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Descriptors:
Early Intervention; School Security; Campuses; Higher Education; Violence; Risk Management; Victims of Crime; Safety; Psychotherapy

Abstract:
This article provides an overview of threat assessment and management as implemented on campuses of higher education. Standards of practice and state calls for implementation are cited. An overview of some of the basic principles for threat assessment and management implementation is accompanied by examples of how they are utilized. Pitfalls inherent to threat assessment and management and suggested remedies are outlined. Finally, there is a brief introduction for the articles that follow in this special section. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Campuses; Weapons; Crime; School Security; Criminals; Violence; Aggression; College Students; Profiles; Risk Management; Educational Environment; Emergency Programs

Abstract:
In this article, the authors review efforts to increase the availability of crime data to students and parents, utilize security technologies on campus, allow members of campus communities to carry concealed weapons, use criminal or potential shooter profiling, employ threat assessment techniques, and implement emergency response plans to address attacks. Limited or no empirical support exists for efforts to increase the availability of data on campus crime, allow concealed weapons carriers on campus, increase security technologies on campus, and use criminal profiling techniques to identify threatening students. However, support exists for threat assessment procedures, strategies to increase threat reporting, and for emergency management plans. Although it is impossible to rid colleges completely of violence, this review underscores the importance of encouraging all members of the college community to commit to supporting safe, free, and open college communities. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Safety; Violence; Prevention; Evaluation Methods; School Security; Risk Management; Early Intervention; School Psychology; Bullying; Weapons

Abstract:
Much has been written about the use of threat assessment. Schools are encouraged to have threat assessment teams and a threat assessment process as part of a comprehensive safe schools effort. Encouraging and enabling all members of the school community to report possible threats in a timely manner is an essential component of an effective threat assessment process. Equally important is having procedures in place for evaluating the information and acting on it in way that protects the well-being of all students and staff members, including the student who has displayed the threatening behavior. Principals must take the lead in encouraging every member of the school community to be part of the safety system. Students, staff members, and parents can alert administrators to threat behavior if they learn how to recognize the warning signs of potential violence and the importance of reporting concerns in a timely manner. The information from reporting initiates the threat assessment process. In this article, the author stresses that a trained team, a clear and fair process to evaluate the seriousness of the concerns and develop intervention plans, and a way to document the concerns are all part of good prevention efforts for the school and community. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Prevention; Civil Rights; Bullying; Video Technology; Student Behavior; School Safety; Investigations; School Districts; Educational Policy; Reports; Empowerment; Risk Management; Responsibility

Abstract:
The nation watched in shock recently as four middle school boys barraged 68-year-old bus monitor Karen Klein with jabs about her weight, attacks on her family, and chuckled as they made violent and graphic threats. Klein remained quiet, taking the abuse and failing to respond to the students. This incident might have gone unnoticed and unreported, had not one of the teenagers posted a 10-minute video of the harassment on YouTube. The Office of Civil Rights requires schools to investigate bullying incidents, and take immediate action to stop harassment and prevent its recurrence. If a school knows or reasonably should know about student harassment and fails to address its effects and take appropriate action, it is opening themselves up to federal investigations and expensive lawsuits. School districts and higher-education institutions must establish comprehensive policies and procedures for identifying, reporting, investigating and responding to incidents of bullying and harassment. Several Midwest schools, including Tulsa Public Schools, are taking proactive action to empower their students, personnel, parents and others to report incidents (anonymously or not). These schools are using innovative risk and incident management and threat assessment tools to encourage students, teachers, staff and others to confidentially and anonymously report bullying or other potentially harmful student behavior. Through these modern bullying-prevention strategies, schools can be more efficient in their response, more collaborative and more accountable. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Safety; School Security; Facilities Management; Sexual Harassment; Colleges; Administrator Attitudes; Prevention; Educational Facilities Design; Emergency Programs; Violence; Bullying; Weapons; Homicide; Rape; Crime; Homeless People

