Chapter III of the describes the key findings of the and discusses the SSI Report implications of those findings. Chapter IV describes the principles underlying the threat assessment approach, outlines considerations for the development of a threat assessment team and process, and discusses information-sharing issues, including related legal issues. Chapter V outlines the steps for identifying and assessing behavior of concern, and Chapter VI outlines threat management strategies. The contents of these chapters and some related updated information will be summarized in more detail below. Chapter VII of the suggests action plans for school leaders who wish to implement a threat Guide assessment process, and the Conclusion in Chapter VIII summarizes how the threat assessment process can be used as a decision-making tool. The Appendix to the consists of an annotated list of Guide resources, as of 2002, regarding bullying and respectful climates, information sharing and legal issues, school violence and crime, risk assessment and general violence, and threat assessment and targeted violence. III. Key Findings of the and Prevention-Related Implications SSI Report Based on the collection of information and interviews with attackers and others performed during the the SSI Report made the following 10 key findings: Safe School Initiative, Incidents of targeted violence at school are rarely sudden, impulsive acts. Prior to most incidents, other people knew about the attacker’s idea and/or plan to attack. Most attackers did not threaten their targets directly prior to advancing the attack. There is no accurate or useful "profile" of students who engage in targeted school violence. Most attackers engaged in some behavior, prior to the incident, that caused concern or indicated a need for help. Most attackers were known to have difficulty coping with significant losses or personal failures. Many had considered or attempted suicide. Many attackers felt bullied, persecuted, or injured by others prior to the attack. Most attackers had access to and had used weapons prior to the attack. In many cases, other students were involved in some capacity. Despite prompt law enforcement responses, most shooting incidents were stopped by means other than law enforcement intervention.
Chapter III of the describes the key findings of the SSI Report and discusses the implications of those findings. Chapter IV describes the principles underlying the threat assessment approach, outlines considerations for the development of a threat assessment team and process, and discusses information-sharing issues, including related legal issues. Chapter V outlines the steps for identifying and assessing behavior of concern, and Chapter VI outlines threat management strategies. The contents of these chapters and some related updated information will be summarized in more detail below. Chapter VII of the Guide suggests action plans for school leaders who wish to implement a threat assessment process, and the Conclusion in Chapter VIII summarizes how the threat assessment process can be used as a decision-making tool. The Appendix to the Guide consists of an annotated list of resources, as of 2002, regarding bullying and respectful climates, information sharing and legal issues, school violence and crime, risk assessment and general violence, and threat assessment and targeted violence. III. Key Findings of the SSI Report and Prevention-Related Implications Based on the collection of information and interviews with attackers and others performed during the Safe School Initiative, the SSI Report made the following 10 key findings: Incidents of targeted violence at school are rarely sudden, impulsive acts. Prior to most incidents, other people knew about the attacker’s idea and/or plan to attack. Most attackers did not threaten their targets directly prior to advancing the attack. There is no accurate or useful "profile" of students who engage in targeted school violence. Most attackers engaged in some behavior, prior to the incident, that caused concern or indicated a need for help. Most attackers were known to have difficulty coping with significant losses or personal failures. Many had considered or attempted suicide. Many attackers felt bullied, persecuted, or injured by others prior to the attack. Most attackers had access to and had used weapons prior to the attack. In many cases, other students were involved in some capacity. Despite prompt law enforcement responses, most shooting incidents were stopped by means other than law enforcement intervention.