Safety Division Courses and Workshops
Law Enforcement

In this online course, our expert team offers insights and guidance on classroom management, navigating challenging conversations, and setting expectations in the classroom. In a conversational style, with engaging visuals and timely examples, we provide essential guidance and support to those teaching in higher education. Whether you are new to teaching or seeking an authentic, practical, and experienced approach to boundaries, classroom management, and building a classroom community, this series is for you.

This four-part program includes:

• Should I Talk about This? – How, when, and if you might talk about polarizing topics in the classroom

• A Trauma-Informed Approach to Classroom Management – Practical direction on responding to difficult student questions

• Engaging and Managing Classroom Environments – Addressing conflict in both the online and in-person teaching settings

• Boundary Setting in the Classroom – Setting expectations in the syllabus and during the first class
  

Drawing on more than a dozen theories, including crisis de-escalation, crucial conversations, emotional intelligence, professionalism, boundaries, transtheoretical change theory, and motivational interviewing, our instructors will help you develop and improve your teaching and classroom management skills. Learn how issues of power, privilege, gender, race, and ethnicity impact our teaching approaches and how we are seen as teachers, instructors, adjuncts, and professors by the administration and our students.

From direct lecture-style presentations to entertaining and provocative video clips and images, the presenters engage the audience by demonstrating the techniques we teach. We discuss the use of stories, humor, and personal reflections alongside research-based rubrics to guide discussions and grading. We talk to you as colleagues and peers, sharing real advice from difficult experiences and mistakes we have made in our teaching careers. The most effective thing we can do as educators is to be grounded in learning opportunities, whether more formally in the syllabus or in what students bring to our attention.

From the authors of:

• A Staff Guide to Addressing Disruptive and Dangerous Behavior

• A Faculty Guide to Disruptive and Dangerous Behavior in the Classroom

• How to Engage in Difficult Conversations on Identity, Race, and Politics in Higher Education

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Comprehensive School Site Safety Plans (CSSP) are designed to develop strategies that address various aspects of school safety on K-12 campuses. These plans vary by state, and mandates regarding their content and enforcement may vary accordingly. In addition, these plans may be subject to annual review and changes to the required content. CSSPs are created to include topics such as physical and social climate, child abuse and neglect reporting procedures, disaster procedures, routine and emergency plans for various incidents, required safety drills, school building disaster plans, discrimination and harassment policies, anti-bullying policies and procedures, risk assessment, safe routes to schools, reunification procedures, and more.

Your experienced presenter will guide you through developing a sound plan that meets and exceeds state-mandated requirements and will provide examples of how building your plan in collaboration with internal and external stakeholders is essential to the success of CSSP implementation and acceptance. Your presenter will also discuss the legal considerations of the CSSP and how your plan can mitigate risk in the event of a campus incident

Law enforcement professionals, in collaboration with community partners such as school counselors and administrators, are tasked with the job of keeping our schools, colleges, and workplaces free of violence and acts of targeted aggression, commonly known as mass shootings. This course offers a practical approach to recognizing and preventing violence in schools, colleges, workplaces, and communities. This course is designed to provide the terminology, assessment, and intervention skills needed to identify threats and develop a community-based, collaborative mitigation plan.

Designed for law enforcement professionals, but inclusive of all community partners, participants will learn how to develop a violence risk mitigation plan tied to a multi-disciplinary team assessment. They will review concepts related to targeted vs. affective violence, transient and substantive threats, risk and protective/anchor factors for targeted violence, and how BIT/CARE and threat teams operate in law enforcement agencies, schools, colleges, workplaces, and communities.

DPrep Safety brings together a diverse, experienced team of faculty to tackle this course from the perspectives of counseling, law enforcement, conduct, DEI, Title IX, and human resources. We provide an intersectional perspective that draws from the best research and practice in each of these fields. The multidisciplinary approach to threat assessment is a best practice supported by leading governmental organizations and subject-matter experts in the field.

More details on our Preparedness Page.

