This study is the first operational exploration of the thinking and behavior of all 83 persons known to have attacked, or approached to attack, a prominent public official or public figure in the United States since 1949. In addition to data about each attack or near-attack and each subject's demographic and background characteristics, information was gathered about each subject's ideas and actions in the days and weeks before their attacks or nearlethal approaches. Questions were examined about each subject's movement from the idea of attack to actual attack, motives, selection of targets, planning, communication of threat and intent, symptoms of mental illness, and significant life experiences. In every case, the attack or near-attack was the end result of an understandable, and often discernible, process of thinking and action. Implications for protectors, investigators, and researchers are discussed.

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Although the field of risk assessment has made tremendous advances in the past 20 years, assessments of targeted violence continue to pose a significant challenge to law enforcement, mental health, and other professionals. These specific and critical assessments require an innovative approach. The threat assessment model, developed and refined by the U.S. Secret Service, provides a useful framework for thinking about assessments of potential for targeted violence. In this paper, we attempt to define this approach as it has been developed by the Secret Service, and apply it within the existing professional/scientific literature on risk assessment. We begin with a brief review of existing models and approaches in risk assessment, and identification of some gaps in our existing knowledge as it relates to assessments of targeted violence. We then proceed with an outline of the threat assessment approach, including a review of principles and guiding operational questions, and discussion of its use in assessment of targeted violence.

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In the wake of recent school shootings, fear over violence in schools has prompted increased requests for psychologists, educators, and law enforcement professionals to assist in preventing future school violence incidents. We attempt to lay a foundation for developing effective assessment and prevention approaches by first distinguishing planned school-based attacks from other forms of school and youth violence. We then review the three assessment approaches that have been advocated and used in some jurisdictions (profiling, guided professional judgment, automated decision-making) and demonstrate why they are inappropriate-and potentially harmful-in preventing planned school-based attacks. We then describe the contours of the threat assessment approach, developed by the U.S. Secret Service to prevent assassinations, and examine its utility for responding to communications or behaviors of concern that students may present in school settings.