Premeditated Mass Shootings in Schools: Threat Assessment

Twemlow, Stuart W.; Fonagy, Peter; Sacco, Frank C.; O’Toole, Mary Ellen; Vernberg, Eric M.; Jellinek, Michael S.

doi:10.1097/00004583-200204000-00021

Cited by 42 publications

(27 citation statements)

References 4 publications

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“…Langman (2009) identified that the student will give verbal threats that include vague warnings to classmates of what they are planning to do to them. Twemlow et al (2002) noted that school staff have been blinded to prior warning communications of school shootings in the past decade. They argue that -in contrast to other school violence -school homicides involve the student giving many warning communications.…”

Section: Characteristics (Or Risk Factors) Of a 'Rampage' School Shootermentioning

confidence: 99%

A model for differentiating school shooters characteristics

Ιωάννου

Hammond

Simpson

2015

Journal of Criminal Psychology

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Purpose – The purpose of this paper is to explore the potential for developing a model for differentiating school shooters based on their characteristics (or risk factors) before the attack took place. Design/methodology/approach – Data on 40 school shootings was compiled from the National School Safety Center’s Report on School Associated Violent Deaths and media accounts. Content analysis of the cases produced a set of 18 variables relating to offenders’ characteristics (or risk factors). Data were subjected to Smallest Space Analysis (SSA), a non-metric multidimensional scaling procedure. Findings – Results revealed three distinct themes: Disturbed School Shooter, Rejected School Shooter and Criminal School Shooter. Further analysis identified links between these themes with the family background of the offender. Research limitations/implications – These findings have both significant theoretical implications in the understanding of school shooters and the crime in general. They offer potential for practical applications in terms of prevention and intervention strategies. A key limitation relates to the quality of data. Originality/value – This is the first study to develop a model for differentiating school shooter characteristics.

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Section: Characteristics (Or Risk Factors) Of a 'Rampage' School Shootermentioning

confidence: 99%

A model for differentiating school shooters characteristics

Ιωάννου

Hammond

Simpson

2015

Journal of Criminal Psychology

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“…Erwachsene hatten solches Wissen dagegen nur in zwei Fällen. Polizei oder Schule erfahren von Leaking somit häufig nichts (Band & Harpold, 1999;Cornell et al, 2004;Meloy et al, , 2004Twemlow et al, 2002a;Verlinden et al, 2000;. Daher ist ein großes Dunkelfeld im Bereich von Leaking zu vermuten, da dieses nicht ernst genommen wird, Mitschüler es aufgrund falsch verstandener Loyalität, Angst oder…”

Section: Weitere Befunde Zu Leakingunclassified

“…Diese Frage gestaltet sich auch insofern kompliziert, da Narzissten nach Ansicht verschiedener Autoren eigentlich ein geringes und instabiles Selbstwertgefühl aufweisen, das durch die narzisstischen Verhaltensweisen maskiert und erhöht werden solle (Bell, 2002;Koch & Gehrke, 2008 Raten Twemlow et al, 2002a;Verlinden et al, 2000). Laut Bannenberg (2009 Andere: Verlinden et al (2000) identifizierten bei zwei (von zehn) Tätern hyperaktive Symptome und bei fünf eine dokumentierte Geschichte von Tierquälerei als ein häufiges Symptom von Verhaltensstörungen (Miller, 2001 (Pellegrini, Bartini & Brooks, 1999 (Garbarino, 1999;Leary, Koch & Hechenbleikner, 2001), die auf ohnehin depressive Personen besonders stark wirken (MacDonald & Leary, 2005;Sommer, 2001).…”

Section: Fazitunclassified

“…Der (Kidd & Meyer, 2002;Lübbert, 2002;O'Toole, 1999;Verlinden et al, 2000;Twemlow et al, 2002a), bezeichnen andere die Täter als in dieser Hinsicht vor der Tat unauffällig (Bannenberg, 2009Langman, 2009b (Moore et al, 2003;Robertz, 2004a;Verlinden et al, 2000).…”

Section: Fazitunclassified

“…Cornell (2004) Twemlow et al, 2002a). Spezifische Schlüs-selwörter konnten bislang nicht identifiziert werden, aber auch anderen Autoren zufolge sind spezifische Drohungen mit Hinweisen auf Opfer, Waffen, Tatzeit und -ort als gefährlicher einzustufen (Adams, 1996;Haas, 2004).…”

Section: Indikatoren Zur Bewertung Von Drohungenunclassified

See 2 more Smart Citations

School Shootings in Deutschland

Bondü¹,

Scheithauer²

2009

Praxis der Kinderpsychologie und Kinderpsychiatrie

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Reflections on school safety from a threat assessment perspective

Cornell

2021

Appl Psychoanal Studies

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Behavioral threat assessment is a violence prevention strategy that can be adapted for use in schools. The Comprehensive School Threat Assessment Guidelines (CSTAG) is a form of behavioral threat assessment that is designed to recognize the developmental needs of youth and the mission of schools to help all students be successful. A multidisciplinary CSTAG team employing a five‐step decision‐tree will consider the student's intentions and the context of his/her behavior to distinguish transient threats that are not serious from the small proportion of substantive threats that require protective action to prevent violence. From a threat assessment perspective, schools are not as dangerous as the public perceives, but less obvious problems in the school climate such as bullying and harassment require attention. CSTAG teams are oriented to helping students with the conflicts that underlie their threatening behavior rather than responding with a punitive, zero tolerance approach. Six controlled studies have supported the safety and effectiveness of the CSTAG model.

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Premeditated Mass Shootings in Schools: Threat Assessment

Cited by 42 publications

References 4 publications

A model for differentiating school shooters characteristics

A model for differentiating school shooters characteristics

School Shootings in Deutschland

Reflections on school safety from a threat assessment perspective

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