The School Psychologist’s Role in Leading Multidisciplinary School-Based Threat Assessment Teams

Kelly, Shawna Rader

doi:10.1007/s40688-017-0153-y

Cited by 8 publications

(7 citation statements)

References 9 publications

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“…Nonetheless, upon reviewing the results from the pilot study, the research team noted inconsistences in ratings and altered several checklist items to address differences among raters. For example, “Threat assessment flowchart present” was added to the prevention section of the checklist, after the literature review, based on the increased need for schools to have a standard threat assessment policy for all district/school personnel to follow (Kelly, 2018). However, this item was modified after the pilot study to read “Threat assessment procedures present (e.g., flowchart, checklist)” to reduce rater confusion as one reviewer noted there was no flowchart but a checklist or written procedural guideline.…”

Section: Methodsmentioning

confidence: 99%

Development and Reliability of the Comprehensive Crisis Plan Checklist, 2^nd Edition

McCleary

Aspiranti

2020

Psychology in the Schools

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As the research base for school crisis intervention and prevention expands, the need for well‐developed tools to assess school readiness in the event of a crisis increases. This paper describes how the Comprehensive Crisis Plan Checklist (CCPC) was updated to reflect advances in crisis management and crisis planning. An extensive literature search and pilot study were used to refine existing items and create new items for the checklist. The Comprehensive Crisis Plan Checklist, 2nd Edition (CCPC‐2) has 102 items separated into three sections: prevention, intervention, and postvention. The CCPC‐2 can be used by crisis teams to create new crisis plans or evaluate existing ones. Users are encouraged to carefully consider the inclusion of all items and articulate why individual items are not necessarily based on their specific needs. The CCPC‐2 was given to 10 pairs of raters to evaluate school‐based crisis plans; average interrater reliability was 89.04%. Discussion focuses on item analysis and how to use the checklist within a school setting.

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Section: Methodsmentioning

confidence: 99%

Development and Reliability of the Comprehensive Crisis Plan Checklist, 2^nd Edition

McCleary

Aspiranti

2020

Psychology in the Schools

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Section: Text and Sentiment Analysismentioning

confidence: 99%

“…Next, text-based sentiment analysis was performed on the corpus using two different functions integrated from the "syuzhet" package (Jockers, 2020). The "syuzhet" package provides four sentiment dictionaries with crowdsourced lexicons developed by the National Resource Council Canada for sentiment extraction of text strings (Jockers, 2020). The first approach utilized in this work measured the sentiment valence (from positive to negative) of the threat text strings using a dictionary approach (Jockers, 2020).…”

Section: Text and Sentiment Analysismentioning

confidence: 99%

“…The "syuzhet" package provides four sentiment dictionaries with crowdsourced lexicons developed by the National Resource Council Canada for sentiment extraction of text strings (Jockers, 2020). The first approach utilized in this work measured the sentiment valence (from positive to negative) of the threat text strings using a dictionary approach (Jockers, 2020). Each threat was assigned a continuous score within a range from a minimum negative value (−6) to a maximum positive value (+6) for the sentiment valence of the string.…”

Section: Text and Sentiment Analysismentioning

confidence: 99%

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An exploration of K–12 school shooting threats in the United States.

Peterson,

Densley,

Riedman

et al. 2024

Journal of Threat Assessment and Management

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This exploratory study examines approximately 1,000 shooting threats made at K-12 schools gathered from publicly available news reports over a 4-year academic period, including prepandemic, pandemic, and postpandemic data. The content analysis finds violent threats increased dramatically in 2021-2022. A majority of individuals who make school shooting threats are male students at large public high schools, which is consistent with those who perpetrate mass shootings at K-12 schools. However, those who threaten shootings are a more diverse population than perpetrators themselves in that they are a wider variety of ages and nearly one fifth are female. Text analysis identified words indicating the specificity of a threat and showed threats tended to be both negative and angry. In 40% of cases, it was unclear if the threat was real or a joke/hoax, yet the most common outcome was to arrest the individual making the threat and charge them with a felony. This study concludes with a call for research to better understand who makes school shooting threats and the challenges to this line of research. Public Significance StatementThe results of this exploratory examination of 1,000 school shooting threats over a 4-year period show that threats are increasing. Those who threatened school shootings were a more diverse group than perpetrators of school shootings; and in 40% of cases, it is unclear if the threat is real or a joke. Future research is needed to understand and design appropriate intervention strategies for various forms of threats.

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“…Specifically, SROs could be members of multidisciplinary threat assessment teams if they have skills and expertise specific to educational settings (Colorado School Safety Resource Center, 2018). They can take the lead in criminal investigations and in interviewing individuals as required by the threat assessment process and assist with intervention and threat mitigation by discussing the legal implications of certain behaviors or counseling families on how to secure firearms and other weapons (Kelly, 2018).…”

Section: Interconnections Across the School Safety Phasesmentioning

confidence: 99%

A Systems Approach to Physical Security in K–12 Schools

2021

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A core mission of kindergarten-through-12th grade (K-12) schools across the United States is to provide a safe environment in which school-age children can thrive and where teaching and learning can proceed free of crime and violence. As schools strive to fulfill their educational mission, one of the challenges they face is minimizing the risk of criminal and violent acts that occur within and outside school boundaries. These incidents affect not just KEY FINDINGS■ A systems approach requires conceptualizing school physical security as a component of the broader school safety system. Such an approach also includes the elements of prevention and response and recovery. Protection and risk mitigation extend beyond the physical security space to affect and interact with important elements of school violence prevention, such as student mental health and school climate, as well as emergency response and recovery efforts.■ School physical security is a system consisting of physical security equipment and technology, building and architectural design features, people and personnel, policies and procedures, and associated training and exercise requirements. The equipment, technology, and design features that a school has in place to protect its campus are all interrelated within the physical security space and have cost and other implications that local education agencies (LEAs) will need to consider. The people and personnel that schools have to provide security, as well as related policies, procedures, and training, ensure that these interconnected technologies, equipment, and site and building design features work in concert and in the service of the larger system.■ LEAs will be best placed to achieve security and safety benefits when they take a layered approach to protection and mitigation. Measures in place at the campus perimeter, school grounds, building perimeter, and building interior provide incremental protection against threats and help prevent single points of failure. How schools prioritize certain layers over others will depend on their unique contexts, including the surrounding neighborhood, campus and building layout, student population, and geographical location.

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The School Psychologist’s Role in Leading Multidisciplinary School-Based Threat Assessment Teams

Cited by 8 publications

References 9 publications

Development and Reliability of the Comprehensive Crisis Plan Checklist, 2^nd Edition

Development and Reliability of the Comprehensive Crisis Plan Checklist, 2^nd Edition

An exploration of K–12 school shooting threats in the United States.

A Systems Approach to Physical Security in K–12 Schools

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The School Psychologist’s Role in Leading Multidisciplinary School-Based Threat Assessment Teams

Cited by 8 publications

References 9 publications

Development and Reliability of the Comprehensive Crisis Plan Checklist, 2nd Edition

Development and Reliability of the Comprehensive Crisis Plan Checklist, 2nd Edition

An exploration of K–12 school shooting threats in the United States.

A Systems Approach to Physical Security in K&ndash;12 Schools

Contact Info

Product

Resources

About

Development and Reliability of the Comprehensive Crisis Plan Checklist, 2^nd Edition

Development and Reliability of the Comprehensive Crisis Plan Checklist, 2^nd Edition

A Systems Approach to Physical Security in K–12 Schools