4.9 Violence, Threat, Risk Assessment Protocol (April 2016) Developed in consultation with Safer Schools Together guidelines. Policy Sikh Academy will take steps to ensure the safety of its students, staff and parental community. As issues around threats to the safety of the school population arise, there may need to be an enactment of a Violence, Threat, Risk Assessment as per the guidelines of the Ministry of Education and Safer School Together. The enactment of a threat assessment, data collection and record keeping is necessary to ensure patterned behaviour is tracked and monitored, and transferred accordingly to ensure the safety of the wider community. The policy is aimed at protecting students, staff, parents, and volunteers during a real or perceived emergency. What behaviours initiate a student threat assessment? A student threat assessment will be initiated when behaviours include, but are not limited to, serious violence or violence with the intent to harm or kill, verbal/written threats to harm/kill others, Internet website/online threats to harm/kill others, possession of weapons (including replicas), bomb threats, fire setting, or other acts that could harm students, staff or the wider community. Duty to report To keep school communities safe and caring, staff, parents, students and community members must report all threat-related behaviours. 1 P a g e
What is a threat? A threat is an expression of intent to do harm or act out violently against someone or something. Threats may be verbal, written, drawn, posted online, or made by gesture. Threats must be taken seriously, investigated and responded to. What is a threat assessment team? Each school has a threat assessment team which is multi-disciplinary. The team may include principal, vice-principal, counselor, teachers, and/or police members. What is the purpose of a student threat assessment? The purpose of a student threat assessment are: To ensure the safety of students, staff, parents, and others. To ensure a full understanding of the context of the threat. To understand factors contributing to the threat makers behaviour. To be proactive in developing an intervention plan that addresses the emotional and physical safety of the threat maker. To promote the emotional and physical safety of all. What happens in a student threat assessment? All threat making behaviour by a student shall be reported to the principal who will activate the protocol for the initial response. Once the team has been activated, interviews may be held with the student(s), the threat maker, parents and staff to determine the level of risk and develop an appropriate response to the incident. Intervention plans will be developed and shared with parents, staff and students as required. Can I refuse to participate in a threat assessment process? It is important for all parties to engage in the process. However, if for some reason there is a reluctance to participate in the process by the threat maker or parent/guardian, the threat assessment process will continue in order to promote a safe and caring learning environment for all. Data will be collected through the Violence, Threat, and Risk Assessment (VTRA) Stage 1Report Form. 2 P a g e
VTRA Stage 1 Report Form (Canadian Centre for Threat Assessment and Trauma Response) *Reminder, it is not a stage 1 VTRA is there is imminent danger or the threat is time sensitive. In these cases, you must call 911 and enact your Emergency Management Plan. Step 1: Make sure all students are safe - Appropriately detain the student(s) - If there is imminent danger call the RCMP Liaison Officer or 911 - Do not allow access to coats, backpacks, or lockers Step 2: Determine if the threat maker has access to the means (knife, gun, etc.). Step 3: Interview the witnesses including all participants directly and indirectly involved. Step 4: Notify the Student s Parent(s) or Guardian(s). - Parents/Guardians have been notified of the situation and this assessment Step 5: Initiate the Stage 1 Threat Assessment, and conduct semi-structured interviews Step 6: Notify other agencies, as required, such as MCFD, RCMP, Mental Health, etc. - Agencies will use information for additional support, and/or release information that is necessary for a better understanding of the situation. - Once this is complete, you can determine if 1) immediate risk is posed, and 2) if a Stage II evaluation is required. Step 7: Review data and information gathered to determine level of risk based on: - To what extent does the student pose a threat to school/student safety? - To what extent does the student post a threat to himself/herself o Low Level of Concern risk is minimal o Medium Level of Concern violent action is possible o High Level of Concern imminent and serious danger Step 8: Decide a course of action based on level of risk. - Low to medium level of concern > implement an intervention plan - Medium to high level > a stage II threat assessment is needed (get support, RCMP, Safe Schools, other agencies as required) 3 P a g e
Violence, Threat and Risk Assessment Stage I Report Form Student Name: School: DOB: Age: Grade/Section: Parent/Guardians Name: Date of Incident: Three Primary Hypothesis in Violence, Threat and Risk Assessment: - Is it a conscious or unconscious Cry for Help? - Conspiracy of two or more! Who else knows about it? Who else is involved? - Is there any evidence of fluidity? Questions for the Semi-Structured Interview (not all questions may be applicable) Completed by Name Agency/Role 4 P a g e
Series 1 Questions (The Incident) 1. Where did the incident happen and when? 2. How did it come to the interviewee s attention? 3. What was the specific language of the threat, detail of the weapon brandished, or gesture made? 4. Was there stated: a. Justification for the threat? b. Means to carry out the threat? c. Consequences weighed out (ie. I don t care if I live or die)? d. Conditions that could lower the level of risk (ie. unless you do, I will ) 5. Who was present and under what circumstance did the incident occur? 6. What was the motivation or perceived cause of the incident? 7. What was the response of the target (if present) at the time of the incident? a. Did he/she add to or detract from the justification process? 8. What was the response of others who were present at the time of the incident? a. Did he/she add to or detract from the justification process? Notes: 5 P a g e
