2005. U.S. Departments of Education
and Justice. Washington, DC U.S. Government
Printing Office.
26Effects of Bullying
- Statistics regarding bullying . . .
- nearly 60 of boys classified as bullies in
grades 6-9 were convicted of at least one crime
by age 24 - approximately 40 classified as bullies had three
or more convictions by age 24 - kids who are bullied are 5x more likely to be
depressed - bullied boys are 4x more likely to be suicidal
- bullied girls are 8x more likely to be suicidal
Fox, J.A., Elliott, D.S., Kerlikowske, R.G.,
Newman, S.A., Christeson, W. (2003). Bullying
prevention is crime prevention. Washington, DC
A Report by Fight Crime Invest in Kids.
27Demographics
- In 2003, students ages 12-18 reported the
following on school property . . .
1. being exposed to hate-related words 2.
carrying a weapon 3. being threatened with a
weapon 4. consuming at least one drink of
alcohol 5. being bullied 6. using marijuana 7.
being offered, sold, or given an illegal drug 8.
experiencing a non-fatal crime
12 6 9 5 7 22 29 5
Anderson, M. Kaufman, J., Simon, T.R., Barrios,
L., Paulozzi, L., Ryan, G., Hammond, R.,
Modzeleski, W., Feucht, T., Potter, L. (2001).
School-associated violent deaths in the United
States. JAMA, 286(21), 2695-2702.
28Etiologies
What are some of the primary causes of
juvenile-related crime (i.e., acting out
behavior)?
29Etiologies for Violence
- exposure to violence
- childhood abuse and neglect
- socioeconomic variables--living in a
single-parent family and poverty - poor educational opportunities (not
being
successful in school) and poor
employment
prospects - delinquent peer groups
- drugs and alcohol
- media violence
U.S. Department of Justice (2000). 1999 report to
congress Title V incentive grants for local
delinquency prevention programs. Retrieved March
21, 2006, from http//www.ncjrs.gov/html/ojjdp/
ojjdp99report_to_congress/
30Etiologies for Violence
- Statistics SES, Maltreatment, and Crime
- SES (poverty, single-parent homes, and larger
family systems), maltreatment, and acting out
behavior - juveniles living in poverty - 1993 (23) vs. 2003
(18) - poverty definition in 2003 (18,400)
- level of disparity across ethnic groups
Single Parent Homes 2003
Caucasians African-Americans Hispanics
22 55 30
Poverty Rates 2003
Caucasians African-Americans Hispanics
9-15 30-48 28-42
Black juveniles and Hispanic juveniles were more
3x more likely to live in poverty as non-Hispanic
White juveniles.
Department of Health and Human Services (2003).
Annual update of HHS poverty guidelines.
Retrieved March 21, 2006, from http//aspe.hhs.gov
/poverty/03fedreg.htm National Center for
Juvenile Justice (1999). Juvenile offenders and
victims 1999 national report. Retrieved March
21, 2006, from http//www.ncjrs.gov/html/ojjdp/nat
ionalreport99/toc.html Office of Juvenile
Justice and Delinquency Prevention (2005).
Juvenile population characteristics Living
arrangements. Retrieved March 21, 2006, from
http//ojjdp.ncjrs.org/ojstatbb/population/
qa01202.asp?qaDate20050531 Office of Juvenile
Justice and Delinquency Prevention (2005).
Juvenile population characteristics Poverty.
Retrieved March 21, 2006 from http//ojjdp.ncjrs.o
rg/ojstatbb/population/qa01401.asp?
qaDate20050531
31Etiologies
- Family Problems
- Child maltreatment is more associated
with . . . - a young parent without a high school diploma
- a parent living at or below the poverty level
- parents who have been maltreated themselves
Department of Health and Human Services (2004).
Child abuse and neglect fatalities Statistics
and interventions. National Clearinghouse on
Child Abuse and Neglect Information. Retrieved
March 21, 2006, from http//nccanch.acf.hhs.
gov/pubs/factsheets/fatlity.cfm
32Etiologies
- School Failure
- most compelling reasons to leave high school are
school-related reasons (e.g., not liking teacher,
failing classes) - males versus females have different
reasons (e.g.,
family-related reasons,
finding a job, etc.) - English proficiency
- highest dropout rates by ethnicity
- regardless of reasons for dropping
out, there are
consequences
33Etiologies
- Modeling Effects (Aggression/Violence)
- parent to parent
- parent to child
- parent to other adult
- cartoons/video games
- societal modeling
- media
- sports
- United States (Abu Ghraib)
34Etiologies
- The average child spends 25 hours a week watching
television. By the time the average
child is 18 years old,
he/she will witness .