Abstract:
In a study conducted among more than 980 American four-year and two-year colleges and universities, including institutions such as the University of Michigan, MIT, UCLA and Columbia, security staff and other administrators identified the five leading goals for their security systems: (1) Preventing unauthorized people from entering their facilities; (2) Maximizing the likelihood that students can comply with the intended access design; (3) Providing real-time notification when problems occur; (4) Minimizing the time it takes to lock down the campus; and (5) Finding building occupants quickly in an emergency. However, students do not correlate schools' No. 1 concern, ensuring only authorized entry, with a direct threat to their safety. Violence, threats from non-students, and stalking, among others, are the top five items from which they believe the school should be protecting them: (1) Gun and knife violence/murder/shootings; (2) Rape/sexual harassment/stalking; (3) Muggings/theft/identity theft; (4) Protection from non-students/homeless people/outsiders; and (5) Crimes committed by fellow students (e.g., fights, hate crimes, bullying, hazing and discrimination). Indeed, more than 50 percent of all students mentioned numbers 1 to 3 above. Yet, to make matters worse, when responses were tallied among different departments among the colleges--housing/residential life, facilities management, IT and one-card departments--with the exception of unauthorized entry, there was very little unanimity about the main tasks of their access-control systems. This divergence can be explained by how different departments view their objectives. Facilities and public safety, the key stakeholders in 57 percent of colleges, are more traditional in their approach; IT, one-card and housing departments are more customer/student-oriented. The focus is evolving from the former to the latter. Overall, the great majority of colleges still deploy photo ID cards, magnetic-stripe cards, mechanical keys and barcodes for access control on campus vs. newer, more secure technologies such as proximity and, especially, biometrics and smart cards. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Recognition (Achievement); Quality of Life; Social Problems; Prevention; Well Being; Violence; Psychology; Awards; Biographies; Profiles; Graduate Students; Social Sciences; Deafness; At Risk Persons

Abstract:
Presents a short biography of the winner of the American Psychological Association/American Psychological Association of Graduate Students Award for Distinguished Graduate Student in Professional Psychology. The 2012 winner is Melissa L. Anderson for her ongoing commitment to understanding, treating, and preventing domestic violence in Deaf women and underserved populations in general. Anderson is passionate in her efforts to study the factors underlying violence toward women and in applying psychological science to intervene in and prevent such abuse. She is dedicated to improving the quality of life and well-being of underserved women and ensuring that services and programs become accessible to them. Anderson's Award citation is also presented. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Sexuality; Prevention; At Risk Persons; Specialists; Adolescents; Antisocial Behavior; Early Intervention; Criminals; Violence; Juvenile Justice; Sexual Abuse; Crime; Risk; Children; Comparative Analysis; Regression (Statistics); Correlation; Mothers; Early Parenthood; Family Influence

Abstract:
Understanding the developmental precursors of juvenile violent sex offending can contribute to the promotion of effective early intervention and prevention programs for high-risk children and youth. However, there is currently a lack of research on the early characteristics of adolescents who commit violent sex offenses. Drawing on the literature regarding the generalist and specialist positions of criminal behavior, the aim of the present study was to compare childhood risk factors for three groups of juvenile offenders: (a) pure sex offenders (PSO; n = 28); (b) violent non-sex offenders (VNSO; n = 172); and (c) versatile violent sex offenders (VVSO; n = 24). Nineteen risk factors comprising four life domains (individual, family, peer, and school) were identified from a file review. Three hierarchical logistic regression analyses examined associations between risk factors and offender groups. The results reflected the underlying heterogeneity of the sample, offering support for both the specialist and generalist positions of criminal behavior. PSOs differed from VNSOs on the basis of higher odds for precocious sexual behavior. Second, VVSOs differed from VNSOs on the basis of higher odds for precocious sexual behavior, criminal family members, and an adolescent mother, as well as lower odds for poor school behavior. Third, PSOs were marginally more likely to have engaged in early overt antisocial behavior compared with VVSOs. Fourth, many of the childhood risk factors examined were not associated with any offender group. In conclusion, VVSOs appeared to differ on the greatest number of risk factors from VNSOs, suggesting that VVSOs share a more similar developmental pathway with PSOs. The prevention and future research implications of these findings are discussed. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Violence; Prevention; Colleges; School Security; Crisis Management; Emergency Programs

