Threat Team Cue Cards

1. Threat Team Cue Cards Print 4 to a page, laminate, assemble and distribute Diana Browning Wright, M.S., L.E.P. www.pent.ca.gov dianawright@earthlink.net

2. What is a threat? A threat is an expression of intent to harm someone. Threats may be spoken, written, or gestured. Threats may be direct or indirect, and need not be communicated to the intended victim or victims. (“I’m going to get him.”) Weapon possession is presumed to be a threat unless circumstances clearly indicate otherwise. (“I forgot my knife was in my backpack.”) When in doubt, assume it is a threat.

3. What to do? Leakage of Intentions? Or, Display of Life Risk?

4. Threat Decisions Threat is clearly transient. Threat is substantive or if unsure continue. Threat is serious. Threat Reported to Principal Step 1. Evaluate Threat. Step 2. Decide if threat is clearly transient or substantive. Step 3. Respond to transient threat. Step 4. Decide if the substantive threat is serious or very serious. Threat is very serious. Step 5. Respond to serious substantive threat. Step 6. Conduct Safety Evaluation. Step 7. Follow up on action plan.

5. Continuum of Threats • Warning of impending violence • Attempts to intimidate or frighten • Thrill of causing a disruption • Attention-seeking, boasting • Fleeting expressions of anger • Jokes • Figures of speech

6. Assess for Intensity & Diversity of Needs Reaction Error: A sole focus on punishing Assessment Error: A sole focus on the nature & severity of threat A threat of violent action to self or others Parental denial of disturbing behavior Inconsistent school discipline History of Sexual Abuse History of Physical Abuse History of Neglect Bullied, Harassed Staff oblivious to bullying Parental conflict attachment issues Eating Disorder Depression Student/ Teacher mistrust Poor Anger Control Alienation Unrestricted access to entertainment violence Suicide Ideation oPoor Coping Skills Psychotic Features Code of Silence Manipulative, lack of empathy, other personality difficulties Peer groups encouraging violence Drug Alcohol Problems Although found in both genders, are especially associated in females with physical violence patterns

7. HANDLEWITH CARE ASSESS REFER SUPPORT MONITOR A.R.M.S.

8. Step 1. Evaluate the threat. • Obtain an account of the threat and the context from the student and witnesses. • Write down the exact threat. • Obtain student’s explanation of the threat’s meaning and his/her intentions. • Obtain witness perceptions of the threat’s meaning. Document your evaluation in writing.

9. Typical Initial Interview Questions • Do you know why I wanted to talk to you? • What happened today when you were [place of incident]? • What exactly did you say and do? • What did you mean when you said/did that? • How do you think [person threatened] feels about what you said? • What was the reason you said that? • What you going to do now?

10. Witness Questions • What happened today when you were [place of incident]? • What exactly did [student who made threat] say and do? • What do you think he/she meant? • How do you feel about what he/she said? • Why did he/she say that?

11. Step 2. Transient or Substantive? • Determine whether the threat is transient or substantive. • The critical issue is not what the student threatened to do, but whether the student intends to carry out the threat. • When in doubt, treat a threat as substantive.

12. Transient threats • Often are rhetorical remarks, not genuine expressions of intent to harm. • At worst, express temporary feelings of anger or frustration. • Usually can be resolved on the scene or in the office. • After resolution, the threat no longer exists. • Usually end with an apology or clarification.

13. Substantive threats • Express intent to physically injure someone beyond the immediate situation. • There is at least some risk the student will carry out the threat. • Require that you take protective action, including warning intended victims and parents. • May be legal violations and require police consultation. • When in doubt, treat threats as substantive.

14. Substantive threats:Factors to consider • Age of student • Capability of student to carry out the threat • Student’s discipline history • Credibility of student and willingness to acknowledge his or her behavior • Credibility of witness accounts • When in doubt, treat threats as substantive.