. . - 200,000 acts of violence
- 40,000 murders
- Of 3500 studies examining relationship between
media violence and aggressive child behavior - only 18 failed to show a positive relationship
(AAP, 2001) - School size is positively correlated with the
concentration of student violence and school
crime. - schools with more than 1000 students experience
between 58 and 108 more incidents of violence
Commission on Business Efficiency of the Public
Schools (2003). School size, violence,
achievement and cost. Cited by the Department
of Juvenile Justice and Delinquency Prevention.
Retrieved March 21, 2006, from
www.njleg.state.nj.us/legislativepub/reports/busef
f_report.pdf Committee on Public Education
(2001). Media violence American Academy of
Pediatrics. Pediatrics, 108(5),
1222-1226. Parents Television Council (2003). TV
bloodbath Violence on prime time broadcast TV A
PTC state of the television industry report.
Cited by the Department of Juvenile Justice and
Delinquency Prevention. Retrieved March 21,
2006, from http//www.parentstv.org/ptc/publicatio
ns/reports/stateindustryviolence/main.asp
35Prevention/Intervention
- Most youth violence begins in adolescence and
ends in adulthood. - about 30-40 of males and 15-30 of females
report having committed a serious violent offense
by age 17 - The more risk factors a young person
is exposed to, the greater
the likelihood
that he/she will become violent. - Risk factors can be buffered by protective
factors.
Centers for Disease Control and Prevention
(2002). The National Center for Injury
Prevention and Control (NCIPC). Injury Fact
Book 2001-2002. Elliot, D., Hatot N. J.,
Sirovatka, P., Potter, B. B. (2001). Executive
Summary Youth Violence A Report of the Surgeon
General. Retrieved March 21, 2006, from
http//www.surgeongeneral.gov/
library/youthviolence/summary.htm
36Prevention
- 50 of the most thoroughly evaluated strategies
are ineffective - strategies selected must aim at . . .
- addressing individual risks and environmental
conditions - building individual skills/competencies
- focusing on parent effectiveness training
- improving social school climate and changing type
and level of peer involvement - targeting change in terms of social context (more
effective than targeting individual
attitudes, skills, and risk behaviors)
Centers for Disease Control and Prevention
(2002). The National Center for Injury
Prevention and Control (NCIPC). Injury Fact
Book 2001-2002. Elliot, D., Hatot N. J.,
Sirovatka, P., Potter, B. B. (2001). Executive
Summary Youth Violence A Report of the Surgeon
General. Retrieved March 21, 2006, from
http//www.surgeongeneral.gov/
library/youthviolence/summary.htm
37Stopping the violence
- Who should be on our task force?