Abstract:
Preparing for crisis is certainly no promise of prevention, and from the vantage of hindsight the diligent course may seem obvious. Nonetheless, it is worth remembering that while awareness is the most basic tool of crisis prevention, its importance is often overlooked. An increased awareness of the types of behaviors that can be precursors to violent behavior in students can provide an opportunity for threats to be identified and addressed before behavior reaches crisis levels. If a threat of potential violence is identified, it is critical to attempt to mitigate the situation and de-escalate the individual. General changes in behavior can be a tip-off that someone is experiencing some difficulty in their lives. Withdrawal and isolation, although commonly reported by parents and faculty, should be addressed as these actions may be their way of trying to deal with a difficult situation in their lives. At times, the individual may be expressing their emotions more directly through artwork or writings. Many times people have heard after an incident that these "red flags" were there but no one took the next step to bring it to someone's attention. If the potential threat has escalated to a crisis situation, having the ability to quickly assess the threat will enable one to respond as needed. While tightening budgets and perpetual understaffing may make it easy to dismiss a formal crisis preparedness program as an unaffordable luxury, crisis planning can be undertaken one step at a time. And even the simplest steps can pay dividends in the form of a university that is safer and better able to manage crisis. It is far too easy, when considering the potential for violence within a university, to take a statistical view and conclude that the likelihood of violence befalling any particular campus is small. While that view may be factual, most would agree that any degree of risk to students warrants, at the very least, the basic steps of crisis preparation. Crises are, by their very nature, chaotic, confusing, and debilitating. Planning ahead at even the most basic level may not be able to prevent crisis in all cases, but it can strengthen response and recovery. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Prevention; School Security; Violence; Bullying; Hazing; Colleges; Universities; Educational Environment; Video Technology; Higher Education; School Safety; Crime; Schools

Abstract:
Outbreaks of violence at education institutions typically do not rise to the horrific levels of Virginia Tech, Columbine High School, or Oikos University. But incidents that threaten school security--bullying, hazing, online harassment--take place in every month of the year and may occur in any classroom or campus from coast to coast. Schools and universities have taken numerous steps over the years to create safer learning environments, deter violence, detect troublesome behavior before it becomes life-threatening, and put plans in place to respond to emergencies. The efforts will not eliminate violence and criminal behavior from schools, but every incident that befalls an education institution provides administrators with another opportunity to see what lessons can be learned to make the learning environment safer for students, staff members and visitors. The author discusses how improved technology and more effective prevention programs provide safer learning environments in schools and universities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Campuses; Intervention; Violence; Bullying; School Security; Police; Law Enforcement; Conflict Resolution; Police School Relationship; Prevention; School Districts; Knowledge Level; Comparative Analysis; Skill Development; Social Development; School Policy; Punishment; Middle Schools; High Schools; Likert Scales; Peer Relationship; Interpersonal Relationship

Abstract:
The number of school police officers, School Resource Officers (SROs), is increasing on school campuses to assist in preventing school violence, and in particular bullying. This mixed-methods study was conducted to compare the knowledge and perceptions of SROs (N = 184) hired by independent school districts (ISD SROs) and those contracted from law enforcement agencies (CSROs) about their knowledge and perceptions about bullying interventions. By comparison, ISD SROs were more aware than CSROs about knowledge of school bullying plans, the need for social skills training, enforcing existing school policies regarding bullying intervention strategies, and using more conflict resolution strategies. Additionally, ISD SROs were less likely to use punitive law enforcement strategies than were CSROs. (Contains 1 figure and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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