Threat Assessment Worksheet

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Threat Assessment Worksheet	Date:	Re:
Identify behavioral signs. To protect the privacy of the student, label the sheet with the date and a name for the incident (e.g., 05/20/13 Re: Art Class Threat).

Personality Traits and Behavior
Low Tolerance for Frustration	Yes	No
Easily bruised, insulted, angered, or hurt by real or perceived injustices. Notes:
Poor Coping Skills	Yes	No
Does not deal with frustration, criticism, disappointment, failure, rejection, or humiliation. Responses to stressors are inappropriate, exaggerated, immature, or disproportionate. Notes:
Lack of Resiliency	Yes	No
Unable to recover from a frustrating experience, setback, or putdown. Notes:
Failed Love Relationship	Yes	No
Appears humiliated after the end of a love relationship, or cannot accept rejection. Notes:
"Injustice Collector"	Yes	No
Nurses resentment over real or perceived injustices, and will not forget or forgive wrongs or those who are "responsible." Keeps a hit list of people who have wronged him. Notes:
Signs of Depression	Yes	No
Shows symptoms such as lethargy, a dark outlook, and a loss of interest in normal activities. May display uncontrolled anger, a generalized hatred toward peers, and feelings of hopelessness. Exhibits psychomotor agitation, restlessness, inattention, and sleep or eating disorders. Notes:
Narcissism	Yes	No
Self-centered, shows no concern for the needs of peers, and blames others for failures. Displays signs of paranoia and an attitude of self-importance/grandiosity. Notes:
Alienation	Yes	No
Consistently behaves as though he feels different or estranged from others. Exhibits feelings of isolation, sadness, loneliness, not belonging or fitting in. Notes:
Dehumanizes Others	Yes	No
Fails to see or treat others as fellow humans. Attitude appears in writings and artwork, interactions with others, or in comments during conversation. Notes:
Lack of Empathy	Yes	No
Shows an inability to understand, and appears unconcerned about the feelings of others. Ridicules those who show emotion as weak or stupid. Notes:
Sense of Entitlement	Yes	No
Expects special treatment, and reacts negatively if it is not received. Notes:
Attitude of Superiority	Yes	No
Considers self as smarter, more creative, talented and experienced than others. Notes:
Exaggerated Need for Attention	Yes	No
Shows an extreme need for attention from adults/peers (positive or negative). Notes:
Externalizes Blame	Yes	No
Refuses to take responsibility for actions and blames other people, events or situations for any failings. Notes:
Masks Low Self-Esteem	Yes	No
Conduct covers low self-regard. Avoids high visibility activities, and others consider him a nonentity. Notes:
Anger Management Problems	Yes	No
Bursts out in temper tantrums, or broods in silence. Anger may be out of proportion to cause, or directed toward others who are not involved. Notes:
Intolerance	Yes	No
Expresses racial or religious prejudice, or displays graphic symbols of intolerance. Notes:
Inappropriate Humor	Yes	No
Jokes or humorous comments are macabre, insulting, belittling, or mean. Notes:
Seeks to Manipulate Others	Yes	No
Manipulates others to win their trust so they will tolerate menacing behavior. Notes:
Lack of Trust	Yes	No
Suspicious of others, to the point of clinical paranoia. Expresses distrust of social institutions. Notes:
Closed Social Group	Yes	No
Appears introverted or associates with a small group. Describe composition and qualities of close peers. Notes:
Change of Behavior	Yes	No
Dramatic changes in behavior: decline in academic performance or reckless disregard for school rules, schedules, dress codes, and other regulations. Notes:
Rigid and Opinionated	Yes	No
Appears judgmental, unwilling to compromise and cynical. Voices strong opinions on subjects about which they have little knowledge. Disregards facts, logic, and reasoning that challenge their opinions. Notes:
Unusual Interest in Violence	Yes	No
Obsessed with school shootings or other heavily publicized acts of violence. Admires those responsible for the acts, or criticizes them for "incompetence" or failing to kill enough people. Explicitly states a desire to carry out a similar act, possibly as an act of "justice." Notes:
Negative Role Models	Yes	No
Drawn to inappropriate role models such as Hitler, Satan, or others associated with violence. Notes:
Behavior Relevant to Threat	Yes	No
Occupied in activities related to carrying out a threat: e.g., practicing with firearms or researching violent acts on web sites. These activities overtake normal everyday pursuits such as homework, attending classes or spending time with friends. Notes:
Family Dynamics
Turbulent Parent-Child Relationship	Yes	No
Relationship with parents is difficult. Identify recent or multiple moves, loss of a parent, violence in the home, addition of a step parent, etc. Expresses contempt for parents or rejects their role in his life. Notes:
Acceptance of Pathological Behavior	Yes	No
Parents do not react to disturbing behavior, or acknowledge issues. Parents respond defensively to any real or perceived criticism of their child, minimize the problem, or reject the reports. Notes:
Access to Weapons	Yes	No
Family keeps guns, weapons or explosives in the home, accessible to the student. Weapons are treated carelessly, without normal safety precautions. Notes:
Lack of Intimacy	Yes	No
Family lacks intimacy or close connections. Family has moved frequently and/or recently. No connections to extended family and/or disinterested in experiences of family members. Notes:
Student "Rules the Roost"	Yes	No
Parents do not set limits on conduct, and give in to their demands. Student insists on a high degree of privacy, and parents do no know about activities, school life or friends. Parents seem intimidated, and traditional roles are reversed: i.e., the child acts as an authority figure. Notes:
No Monitoring of TV and Internet	Yes	No
Parents do not supervise, limit or monitor use of television or the Internet. May be secretive about computer use, and invest an inordinate time in media focused on violence, weapons, or other disturbing subjects. Notes:
Social Dynamics
Media, Entertainment, Technology	Yes	No
Has easy and unmonitored access to movies, television shows, computer games, and Internet sites with themes and images of extreme violence. Notes:
Peer Groups	Yes	No
Intensely and exclusively involved with a group who share a fascination with violence or extremist beliefs. Spends little or no time with anyone who thinks differently and does not face any "reality check." Notes:
Drugs and Alcohol	Yes	No
Any known use of drugs and alcohol, or changes in use of substances. Notes:
Outside Interests	Yes	No
Known interests in activities outside the home or school. Note long and short term activities. Notes:
Copycat Effect	Yes	No
School shootings that receive intense media attention generate threats or copycat violence elsewhere. Anecdotal evidence indicates that threats increase in schools after a shooting. Teachers, staff and law enforcement should be more vigilant in noting disturbing student behavior in the days, weeks and months following a heavily publicized incident. Notes:
School Dynamics Assess a student's role in the school culture to identify motives for targeting the school.
Attachment to School	Yes	No
Student appears to be "detached" from other students, teachers, and school activities. Notes:
Tolerance for Disrespectful Behavior	Yes	No
The school does little to prevent or punish disrespectful behavior between individual students or groups of students. Bullying is part of the school culture and school authorities seem oblivious to it. Students frequently act in the roles of bully, victim, or bystander. The school atmosphere promotes racial or class divisions or allows them to remain unchallenged. Notes:
Inequitable Discipline	Yes	No
Discipline is not applied, or does not appears to be applied in a uniform manner. Notes:
Inflexible Culture	Yes	No
The school seems fixed in time or bound by an idiosyncratic tradition. The patterns of behavior, values, and relationships among students, teachers, and staff are rigid and insensitive to changes in society or the needs of students. Notes:
Pecking Order Among Students	Yes	No
Specific groups of students are given more prestige and respect than others. Those in the favored groups are allowed to act in a dominant manner. Notes:
Code of Silence	Yes	No
Few students act as if they can tell teachers or staff if they are concerned about a student's behavior or attitudes. Little trust exists between students and staff. Notes:

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Threat Assessment Model