School Personnel Students/Parents Law Enforcement
Officials Church Officials/Religious
Leaders Doctors/Nurses Psychiatrists/Psychologists
Community Counselors/Therapists Social
Workers Community Volunteers Business
Leaders Elderly
Stop the Violence
38Important Internet Sources
- Blueprints for Violence Prevention Overview
- http//www.colorado.edu/cspv/blueprints/
- Center for Effective Collaboration and Practice
- http//cecp.air.org/school_violence.asp
- Early Warning, Timely Response
- http//www.ed.gov/about/offices/list/osers/osep/gt
ss.html - OJJDP Model Program Guide
- http//www.dsgonline.com/mpg2.5/mpg_index.htm
- Safe Schools Task Force (California)
- http//www.ag.ca.gov/publications/safeschool.pdf
- School Violence Prevention - Model Programs
- http//www.mentalhealth.samhsa.gov/schoolviolence/
exhibit1.asp - The School Shooter A Threat Assessment
Perspective - http//www.fbi.gov/filelink.html?file/publication
s/school/school2.pdf - Youth Violence A Report of the Surgeon General
- http//www.surgeongeneral.gov/library/youthviolenc
e/report.html
39Prevention/Intervention
- Primary Prevention
- decrease likelihood of acting out behavior
- prevent movement towards risk behaviors
- Intervention Two Types
- reduce risk of violence for those who have one or
more risk factors (secondary prevention) - prevent further violence or escalation of
violence for those who are already involved in
violent behavior (tertiary prevention)
Elliot, D., Hatot N. J., Sirovatka, P., Potter,
B. B. (2001). Executive Summary Youth Violence
A Report of the Surgeon General. Retrieved March
21, 2006, from http//www.surgeongeneral.gov/
library/youthviolence/summary.htm
40Effective Strategies
- Primary Prevention
- skills training
- behavior monitoring reinforcement
- behavioral techniques for classroom management
- building school-related capacity skills
(continuous progress programs) - cooperative learning
- positive youth development programs
Elliot, D., Hatot N. J., Sirovatka, P., Potter,
B. B. (2001). Executive Summary Youth Violence
A Report of the Surgeon General. Retrieved March
21, 2006, from http//www.surgeongeneral.gov/
library/youthviolence/summary.htm
41Effective Strategies
- Secondary Prevention
- parent training
- home visitation
- compensatory education
- moral reasoning
- social problem solving
- thinking skills
Elliot, D., Hatot N. J., Sirovatka, P., Potter,
B. B. (2001). Executive Summary Youth Violence
A Report of the Surgeon General. Retrieved March
21, 2006, from http//www.surgeongeneral.gov/
library/youthviolence/summary.htm
42Effective Strategies
- Tertiary Prevention
- social perspective taking and role taking
activities - multimodal interventions
- behavioral interventions
- skills training
- marital/family therapy by clinical staff
- wraparound services (more intensive in-home
counseling and community services for kids at
risk for out of home and out of school placement)
Elliot, D., Hatot N. J., Sirovatka, P., Potter,
B. B. (2001). Executive Summary Youth Violence
A Report of the Surgeon General. Retrieved March
21, 2006, from http//www.surgeongeneral.gov/
library/youthviolence/summary.htm
43Needs Assessment
What is it?
Teachers
Parents
Students
Group Activity Good questions to include?
44Needs Assessment
Students
- I often feel unsafe at school.
- I have been physically threatened by another
student at least once this past year. - I have been involved in a few fights on school
grounds. - I know of friends who have been physically
threatened by other students. - I know of or have heard of at least one student
who has carried a weapon to school. - I have had recent thoughts of harming myself.
- I have been bullied by other students at school.
- I have typically been a loner in life.
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
45Needs Assessment
Teachers
- At least one student has spoken to me about being
teased or bullied. - I have had to break up at least one fight this
year at school (or watch another teacher do so). - I admit that I have been physically intimidated
by at least one of my students this year. - My child/adolescent has been involved in at least
one school fight this year. - I know or suspect that my child/adolescent has
been physically threatened by other students. - My child/adolescent has admitted to me that he or
she really doesnt feel safe at school.
1.
Yes No
2.
Yes No
3.
Yes No
Parents
1.
Yes No
2.
Yes No
3.
