Barricaded Captive Situations in Schools: Mitigation and Response

Daniels, Jeffrey A.; Royster, Terri E.; Vecchi, Gregory M.; Pshenishny, Erin

doi:10.1007/s10896-010-9318-4

Cited by 6 publications

(7 citation statements)

References 13 publications

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“…Early research on barricaded hostage events focused on the characteristics of the offenders, the psychological impact of the events on the captives and their families, and the crisis negotiation strategies (Cremniter et al, 1997;Giebels, Noelanders, & Vervaeke, 2005;Parfitt, 2004;Regini, 2002;Vecchi, Van Hasselt, & Romano, 2005;Wilson, 2000). More recently, Daniels, Royster, Vecchi, and Pshenishny (2009) studied 19 barricaded hostage events in U.S. schools, and Daniels et al (2007aDaniels et al ( , 2007b qualitatively examined school-barricaded hostage events that were successfully resolved. Findings from these studies suggest that the following variables are important to successful resolution: developing positive connections with students; creating a safe environment; having school personnel be present throughout the school; possessing an awareness of conditions in and around the school; communicating with the subject in a calm, nonconfrontational manner; negotiating the release of captives; training; and clear communications with other professionals before, during, and after the incident (Daniels et al, 2007b).…”

Section: Averting Lethal School Violencementioning

confidence: 99%

A Qualitative Investigation of Averted School Shooting Rampages

Daniels

Volungis

Pshenishny

et al. 2009

The Counseling Psychologist

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The recent rash of school violence has again brought to the fore a need to investigate ways to enhance the safety of America’s children. With its emphases on prevention and collaboration with schools, a counseling psychology perspective can add much to the growing body of research on lethal school violence. This article aims to understand school violence prevention from the perspectives of school personnel who intervened to avert deadly shootings. As such, this study used consensual qualitative research methodology. Six primary domains emerged from the data, including school conditions, intervention, crisis planning, relationship, prevention efforts, and problematic issues. A seventh other domain captured important data that did not fit with the aforementioned six domains. From all domains, data were collapsed into 42 core ideas.

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Section: Averting Lethal School Violencementioning

confidence: 99%

A Qualitative Investigation of Averted School Shooting Rampages

Daniels

Volungis

Pshenishny

et al. 2009

The Counseling Psychologist

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“…One way of overcoming the "code of silence" among students is to create a culture of trust between staff and students (Daniels, Royster, Vecchi, & Pshenishny, 2010;Daniels et al, 2009). Trust is one of the key components of students feeling safe enough to come forward because they feel a sense belonging (Mitchell et al, 2016).…”

Section: Threat Assessment Teamsmentioning

confidence: 99%

A Multiple Case Study of the Interagency Relationship Between School Administrators and Law Enforcement Personnel in the Creation, Implementation, and Sustaining of School Emergency Management Plans

Lopez

Swezey

Claxton

2019

Journal of School Leadership

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The purpose of this qualitative multiple case study was to examine how the interorganizational relationship between school administrators and law enforcement personnel in the Midwest, South, and Southwest regions of the United States with diverse cultures, missions, and objectives to collaborate to create, implement, and sustain emergency management readiness. The theoretical concept that guided this study involved interorganizational theories as they relate to two or more organizations working together toward a common goal. This study used purposeful sampling of 12 participants from three school districts from the states of Alabama, New Mexico, and Illinois. A within-case and cross-case analysis along with interviews, documents, and artifacts, such as school safety plans, school safety drills, safety audits, and Safe School rubrics were analyzed as part of the data collection process and were used to investigate interorganizational relationships between schools and law enforcement in relation to school emergency management readiness. Results indicated that the creation of emergency management plans is primarily the work of district administrators. The implementation process included district administrators and building principals with minimal input of law enforcement personnel. However, the process of sustaining school emergency plans is a joint effort between school and law enforcement personnel. Analysis of data affirmed the importance of having an effective interorganizational relationship between school and law enforcement personnel in the context of school safety to create an effective emergency management plan in the school.

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“…These types of incidents are far less common in the United States. Daniels, Royster et al (2010) found that the majority of school captive-takings in the United States involved a student as the captive-taker. However, there have been a few exceptions to this trend.…”

Section: School Captive-takingmentioning

confidence: 99%

“…Daniels, Royster et al (2010) found that most incidents in U.S. schools end before the police arrive. The preponderance of these expressive events ends when the captive-takers surrender and release their captives.…”

Section: School Captive-takingmentioning

confidence: 99%

“…In both hostage and barricaded captive events, the location of the captives is usually known, but there is a barricade that prevents law enforcement from safely entering to rescue the captives (McMains & Mullins, 2006). Most school captive-taking events are barricaded captive-takings, with no demands and expressive motives (Daniels, Royster, Vecchi, & Pshenishny, 2010).…”

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confidence: 99%

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School barricaded captive-takings: An exploratory investigation of school resource officer responses.

Daniels¹,

Bilksy²,

Chamberlain³

et al. 2011

Psychological Services

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School resource officers (SROs) are often the first responders to a school-based emergency. To date there is little research that investigates what, specifically, SROs do during a crisis. One type of school crisis is a barricaded captive-taking. This study reports on the reactions of three SROs who responded to a captive-taking event in their schools. The purpose was to begin developing categories in anticipation of validating a working model for psychologists and SRO responses. A content analysis in the grounded theory tradition was used to analyze their responses. A total of 15 categories were identified that help us understand what SROs did to respond to a school captive-taking. Implications for SROs and advancing psychological practice, strengths and limitations are addressed.

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Barricaded Captive Situations in Schools: Mitigation and Response

Cited by 6 publications

References 13 publications

A Qualitative Investigation of Averted School Shooting Rampages

A Qualitative Investigation of Averted School Shooting Rampages

A Multiple Case Study of the Interagency Relationship Between School Administrators and Law Enforcement Personnel in the Creation, Implementation, and Sustaining of School Emergency Management Plans

School barricaded captive-takings: An exploratory investigation of school resource officer responses.

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