Series II Questions (Attack-Related Behaviours) 1. Has the student (subject) sought out information consistent with her/her threat making or threat-related behaviour? 2. Have there been any communications suggesting ideas or intentions to attack a target currently or in the past? 3. Has the student (subject) attempted to gain access to weapons or des he/she have access to the weapons he/she has threatened to use? 4. Has the student (subject) developed a plan, and how general or specific is it (time, date, target, site, justification, maps, etc.)? 5. Has the student (subject) been engaging in suspicious behaviour such as appearing to show an inordinate interest in alarm systems, sprinkle systems, schedules, security? 6. Has the student (subject) engaged in rehearsal behaviours? 7. Is there any evidence of attack related behaviours (consider personal spaces desks, locker, backpacks, school books)? 8. Have others been forewarned of a pending attack or told not to come to school because something is going to happen? Notes 6 P a g e
Series III Questions (Threat Maker Typology) 1. Does the threat maker (subject) apper to be more: a. Traditional predominately behavioural type? b. Traditional predominately cognitive type? c. Mixed type? d. Non-traditional? 2. Does the threat maker (subject) have a history of violence or threats of violence? If yes, what is his/her past: a. History of Human Target Selection (HTS) b. History of Site Selection (SS) c. Frequency of Violence or Threats (F) d. Intensity of Violence or Threats (I) e. Recency (R) 3. In the case at hand, what is his/her current: a. Human Target Selection (HTS) b. Site Selection (SS) c. Does it denote a significant increase in BASELINE behaviour? Note: In Stage 1 VTRA, history of violence is a significant risk enhancer, but the best predicator of future violent behaviour is an increase or shift in BASELINE behaviour. Notes: 7 P a g e
Series IV Questions (The Target Typology) *Remember that in some bases the target is higher risk for violence than the threat maker with the most common case being where the threat maker is the victim of bullying and the target is the individual exhibiting bullying behaviour. 1. Does the target have a history of violence or threats of violence? If yes, what is it? 2. If yes, what is the frequency, intensity and recency (FIR) of the violence? 3. What has been his/her past human target selection? 4. What has been his/her past site selection? 5. Is there evidence the target has instigated the current situation? Notes 8 P a g e
Series V Questions (Peer Dynamics) 1. Are others involved in the incident that may intentionally or unintentionally be contributing to the justification process? 2. Who is in the threat maker s (subject s) peer structure and where does the threat maker (subject) fit (ie. Leader, co-leader, follower)? 3. Is there a difference between the threat maker s individual baseline and his/her peer group s baseline behaviour? 4. Who is in the target s peer structure and where does the target fit (ie. Leader, co-leader, and follower)? 5. Is there a peer who could assist with the plan or obtain the means for an attack? Notes 9 P a g e
Series VI Questions (Empty Vessels) 1. Does the student of concern (subject) have a healthy relationship with a mature adult? 2. Does the student have inordinate knowledge versus general knowledge or interest in violent events, themes, or incidents (including prior school-based attacks)? 3. How has he/she responded to prior violent incidents? 4. What type of violent games, movies, books, music, websites do they engage with? 5. Is there evidence that what he/she is filling himself/herself with is influencing his/her behaviour (imitator vs. innovator)? 6. What related themes are present in his/her writing, drawings, etc.? 7. Is there evidence of fluidity and/or religiosity? Notes 10 P a g e
Series VII Questions (Contextual Factors) 1. Has the threat maker experienced a recent loss, such as a death of a family member or friend; a recent break-up; rejection by a peer or peer group, etc.? 2. Have his/her parents just divorced or separated? 3. Is he/she the victim of child abuse? 4. Is he/she being initiated into a gang? 5. Has he/she recently had an argument or fight with a parent/caregiver/family/peer? 6. Has he/she recently been charged with an offence, suspended or expelled from school? a. Is this likely to increase or decrease his/her level of risk? Notes 11 P a g e
Stage 1 Intervention Plan This form can be used/modified to enact an intervention plan, based on a low to medium level of concern, as concluded by the Violence, Threat, and Risk Assessment Stage 1 Report Form. Student Name: School: DOB: Age: Grade/Section: Parent/Guardians Name: Date of Incident: Summary of Incident: Disciplinary action taken: Intended victim warned and/or parents/guardians notified? Yes No Suicide assessment initiated on: Initiated by: Contract not to harm self or others created (attach the contract) Alert staff and teachers on a need to know basis? Yes No Daily or weekly check in with (title/name) Yes No Travel card to hold accountable for whereabouts and on-time arrival to destinations? Backpack, coat, and other belonging check-in and check-out by (title/name) Yes Yes No No Late Arrival and/or early dismissal (if yes, indicate times) Yes No Increased supervision in the following settings (if yes, indicate settings) Yes No 12 P a g e
Stage 1 Intervention Plan (cont.) Modified daily schedule (if yes, indicate modifications) Yes No Behavioural Plan (if yes, attach a copy to this threat assessment) Yes No Identify precipitating, aggravating circumstances, and interventions to alleviate tension: Modified daily schedule (if yes, indicate modifications) Yes No Drug and/or alcohol intervention (if yes, indicate with who, when) Yes No Referral to IEP team to consider possible Special Education Assessment If Special Education student, review IEP goals and placement options (if yes, what is the outcome?) Yes Yes No No What community based resources can be used to help support? Obtain permission to share information with community based resources for additional support as needed. Other actions: Yes No Parent/Guardian Names Parents will provide the following supervision and/or intervention Parents will: 13 P a g e