Yes No
46Model ProgramsSkills Training
- Life Skills Training (LST)
- designed to prevent or reduce gateway drug use
- targets middle school populations
- Midwestern Prevention Project
- designed to reduce risk
of gateway drug use - targets middle school populations (primarily
grades 6 and 7)
Elliot, D., Hatot N. J., Sirovatka, P., Potter,
B. B. (2001). Executive Summary Youth Violence
A Report of the Surgeon General. Retrieved March
21, 2006, from http//www.surgeongeneral.gov/
library/youthviolence/summary.htm
47Model ProgramsSkills Training
- Promoting Alternative Thinking Strategies (PATHS)
- teaches important social skills
- targets elementary school populations (through
grade 5) - I Can Problem Solve
- teaches problem-solving skills to help improve
social relationships - targets nursery school, kindergarten, and grades
5 and 6
Elliot, D., Hatot N. J., Sirovatka, P., Potter,
B. B. (2001). Executive Summary Youth Violence
A Report of the Surgeon General. Retrieved March
21, 2006, from http//www.surgeongeneral.gov/
library/youthviolence/summary.htm
48Model ProgramsParent Training
- Iowa Strengthening Families Program
- parenting skills family communication
- targets elementary kids (6th graders)
- Linking the Interests of Families and Teachers
(LIFT) - prosocial skills parent training
- targets elementary kids (1st and 5th graders)
- Preparing for the Drug-Free Years
- healthy parent-child interactions youth skills
training - targets middle school populations
Elliot, D., Hatot N. J., Sirovatka, P., Potter,
B. B. (2001). Executive Summary Youth Violence
A Report of the Surgeon General. Retrieved March
21, 2006, from http//www.surgeongeneral.gov/
library/youthviolence/summary.htm
49Model ProgramsBehavioral Management
- Behavioral Monitoring and Reinforcement
- Behavioral Techniques for Classroom Management
- Seattle Social Development Project
- targets prosocial behavior, interpersonal problem
solving, academic success, and drug use - targets elementary school populations
- Bullying Prevention Program (BPP)
- reduce/prevent bullying and victimization
- targets elementary, middle, and high school
populations
Elliot, D., Hatot N. J., Sirovatka, P., Potter,
B. B. (2001). Executive Summary Youth Violence
A Report of the Surgeon General. Retrieved March
21, 2006, from http//www.surgeongeneral.gov/
library/youthviolence/summary.htm
50Model ProgramsCapacity-Building
- Continuous Progress Programs
- work on hierarchy of skills, advancing to next
level when each skill is mastered - targets elementary school populations
- Cooperative Learning
- students of various skills are grouped together
help each other
learn - targets elementary school populations
- Community-Based Programs
- Big Brothers Big Sisters of America (BBBSA)
Elliot, D., Hatot N. J., Sirovatka, P., Potter,
B. B. (2001). Executive Summary Youth Violence
A Report of the Surgeon General. Retrieved March
21, 2006, from http//www.surgeongeneral.gov/
library/youthviolence/summary.htm
51Crisis Intervention
- Assess current school crisis intervention plan.
- Advisory Committee?
- read current crisis intervention literature
- attend relevant workshops/conferences
- review crisis intervention plans of other school
districts - select annual goals/objectives
- design various needs assessments
- plan relevant student development programs
- design and administer regular program evaluations
Elliot, D., Hatot N. J., Sirovatka, P., Potter,
B. B. (2001). Executive Summary Youth Violence
A Report of the Surgeon General. Retrieved March
21, 2006, from http//www.surgeongeneral.gov/
library/youthviolence/summary.htm
52Crisis Intervention
- Form a crisis response planning committee (CRPC).
Two-tiers are often helpful 1) district-wide
(see whole picture), and 2) one more school
centered. May add parents and students later . .
. - The team--aim for 8-10 individuals with different
areas of expertise. - local and district-wide administrators
- general and special education teachers
- school counselors and school psychologists
- community mental health--counselors, social
workers, psychologists, psychiatrists - medical personnel
- law enforcement officials
53Crisis Intervention
- Identify a crisis response team.
- crisis response coodinator
- crisis intervention coordinator
- media liaison
- security liaison
- community/medical liaison
- parent liaison
- crisis interveners
- resource person
- Provide relevant and regular training to the team.
Who should we put on the team?
54Troubling Warning Signs
- What kind of warning signs would you look for in
a child? Warning signs that might predispose a
young person to school-related violence?
55Troubling Warning Signs
- aggressive, acting out behaviors
- social difficulties
- few, if any, visible prosocial behaviors
- inability to empathize with others
- cruelty to kids and/or animals
- little remorse for actions
- projection of responsibility
- high need for stimulation
- poor school performance
Centers for Disease Control and Prevention
(2002). The National Center for Injury
Prevention and Control (NCIPC). Injury Fact
Book 2001-2002.
56Threat Assessment
- Four-Pronged Assessment Approach
- personality of the student
- family dynamics
- school dynamics and the students role in those
dynamics - social dynamics
Critical Incident Response Group (1999). The
school shooter A threat assessment perspective.
