violence prevention

Arapahoe report teaches about threat assessment

Suzanne Sibole School Safety Strategies, Violence Threat Assessment , , , ,

Report

Unfortunately, we often learn the most about how to improve our own levels of school safety by studying tragic incidents that have devastated lives. I never want to place blame or criticize anyone’s safety efforts. We all do the best we can with limited resources, knowledge, and power to implement change.

I do want to reflect for a moment on the recently released report regarding the 2013 Arapahoe High School fatal shooting of 17-year-old student Claire Davis, only because of what we can learn. The field of school safety is continually evolving. We are learning and improving every day.

The Arapahoe report teaches us about threat assessment

The report’s author, Michael Dorn of Safe Havens International, found that many effective school safety practices were in place at Arapahoe High School and in the Littleton School District. In addition, 11 analysts cited the following concerns that leave room for improvement in the area of threat assessment:

  • A systematic, “integrated systems approach” that involves collaboration with public safety partners to assess and make decisions regarding potential threats, was not in place at the time of the incident. It’s important to define roles and keep MOU’s (Memoranda of Understanding) between agencies on file in the school district.
  •  The threat assessment process used prior to the shooting focused more on establishing evidence that the student of concern “made” a threat rather than on assessing whether he or she posed a threat.
  • There was no defined multidisciplinary threat assessment team at Arapahoe High School at the time of the incident. All threat assessments were conducted by the school psychologist and assistant principal, and it appeared they may not have received adequate training on the threat assessment process.
  • It is unclear whether the team responsible for initiating the threat assessment had the professional knowledge and training needed to determine whether to conduct a threat evaluation of a student of concern. Threat assessment teams must include members of administration, pupil services and law enforcement, and all members should be professionally trained in violence warning signs and threat assessment practices.
  • There is no record that individual schools were provided with adequate resources or direction to train staff on recognizing violence warning signs and the specific actions to take. A district training presentation instructed schools to provide annual staff training on suicide and violence warning signs, but it is unclear whether this was done.
  • District staff may not have properly understood FERPA guidelines for information sharing.
  • There are concerns about decisions around disciplining the attacker after he made threats. School administrators had the option to suspend or expel him, but did not do either. In addition, a more thorough law enforcement investigation of the attacker’s prior threats may have decreased the likelihood of an attack.
  • The assessment form listed limited options for police response.
  • The assessment form did not provide a prompt for the threat assessment team to follow up to ensure that recommended safety strategies had been implemented.
  • Some of the procedures on the assessment and action plan forms were not followed.
  • Often, there was no explanation of the rationale for decisions made as part of the assessment.

The report contains much more detail than this post and I encourage you to review these recommendations with your own safety team to ensure that you are making your school the safest it can be. If you need assistance, or just want to discuss whether you’re on the right track, consider an inexpensive 1-to-1 consulting session. To learn more, simply read this.

Remembering Sandy Hook

Suzanne Sibole School Safety Strategies, Violence Threat Assessment , , ,

Remembering Sand Hook

We all remember those dark days of December, 2012 when innocent lives were lost due to an unthinkable act of violence. The 3-year anniversary of this tragedy has just passed, and our hearts go out to those who were intimately affected. Their lives have been forever changed.

Learning from the Sandy Hook tragedy

In this post, I’m going to focus on what I believe is the single most important take-away from the Sandy Hook Elementary School tragedy:  There is an established and effective practice that can help prevent future tragedies. The practice of violence threat assessment allows us to identify and attend to the warning signs before we get to the point of another school shooting. It is precisely the model used by the FBI and Secret Service to evaluate threats and warning signs.

In the days, weeks and months following a targeted act of violence, we start to peel back the layers and acknowledge the many signs and missed opportunities. When we notice, assess, and intervene in behaviors that seem “off” or match those we know are indicators of possible mental illness, lack of coping skills, violent ideology, suicide or violence, we are taking action to prevent violence from occurring.

By attending to the warning signs, communicating with others, gathering information that helps us form a complete picture, and implementing plans for both safety and intervention, we are making great strides toward preventing violence. To learn more about how violence threat assessment works, simply click here.

Two Types of Violence in Schools

Suzanne Sibole School Violence Prevention , ,

Two types of violence in schools

There are two types of violence in schools: impulsive and targeted. But, only one of them typically ends up on the evening news.

Targeted violence is premeditated and planned over a period of time. Because of the planning and preparation that precede it, this type of violence is considered to be predatory in nature. This is the one that stops us in our tracks when we see it on the news.

Impulsive violence is reactive and may seem to come out of nowhere, or it can be a nearly predictable result of ongoing conflict.

Differences between the two types of violence:

A pioneering study found distinct differences between impulsive and predatory violence, when that violence results in death. Here are some of the findings that can help increase our own awareness:

  • Compared to impulsive murderers, predatory/premeditated murderers are nearly twice as likely to have a history of mood disorders or psychotic disorders — 61 percent versus 34 percent.
  • Compared to predatory/premeditated murderers, impulsive murderers are more likely to be developmentally disabled and have cognitive and intellectual impairments — 59 percent versus 36 percent.
  • Over 90% of the impulsive murderers in this study had a history of alcohol or drug abuse and/or were intoxicated at the time of the crime — 93 percent versus 76 percent of those whose crimes were premeditated.

