When Words Are Not Enough

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(No Transcript)
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Why have an early warning system?

• Prevent declines in social/emotional/behavioural
  baseline
• Delay impending behaviours that may be
  threatening to self, others, or property
• De-escalate impending behaviours that may be
  threatening to self, others, or property
• Improve school climate through responsive
  counselling services

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Why use baseline indicators?

• Recognize subtle cues to individual change
• Focus on student-specific attributes
• Consider a research-based range of elements
• Reduce assumptions
• Collect objective data
• Alert threat assessment teams and/or referral
  agencies using common language

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Why have a threat assessment team?

• Rapid Response Capabilities
• Clear role expectations
• Clear communication
• Clear link to critical incident response team
• Increased communication
• Team approach allows specific skill sets to be
  used to advantage

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Who should be included on an initial response
threat assessment team?

• Principals
• School counsellors¹
• School psychologists¹
• Teachers (especially with specialized training
• such as WEVAS)
• Local police/RCMP
• Community liaisons² (such as local police,
  community mental health worker, physician, social
  worker)
• ¹Dependent upon availability within the school
  division
• ²Dependent upon need for a multi-disciplinary
  approach based on comprehensive nature of risk.

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How should we prepare if we have no threat
assessment team?

• Create a plan that all staff know and can use
• Dial 911/emergency services for immediate risk
  situations
• Use counselling services and related networks for
  multi-disciplinary responses as needed

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How should we prepare if we have no threat
assessment team?

• Use the critical incident preparedness plan for
  threat-making and immediate risk situations
• Use existing protocols for discipline, emergency
  medical situations and counselling referrals for
  worrisome behaviour
• Train teachers to notice imminent threats and
  report them to the Principal for action

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Focus on the Student A Risk Continuum
Baseline Behaviour
Unsettling Behaviour
Worrisome Behaviour
High-Profile Worrisome Behaviour
Threat- Making Behaviour
Immediate Risk Situations
Threat Assessment Team (including school
counsellor)
School Counsellor (including consultation and
referrals as required)
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Dynamics of Behaviour -1

• FAMILY DYNAMICS
• Turbulent parent-child relationship
• Acceptance of pathological behaviour
• Access to weapons
• Lack of intimacy
• Student rules the roost
• No limits or monitoring of TV/Internet

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Dynamics of Behaviour -2

• SCHOOL DYNAMICS
• Detached from school
• Tolerance for disrespect
• Inequitable discipline
• Inflexible culture
• Student pecking order
• Code of silence

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Dynamics of Behaviour -3

• SCHOOL DYNAMICS
• Unsupervised computer access
• Unmonitored access to violent media,
  entertainment, technology
• Violent/extremist peer group
• Drug and alcohol use
• Violent/extreme outside interests
• Copycat effect

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Balancing Risk and Resiliency

• CONSIDER SCHOOL RESILIENCY FACTORS
• Nurturing staff and positive role models
• Creative, supportive leadership
• Orderly, flexible climate
• Support and mentoring from staff
• High expectations, frequent monitoring of student
  progress
• Avoidance of negative labeling and tracking

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Balancing Risk and Resiliency

• CONSIDER SCHOOL RESILIENCY FACTORS contd
• Opportunities for participation
• Individualized instruction
• Culturally diverse curriculum
• Variety of experience to discover talents
• Meaningful student activities and contributions
• Parent and community participation

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Balancing Risk and Resiliency

• CONSIDER COMMUNITY RESILIENCY FACTORS contd
• Caring and support of families and schools
• Promotion and support of social networks
• Provision of resources for healthy development
• High expectations and clear norms for families
  and schools
• Assurance that youth are valued resources
• Opportunities for active participation and
  collaboration
• Creation of meaningful opportunities for youth to
  contribute to community and serve others

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Balancing Risk and Resiliency