Quantico, VA National Center for the Analysis of
Violent Crime. Retrieved March 21, 2006, from
http//www.fbi.gov/filelink.html?file/publicat
ions/school/school2.pdf
57Threat Assessment
- Personality of the Student
- leakage
- low tolerance for frustration
- poor coping skills
- lack of resiliency
- failed love relationship
- injustice collector
- signs of depression
- narcissism
- lack of empathy
- exaggerated sense of entitlement
- attitude of superiority (grandiosity
self-importance) - exaggerated or pathological need for attention
(admiration) - alienation
- dehumanization of others
- externalizes blame
Critical Incident Response Group (1999). The
school shooter A threat assessment perspective.
Quantico, VA National Center for the Analysis of
Violent Crime. Retrieved March 21, 2006, from
http//www.fbi.gov/filelink.html?file/publicat
ions/school/school2.pdf
58Threat Assessment
- Personality of the Student
- masks low self-esteem
- anger management problems
- intolerance
- inappropriate humor
- seeks to manipulate others
- lack of trust
- closed social group
- change of behavior
- rigid and opinionated
- unusual interest in sensational violence
- fascination with violence-filled entertainment
- negative role models
- behavior appears relevant for carrying out threat
Critical Incident Response Group (1999). The
school shooter A threat assessment perspective.
Quantico, VA National Center for the Analysis of
Violent Crime. Retrieved March 21, 2006, from
http//www.fbi.gov/filelink.html?file/publicat
ions/school/school2.pdf
59Threat Assessment
- Family Dynamics
- turbulent parent-child relationship
- acceptance of pathological behavior
- access to weapons
- lack of intimacy
- student rules the roost
- no limits of TV or internet
- School Dynamics
- students attachment to school
- tolerance for disrespectful behavior
- inequitable discipline
- inflexible culture
- pecking order among students
- code of silence
- unsupervised computer access
Social Dynamics media,technology peer
groups drugs and alcohol outside interests the
copycat effect
Critical Incident Response Group (1999). The
school shooter A threat assessment perspective.
Quantico, VA National Center for the Analysis of
Violent Crime. Retrieved March 21, 2006, from
http//www.fbi.gov/filelink.html?file/publicat
ions/school/school2.pdf
60Risk FactorsYouth Violence
- Individual
- gender (males are more at risk)
- history of violent victimization or involvement
- exposure to violence and conflict in the family
- history of early aggression
- attention deficits, hyperactivity, or learning
disorders - involvement with drugs, alcohol, or tobacco
- low IQ
- poor behavioral control
- deficits in social cognitive or
information-processing abilities - high emotional distress
- history of treatment for emotional problems
- antisocial beliefs and attitudes
Centers for Disease Control and Prevention
(2002). The National Center for Injury
Prevention and Control (NCIPC). Injury Fact
Book 2001-2002. Elliot, D., Hatot N. J.,
Sirovatka, P., Potter, B. B. (2001). Executive
Summary Youth Violence A Report of the Surgeon
General. Retrieved March 21, 2006, from
http//www.surgeongeneral.gov/
library/youthviolence/summary.htm National
Center for Injury Prevention and Control (2006).
Youth violence Fact sheet. Retrieved March 21,
2006, from http//www.cdc.gov/ncipc/factsheets/yvf
acts.htm
61Risk FactorsYouth Violence
- Family Risk Factors
- authoritarian child-rearing attitudes
- harsh, lax, or inconsistent disciplinary
practices - low parental involvement
- low emotional attachment to parents or caregivers
- low parental education and income
- parental substance abuse or criminality
- poor family functioning
- poor monitoring and supervision of children
Centers for Disease Control and Prevention
(2002). The National Center for Injury
Prevention and Control (NCIPC). Injury Fact
Book 2001-2002. Elliot, D., Hatot N. J.,
Sirovatka, P., Potter, B. B. (2001). Executive
Summary Youth Violence A Report of the Surgeon
General. Retrieved March 21, 2006, from
http//www.surgeongeneral.gov/
library/youthviolence/summary.htm National
Center for Injury Prevention and Control (2006).
Youth violence Fact sheet. Retrieved March 21,
2006, from http//www.cdc.gov/ncipc/factsheets/yvf
acts.htm
62Risk FactorsYouth Violence
- Peer/School Risk Factors
- association with delinquent peers
- involvement in gangs
- social rejection by peers
- lack of involvement in conventional activities
- poor academic performance
- low commitment to school and school failure
Centers for Disease Control and Prevention
(2002). The National Center for Injury
Prevention and Control (NCIPC). Injury Fact
Book 2001-2002. Elliot, D., Hatot N. J.,
Sirovatka, P., Potter, B. B. (2001). Executive
Summary Youth Violence A Report of the Surgeon
General. Retrieved March 21, 2006, from
http//www.surgeongeneral.gov/
library/youthviolence/summary.htm National
Center for Injury Prevention and Control (2006).
