This article provides a brief history of the development of behavioral threat assessment within colleges and universities in the UnitedStates and Canada, from the original Secret Service model used to evaluate threats against the U.S. president, to its adaptations for workplace settings and United States and Canadian secondary schools, to its current configuration in U.S. and Canadian colleges and universities. The article reviews the emerging standard of care for higher education institutions with respect to having a campus threat assessment process and includes recommendations for how college mental health professionals can provide vision and expertise to a campus threat assessment team. KEYWORDS campus threat assessment, campus violence, higher education, school threat assessment, school violence, threat assessment history, violence preventionThe campus shootings at Virginia Tech, on April 16, 2007, marked a critical turning point in U.S. higher education. The scope of the tragedy, and the international media attention it garnered, resulted in an intense focus on the issue of campus security and the question of what could be done to prevent such a tragedy from happening in the future (e.g.
SummaryIn an experimental clinic, run by nurse specialists in family planning, a total of 768 patients were seen in the first year. Oral contraception was dispensed for 377 patients and 187 intrauterine devices (IUCDs) were inserted; a further 204 IUCD patients attended only for follow-up visits. All side effects were adequately diagnosed by the nurse specialist.
In the past 20 years, schools have been increasingly exposed to school shootings in which many of the victims are targeted at random. Despite recent progress in coping with school crises such as suicide, accidental death, and targeted violence, the advent of random-type school shootings has left mental health, education, law enforcement, and other professionals struggling to deal with this type of traumatic event in terms of its aftermath and its prevention. In this chapter, a systems-oriented approach—rather than an individually-focused approach to traumatic events—the Traumatic Event Systems (TES) model, is proposed to increase the understanding and the effectiveness of professionals in responding to the aftermath of school shootings. The companion model, the Violence Threat Risk Assessment (VTRA), is proposed with a trauma-informed threat assessment practice that creates a nexus between prior trauma and future violence potential through an understanding of the “trauma-violence continuum.”
In the past 20 years, schools have been increasingly exposed to school shootings in which many of the victims are targeted at random. Despite recent progress in coping with school crises such as suicide, accidental death, and targeted violence, the advent of random-type school shootings has left mental health, education, law enforcement, and other professionals struggling to deal with this type of traumatic event in terms of its aftermath and its prevention. In this chapter, a systems-oriented approach—rather than an individually-focused approach to traumatic events—the Traumatic Event Systems (TES) model, is proposed to increase the understanding and the effectiveness of professionals in responding to the aftermath of school shootings. The companion model, the Violence Threat Risk Assessment (VTRA), is proposed with a trauma-informed threat assessment practice that creates a nexus between prior trauma and future violence potential through an understanding of the “trauma-violence continuum.”
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