• CONSIDER FAMILY RESILIENCY FACTORS
• Caring and support of student
• Family encouragement of student in school and
  school activities
• Monitoring time student spends with peers,
  watching TV,
• at home, at school, in related activities
• Supportive and affectionate relationships
• High-warmth, low-criticism parenting
• Attention to nutrition
• High expectations for academic and social
  performance

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Balancing Risk and Resiliency

• CONSIDER FAMILY RESILIENCY FACTORS contd
• Daily routines that include structure, discipline
  and clear rules
• Opportunities for participation in a variety of
  experiences to discover and develop talents
• Participation with and contribution to family in
  meaningful ways
• Domestic chores to develop responsibility

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Baseline Behaviour - 1
CLINICAL DIAGNOSES such as Conduct
disorder Oppositional Defiant Disorder ADD/ADHDMo
od Disorders Personality Disorders FAS/FAE Psychop
athology Child abuse/neglect Other
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Baseline Behaviour - 2
UNDIAGNOSED FACTORS UNREPORTED
FACTORS PERSONALITY TRAITS Frustration/tolerance
levels Coping skills Resiliency
levels Connection/alienation Empathy levels
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Baseline Behaviour - 3
Contd PERSONALITY TRAITS Superiority/inferiorit
y levels Self-esteem Trust levels Humour/perspecti
ve Rigidity Violence levels/defiant
behaviour Bullying/bullied
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Unsettling Behaviour - 1
Change in Baseline behaviour Diagnostic
symptoms Social group Life event Academic
function Attendance Behaviour Violence
levels Family Tolerance/Stress Attachment
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Unsettling Behaviour - 2
Trauma/Tragedy Humiliation/Shaming event Loss of
Support Home and School Concerned Peer(s) Teache
r(s) Parent(s)
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Unsettling Behaviour - 3
Increased Impulsivity Self-deprecation Risk-tak
ing Secrecy Self-harm Absenteeism/Withdrawal Atten
tion-seeking behaviour Preoccupation Bullying
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Worrisome Behaviour - 1
Change in baseline behaviour Change in
diagnostic symptoms Unable to forget/forgive past
perceived or real injustices Behaviour appears
relevant to carrying out a threat Leakage (clues
to impending violence) Subtle threats Subtle
boasting Fantasies Attitudes/ultimatums Thoughts/f
eelings Low tolerance for frustration
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Worrisome Behaviour - 2
Poor coping skills Lack of resiliency Failed
love relationship Unusual interested in
sensational violence Fascination with
violence-filled entertainment Signs of
depression Narcissism Alienation Dehumanizes
others Lack of empathy
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Worrisome Behaviour - 3
Exaggerated sense of entitlement Attitude of
superiority Exaggerated/pathological need for
attention Externalizes blame Masks low
self-esteem Anger management problems Intolerance
Inappropriate humour Seeks to manipulate others
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Worrisome Behaviour - 4
Lack of trust Closed social group Change in
behaviour Rigid/opinionated Negative role
models
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High-Profile Worrisome Behaviour
Change in baseline behaviour Change in
diagnostic symptoms Risk to self Dangerous
impulsivity Possible risk to others Subtle or
generalized threats without a specific timeline,
plan, or opportunity Elevated sensitivity to
others to threat due to recent or local violence
incident(s) Probability of trauma for others
based on over-reaction, echo-effect
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Threat-Making Behaviour
Change in baseline behaviour Change in
diagnostic symptoms Risk to self Dangerous
impulsivity Risk to others Threat with a plan
no specific timeline, possible
opportunity Verbal or written threat to kill self
and/or others Internet website/MSN threats to
kill others Possession of weapons (including
replicas) Bomb threat Fire-setting
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Immediate Risk Behaviour
Change in baseline behaviour Change in
diagnostic symptoms Risk to self Dangerous
impulsivity Risk to others Threat with a specific
plan, timeline, and opportunity Armed inside the
building Armed outside the building
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For further information

• Lorna Martin
• Manitoba Education, Citizenship and Youth
• Phone [phone] Fax [phone]
• lormartin_at_gov.mb.ca