Youth violence Fact sheet. Retrieved March 21,
2006, from http//www.cdc.gov/ncipc/factsheets/yvf
acts.htm
63Risk FactorsYouth Violence
- Community Risk Factors
- diminished economic opportunities
- high concentrations of poor residents
- high level of transiency
- high level of family disruption
- low levels of community participation
- socially disorganized neighborhoods
- exposure to violence
Centers for Disease Control and Prevention
(2002). The National Center for Injury
Prevention and Control (NCIPC). Injury Fact
Book 2001-2002. Elliot, D., Hatot N. J.,
Sirovatka, P., Potter, B. B. (2001). Executive
Summary Youth Violence A Report of the Surgeon
General. Retrieved March 21, 2006, from
http//www.surgeongeneral.gov/
library/youthviolence/summary.htm National
Center for Injury Prevention and Control (2006).
Youth violence Fact sheet. Retrieved March 21,
2006, from http//www.cdc.gov/ncipc/factsheets/yvf
acts.htm
64Protective Factors
- Individual Protective Factors
- intolerant attitude toward deviance
- high I.Q. or grade point average
- gender (being female)
- positive social orientation
- religiosity
Elliot, D., Hatot N. J., Sirovatka, P., Potter,
B. B. (2001). Executive Summary Youth Violence
A Report of the Surgeon General. Retrieved March
21, 2006, from http//www.surgeongeneral.gov/
library/youthviolence/summary.htm National
Center for Injury Prevention and Control (2006).
Youth violence Fact sheet. Retrieved March 21,
2006, from http//www.cdc.gov/ncipc/factsheets/yvf
acts.htm
65Protective Factors
- Family Protective Factors
- connectedness to family or adults outside of the
family - ability to discuss problems with parents
- perceived parental expectations about school
performance are high - frequent shared activities with parents
- consistent presence of parent during at least one
of the following when awakening, when arriving
home from school, at evening mealtime, and when
going to bed - involvement in social activities
Elliot, D., Hatot N. J., Sirovatka, P., Potter,
B. B. (2001). Executive Summary Youth Violence
A Report of the Surgeon General. Retrieved March
21, 2006, from http//www.surgeongeneral.gov/
library/youthviolence/summary.htm National
Center for Injury Prevention and Control (2006).
Youth violence Fact sheet. Retrieved March 21,
2006, from http//www.cdc.gov/ncipc/factsheets/yvf
acts.htm
66Protective Factors
- School Protective Factors
- commitment to school
- participation and involvement in conventional and
extracurricular activities - Peer Group Protective Factors
- associating with friends who engage in
conventional behavior
Anderson, M. Kaufman, J., Simon, T.R., Barrios,
L., Paulozzi, L., Ryan, G., Hammond, R.,
Modzeleski, W., Feucht, T., Potter, L. (2001).
School-associated violent deaths in the United
States. JAMA, 286(21), 2695-2702. Elliot,
D., Hatot N. J., Sirovatka, P., Potter, B. B.
(2001). Executive Summary Youth Violence A
Report of the Surgeon General. Retrieved March
21, 2006, from http//www.surgeongeneral.gov/
library/youthviolence/summary.htm National
Center for Injury Prevention and Control (2006).
Youth violence Fact sheet. Retrieved March 21,
2006, from http//www.cdc.gov/ncipc/factsheets/yvf
acts.htm
67Organized Plan
- Do you know your school crisis intervention
plan if a crisis were to occur today (e.g.,
multiple murders and a suicide)?
68DEBRIEF
- Crisis Response Team
- Describe Process
- Editorialize (tell story and fill in chapters)
- Bare/Share Thoughts
- Refocus and Reframe
- Injuries (share hurts and fears)
- Empowerment
- Finishing Touches
69Thanks for listening!!!
- Program Created Winter 2006
- Dr. Dora Clarke-Pine
- www.doctordora.net