In schools, we need to be alert for both types of violence. We must pay attention to individuals and specific actions. Only then can we dig deep enough to assess a person’s mindset, coping skills, stressors, and intent to harm others so we can contain and manage the situation before violence takes place. To learn more about this process, see this.

For more on preventing targeted school violence, click here.

Spring = High Rates of Violence

Suzanne Sibole School Violence Prevention , , ,

B & W Flower

Earlier in the week, I wrote about the increase in suicides during spring months. We also need to be increasingly mindful of indicators of potential violence at this time of year.

Spring = Higher Rates of Violence

In my research, I found a total of 96 confirmed injuries or deaths by shooting or stabbing in secondary and post-secondary schools during the months of April and May in the U.S. Of course, we want to be vigilant at all times, but even more so during this time of year. Whether the factors responsible for these high springtime rates parallel those involved in increased spring rates of suicide is unclear. Further research may help to clarify what role, if any, is played by springtime weather, social, and biological factors in these high rates.

Below is a list of April and May dates that have been host to the tragedy of a school shooting (it may not be exhaustive). Some of the incidents have included suicide of the perpetrator. Because individuals who are contemplating an act of targeted violence often identify with, and wish to emulate, previous attackers, these dates may be significant to a given individual. It is a time to be particularly vigilant, especially with persons of concern.

April 2, 1867, 1921, 2012
April 5, 1975
April 6, 1904, 1918
April 7, 1977, 1982
April 9, 1891, 1952, 2014
April 10, 1996
April 11, 2014
April 12, 1919, 1982, 1887, 1994, 2013
April 13, 2015
April 15, 1908, 1993
April 16, 1974, 1987, 1999, 2007, 2013
April 17, 1981, 1956, 1984
April 18, 1918, 2013
April 20, 1984, 1961, 1999
April 21, 2014
April 23, 1991
April 24, 1890, 1998, 2003
April 25, 1950
April 26, 1978, 2009
April 27, 1936, 1966
April 29, 1920
April 30, 1866
May 1, 1920, 1992 (2), 1958
May 4, 1956, 1970, 2014
May 5, 2014
May 6, 1930, 1940
May 7, 1935, 2004
May 8 2014
May 9, 2003
May 13, 1969
May 14, 1992 (2), 2013, 2014
May 15, 1920, 1954, 1970
May 16, 1986
May 17, 1889, 1984, 2001
May 18, 1906, 1927, 1979, 2009 (2)
May 19, 1998, 1936
May 20, 1988, 1999
May 21, 1998
May 22, 1930, 1968
May 23, 1940, 2011, 2014
May 24, 1878, 1879, 1979, 1993, 1998,
May 26, 1994, 2000, 2012
May 28,1931

In addition, both the Oklahoma City Bombing and the Boston Marathon Bombing occurred during the spring, on April 19, 1995 and April 15, 2013, respectively.

I would not suggest that you disseminate this information to students or parents but I do recommend reminding all staff and parents that this is a time of year to increase vigilance regarding signs of both suicide and violence.

Why School Safety is My Focus

Suzanne Sibole School Violence Prevention , ,

School Safety

During a recent school training presentation, a participant asked how I became involved with school safety and violence prevention. The answer was quite simple.

My entire career has focused on risk prevention. I’ve worked as a counselor, a district ATODA Coordinator, and a prevention consultant. I have always held fast to the belief that if we do the work on the front end, we will see reduced heartache and require fewer hours and dollars for intervention down the road.

Frederick Douglass believed this long ago. In 1855, he wrote,
“It is easier to build strong children than to repair broken men.”

Why School Safety is My Focus

I believe in building assets for all children and teens. The Search Institute’s research has shown that the greater the number of assets we have, the less likely we are to engage in high-risk behavior.

I also believe that building assets results in decreased likelihood of engaging in behavior that puts others at risk. Gavin de Becker refers to these assets at inhibitors. The greater the number of inhibitors to violence that exist in someone’s life, the less likely they are to take violent action.

I attended Gavin de Becker’s Advanced Threat Assessment & Management Academy a few years ago, but my interest in learning how to prevent school violence started fifteen years ago when I heard Dr. Randy Borum speak. That day, I learned that there are things we can do to prevent violence. There are behaviors we can observe and actions we can take before things get to that point. From that moment on, I knew I had to do this work. Like the other types of prevention to which I had dedicated my career, violence could be prevented! It was an epiphany that changed the course of my career. Through student, staff and parent training, helping districts learn & develop threat assessment practices, and attending to all facets of school safety, I am dedicated to doing all I can to make the world safer, one school at a time.

If you have questions about how to improve your school’s safety, consider a no-cost, no-obligation consultation. Simply contact me here.

Preventing School Violence – Are you paying attention to the right things?

Suzanne Sibole School Climate ,

Preventing School Violence

You work hard at preventing school violence. But, are you paying attention to the right things?

You have a crisis and safety plan in place.

You’ve addressed your physical site vulnerabilities.

You’ve trained your students and staff on response protocols.

But, have you taken a good look at your school climate, from the perspective of your students?  School bonding and sense of belonging are critical elements of school violence prevention.

Consider this:  Students who have a positive attachment to school are not likely to attack fellow students or staff members when they are troubled.  Students who have experienced a sense of alienation from their peers or a lack of acceptance by school staff may be more likely to do so.

If you’re ready to assess your school climate, you can find a list of valid and reliable surveys right here.