15. Presumptive indicators of substantive threats • Specific, plausible details. (“I am going to blast Mr. Johnson with my pistol.”) • Threat has been repeated over time. (“He’s been telling everyone he is going to get you.”) • Threat reported as a plan (“Wait until you see what happens next Tuesday in the library.”) • Accomplices or recruitment of accomplices. • Physical evidence of intent (written plans, lists of victims, bomb materials, etc.)

16. Step 3. Responses to a transient threat. • No need to take safety precautions. • See that threat is resolved through explanation, apology, making amends. • Provide counseling and education where appropriate. • Administer discipline if appropriate.

17. Step 4. If it isn’t transient, is it Serious or very serious substantive threat? • Substantive assault threats are classified serious. (“I’m gonna beat him up.”) • Substantive threats to kill, rape, or inflict very serious injury are classified very serious. (“I’m gonna break his arm.”) • Substantive threats involving a weapon are classified very serious.

18. Step 5. Respond to serious substantive threat. • Take precautions to protect potential victims. • Specifically warn victim and parents. • May consult with law enforcement. • Notify and interview the student who made the threat’sparents. • Discipline student for threat. • Determine appropriate intervention for student, such as counseling or dispute mediation. • Follow up to verify that threat has been resolved and interventions in progress.

19. Step 6.Conduct a Safety Evaluation for a Very Serious Substantive Threat. • Safety Evaluation conducted by a team—examines 11 areas. • Principal leads the team. • School psychologist or other mental health professional conducts School Safety Evaluation and reports to team. • School resource officer or law enforcementconsults on legal issues. • School counselor team member typically leads intervention planning and monitoring post-evaluation.

20. Student Interview • Review of threat and relationship with victim • Stress and situational factors, family support • Mental health symptoms (depression, psychosis, severe anxiety, or suicidality) • Access to firearms • Previous aggressive and delinquent behavior, exposure to violence • Peer relations and social adjustment • Coping and strengths • Bullying and victimization experiences

21. Beginning the student interview • “Do you know why I wanted to meet with you today?” • Explain purpose of interview to understand what happened, why it happened, and what should be done to resolve the problem. • Information will be shared with school staff who will be deciding what to do about the problem. No promise of confidentiality. • This is the student’s opportunity to tell his/her side of the story and have a voice in what is decided.

22. 11 Key Question AreasAbridged from the Secret Service/DOE Guide • What are the student’s motives or goals? • Any communications of intent to attack? • Any inappropriate interest in other attacks, weapons, or mass violence? • Any attack-related behaviors? Making a plan, acquiring weapons, casing sites, etc. • Does student have capacity to attack?

23. 11 Key Questions (cont.)Abridged from the Secret Service/DOE Guide 6. Is there hopelessness or despair? 7. Any trusting relationship with an adult? 8. Is violence regarded as way to solve a problem? Any peer influences? 9. Are student’s words consistent with actions? 10. Are others concerned about student? 11. What circumstances might trigger violence?

24. Parent interview • Parent knowledge of threat • Current stressors, family relations,childhoodhistory • Recent behavior and mental health • School adjustment • Peer relations and bullying • History of aggressive and delinquent behavior, exposure to violence, access to weapons • Willingness to assist in a safety plan

25. Was there Bullying?Forms of Bullying • Physicalhitting, shoving, grabbing • Verbalteasing, name-calling • Socialspreading rumors, shunning or excluding

26. Bullying Assessment Flow Chart

27. When is bullying a crime?

28. Bullying Assessment Flow Chart 3 requirements: Was it bullying?

29. Bullying Assessment Flow Chart Step 4: Respond to bullying

30. Step 7. Follow up with action plan. • Write a report summarizing findings of 11 areas and recommendations • Determine an action plan to reduce risk of violence and/or reduce life risk features • Identify appropriate interventions; consider check in/check out system • Schedule follow up meetings to assess current risk and update plan • Document interventions in a safety plan and update when changed

31. Place Threat Team emails, home & office phones & cell #s in wallet • Principal: • Assistant Principal: • Possible Designee on some days: • School psych/social worker, others: • School psych/social worker, others:

32. Place Threat Team emails, home & office phones & cell #s in wallet • Counselors: • SRO: • Police Department: • Psychiatric Emergency: