Multi-Disciplinary Approach To Threat Assessment and Management Nebraska Disaster Behavioral Health Conference.

Transcription

1 Multi-Disciplinary Approach To Threat Assessment and Management 2011 Nebraska Disaster Behavioral Health Conference Omaha, Nebraska Lt Dave Okada, Salem Police

2 Association of Threat Assessment Professionals (ATAP)

3 This presentation will review the collaborative, multi-agency structure of the Mid-Willamette Valley Adult Threat Advisory Team located in Salem, Oregon. The presentation will provide: o An overview of an existing multi-disciplinary, multiagency threat assessment and management system o A review of basic threat assessment/management o A review of the steps and developmental procedures necessary to implement that system. o Case reviews

4 Threat Assessment in the Mid-Willamette Valley In 1998, The Marion County Threat Assessment Team was formed through the collaboration of the Sheriff s Office, the Oregon State Courts and Salem Keizer School District. The team addressed threats against public figures, threats in the workplace and schools, domestic violence and stalking. In 2000, using this model as an example, the Salem- Keizer School District led a collaboration of law enforcement agencies and youth service public agencies in the development of a student threat assessment system.

5 Threat Assessment in the Mid-Willamette Valley The threat assessment system in place today includes an Adult Threat Advisory Team and a Student Threat Assessment Team. Both teams operate through screening and assessment protocols, supervision and management consultation, and the access of available community resources. The system is operated from a collaboration of the public agencies that serve adult and youth populations (including law enforcement). Members of this collaboration are trained to the highest standards available.

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7 Adult Threat Advisory Team *Marion County Sheriff s Office *Salem Police Department Oregon State Police Keizer Police Department Dallas Police Department *Marion County District Attorney s Office Salem-Keizer School District Willamette Educational Service District Marion County Health Department Marion County Risk Management

8 Associate Members Chemeketa Community College Willamette University US Dept Of Veterans Affairs State Courts-Marion County Oregon State Supreme/Appellate Courts

9 Team Principles FIRST WE DO NO HARM Arrest/Jail is not always the best option! The team does not manage cases The team does not investigate cases Control of the case remains with the presenting agency The team is advisory only We do not assess people, we assess situations The team does not generate reports The team does not profile Confidentiality!!!!

10 Advantages of a Threat Assessment System Shared ownership, shared responsibility. Decreased liability. Multi-discipline, multi-agency. Expeditious but methodical. Community collaboration and ownership. Identification of risk in clear terms. Interventions and supervision strategies that fit the situation and accurately address risk. Promotes observation and supervision. Student system safely keeps many students in school who would otherwise be removed through expulsion or by other means. Increases both the physical safety of a community and the psychological sense of safety.

11 Goal of Threat Management 1.Prevent Violence 2.Resolve the perceived conflict

12 The Threat Assessment System objectives are: 1. Assess threats of potentially harmful or lethal behavior and determine the level of concern and action required. 2. Organize resources and strategies to manage situations involving people that pose threats to others. 3. Maintain a sense of psychological safety within the community. We don t do: Predictive Profiling Enhanced Professional Judgment Artificial Intuition

13 Principles of Threat Assessment (Fein&Vossekuil, 1998) Targeted violence is the result of an understandable and often discernible process of thinking and behavior Violence stems from an interaction between the potential attacker, past stressful events, a current situation and the target The subject will display attack-related behaviors that move along a continuum of idea to action, including thinking, planning and logistical preparations

14 Keys To Assessment/Management Assess behaviors associated with targeted violence to identify and understand motivation and future actions Open ended assessment of behavioral patterns and motivations Identify targets & potential attackers Assess verbal, written and implied threats Identify patterns of behavior & pre-attack behaviors Assess frequency, recency & severity of contacts Assess location on continuum Interrupt forward motion through management plan

15 Context and Situation The assessment of the unique interaction and dynamics between the perpetrator, the target and the situation they share. The question is does the person pose a threat, not did the person make a threat.

16 Context Becky, It hurts me that you aren t talking to me anymore, especially considering what you and I have shared together. Maybe you and I need to go back to Smith Park.

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18 Threat Management Process Determine the Facts Initial Assessment Immediate Actions Investigation Continuous Assessment Develop Management Plan Follow Up

19 What s going on in the person s life? (Palarea, 2007) Intimate Relationship Problems Financial Problems Family & Friend Problems Work Problems Physical & Mental Health Problems

20 Holistic Threat Assessment (Palarea, 2007) Individual Factors Situational/ Contextual Factors Employment Court Issues Living Situation Finances Health Substance abuse *Can be aggravating or mitigating Social/ Organizational Factors Family Friends Support

21 Conducting the Assessment: Individual Factors History of violence: frequency, severity, recency, outcome Triggers & situations when violence is used Methods of violence/weapons used Threats and follow-on behaviors Criminal history Educational & skill sets Mental health factors: suicidality, paranoia, psychosis, depression Substance abuse factors: frequency, recency, substance used, behavior under intoxication

22 Employment Finances Health Residence Children Family Inhibitors Looking to the future Resolving the grievance

23 J.A.C.A.-Gavin DeBecker Justification Alternatives Consequences Ability

24 Targeted Violence Type (process) Implementation Preparation Planning Ideation Escalation and De-escalation are key!!!!

25 Level of Risk Assigning a level of risk..do we want to do this?? (low risk vs. moderate risk vs. high risk) A false sense of safety for the victim Often times does not validate the (v) s perspective of the risk Factors are constantly fluctuating (low one minute, high the next) Level of risk dependent upon indicators and inhibitors in place

26 Management Techniques Arrest/incarceration Hospitalization Protective order Outpatient counseling for suspect Administrative actions Implement physical security Leverage suspect s social network Educate suspect Safety Planning

27 What Can We Do to Help? Public Safety Overrides Bail Increase Red flag for prosecution and Courts Enhanced Sentencing Safety Planning Conditions of Probation Psychological Evaluations Access to Social Services

28 The Basics. 1. Agency-wide funnel of information 2. Authority 3. Capacity 4. Systems Relationships

29 What We Need From You Trust Your Instincts!!!! Summary of your concerns.aggravating factors, approach behavior, significant steps towards violence. Inhibitors that may be present Good contact info for those involved Call DC Bellshaw or Lt Okada immediately if imminent threat is present DO NOT indicate in your report that you are routing to Threat Assessment!

30 Considerations Becoming personally involved Cookie cutter Coordination with other entities Acting as a team Constant updating of information Interference from interested parties Need to involve others

31 Organizing a system Need, justification and authorization. Community ownership, commitment, and responsibility. Policy and procedures necessary for functioning. (Legal counsel) Organize resources, design system and refine. Training, implementation, more training. Maintenance of program, trouble-shooting and ongoing training.

32 Choosing Team Members (Modified from US Dept of Ed. and USSS) An ability to relate well to others. An awareness and sensitivity to the difference between harming and helping in an intervention. A reputation for fairness and trustworthiness. A questioning, analytical and even skeptical mindset. Training in the collection and evaluation of information from multiple sources. Discretion and an appreciation for the importance of keeping information confidential. Familiarity with the contemporary issues of school and community safety. The ability to serve as a formal link or liaison between various systems (a boundary spanner, a team player who believes in the project and the process.) In-depth knowledge about their own organization, resource availability, and both political and ethical boundaries. (No car-salesmen needed.) Full credibility and respect within their own organization.

33 Student Threat Assessment Bibliography (Selected) Research Papers, Articles, and Presentations A Potential for Violent Injury. Oregon Health Trends. Series 56, June Courtwright, D. Violence in America. American Heritage Sept. 1996: DeWaal, F. Good Natured: The Origins of Right and Wrong in Human and Other Animals. Dwyer, K., Osher, D., and Warger, C. Early Warning, Timely Response: A Guide to Safe Schools. Washington D.C.: U. S. Department of Education Fein, R. and Vossekuil, B. Protective Intelligence & Threat Assessment Investigations. U.S. Department of Justice Fein, R., Vossekuil, B., and Holden, G. Threat Assessment: An Approach to Prevent Targeted Violence. U.S. Department of Justice Forth, A., Kosson, D., and Hare, R.D. Psychopathy Checklist: Youth Version. Toronto, Mental Health: Health System Frick, P., O Brien, B., Wooten, J., and McBurnett, K. Psychopathy and Conduct Problems in Children. Journal of Abnormal Psychology, 103, 4, Grossman, D. Teaching Kids to Kill: Classical Conditioning. Killology Research Group Grossman. D. Trained to Kill: Are We Conditioning Our Children to Commit Murder? Killology Research Group. Jenkins, P. Mommy s Little Monster: Does the Family Breed Serial Killers? Chronicles, May Johnson, E. Assessment of Violent and Potentially Violent Youth in the Schools. Oregon Forensic Institute. Lynam, D., Early Identification of Chronic Offenders: Who is the Fledgling Psychopath? Psychological Bulletin, Vol. 120, 2, , Meloy, R. Violence Risk and Threat Assessment. Publication Specialized Training Services Newman, K. Rampage: The Social Roots of School Shootings. Basic Books, Oberlander, L. Responding to Children and Youths Who Threaten Violence. University of Massachusetts. O Toole, M. The School Shooter: A Threat Assessment Perspective. Federal Bureau of Investigation, Department of Justice. Podles, L. The Vital Tradition of Manhood. The American Enterprise, March/April pp Project MEGIDDO. Federal Bureau of Investigation. Department of Justice. Pynchon, M.R., and Borum, R. Assessing Threats of Targeted Group Violence: Contribution from Social Psychology. Behavioral Sciences and the Law 17: ,1999. Reddy, M., Borum, R., Berlund, J., Vossekuil, B., Fein, R., and Modzeleski. W. Evaluating Risk for Targeted Violence in Schools: Comparing Risk Assessment, Threat Assessment, and Other Approaches. John Wiley & Sons, Inc. Psychology in the Schools, Vol. 38(2), Reducing School Violence: Building a Framework for School Safety. Southeastern Regional Vision for Education and the Florida Department of Education with assistance from the Southeast Regional Center for Drug-Free Schools and Communities. Student Profiling. Center for the Study and Prevention of Violence. Position paper #5. Vellinden, S., Hersen, M., and Thomas, J. Risk Factors in School Shootings. Pacific University, Forest Grove, Oregon. Violence: A Neglected Mode of Behavior. Annuals of the American Academy of Political and Social Science 364, Vossekuil, B., Reddy, M., and Fein An Interim Report on the Prevention of Targeted Violence in Schools. U.S. Secret Service National Threat Assessment Center, U.S. Department of Education, National Institute of Justice, Walker, H., Irvin, C., Sprague, J. Violence Prevention and School Safety: Issues, Problems, Approaches and Recommended Solutions. University of Oregon, Books DeBecker, Gavin. The Gift of Fear: Survival Signals that Protect Us from Violence. New York: Little, Brown and Company, DeBecker, Gavin. Protecting The Gift of Fear: Keeping Children and Teenagers Safe (and Parents Sane). New York: Little, Brown and Company, Grossman, D. and DeGaetano G. Stop teaching our Kids to Kill: A Call to Action Against TV, Movie and Video Game Violence. Random House, b d d l l ff d