School resource officers (SROs), campus safety officers, and law enforcement respond to both complaints and concerns with criminal implications and those limited to school or college conduct and discipline policy violations (non-criminal). SROs and campus police should have a clear understanding and accompanying procedures for responding to both criminal and non-criminal matters that impact the school climate. Successful SRO and campus safety programs adopt a continuous education process for the school community to reduce conflict and avoid surprises. This understanding and education within the school is essential to the development of formal and informal memoranda of understanding (MOUs) and agreements with external agencies and departments.

Law enforcement professionals working outside the school environment need to develop a detailed understanding of conflicts and miscommunication that arise when interacting with K-12 schools, colleges, and universities. The program provides law enforcement professionals the opportunity to improve their understanding and communication with schools and colleges within their area of responsibility.

More details on our Preparedness Page.

This workshop offers research-based, practical advice for faculty and staff to better manage crisis scenarios that develop related to irritability, financial stress, mental illness emergencies, relationship difficulties, and other stressors. Instruction draws from the fields of psychology and law enforcement, teaching techniques including motivational interviewing, rapport building, and content-process focus.

Worried your child is being bullied or teased at school? Unsure of how to help? This discussion offers practical advice, along with useful handouts and checklists, to help keep your child safe at home, at school, and online. This program addresses the challenges of talking to your children about bullying and teasing that occur at school, with friends, and online. We will share the warning signs to look for, how to talk about these issues with their children, and the importance of understanding how a variety of factors, such as race, poverty, religious background, language skills, cognitive ability, gender, sexual orientation, appearance, and weight, may make children targets for teasing and bullying. 

Participants will be able to:

• Learn signs and symptoms of bullying and teasing common at school and how these may also occur in the online environment.

• Receive practical advice on how to build culturally competent resiliency and protective factors to help protect your children from the impact of bullying and teasing.

• Review what to look for and how to respond when bullying and teasing occur and increase the risk of self-harm or suicidal behaviors.

• Receive handouts, checklists, and online resources to respond to problems you may encounter that will help them move more quickly to find a solution.

Gathering information from another party is an important skill set that crosses over a number of fields, including threat assessment, Title IX, case management, conduct/discipline, and law enforcement/campus safety. This course is meant as an advanced track, moving the conversation beyond the interviewing and intake skills outlined in our BIT/CARE trainings. Our team teaches from decades of experience with an intersectional focus on counseling, law enforcement, campus safety, student conduct, and legal techniques.

More details at Threat Page. 

This course is designed for those who have completed previous threat assessment courses and have a working knowledge of the modes of violence, types of threats, and have a rubric or system they are able to use when assessing risk and threat. We will share advanced concepts related to social media threat assessments, involuntarily celibates (incel), the growing risk of white supremacist violence, report writing, and threat mitigation planning. 

More details at Threat Page. 

Large-scale emergency incidents and disasters can occur anywhere. When they do, being prepared in advance is one of the most important factors in a successful response. This workshop will provide the tools to enable administrators, students, faculty, and staff to manage a wide variety of emergency situations.

Drawing on his book, An Educator's Guide to Assessing Threats in Student Writing, Dr. Brian Van Brunt will teach participants what to look for when reviewing written and video content that may appear on social media, in email, or in creative writing assignments.

The central building blocks of a BIT/CARE team are directly aligned with the DPrep's 35 standards. These involve training on topics related to four central categories, 1) team definition (the team’s purpose and scope of activities), 2) team operations (how the team is organized to meet team goals), 3) case processing (how the team manages a case through the initial report), 4) Continuous improvement (supporting the on-going functioning of the team and ensures the membership is supervised and trained and that processes are reviewed and maintained). This starting point enables teams to gain a deeper understanding of the logistics required to build and operate a BIT/CARE team, informed by best-practice research standards. Whether your team is well-trained or just starting out, this overview of BIT/CARE core concepts provides the framework for developing an effective team. Learn more.

Using the DPrep Safety C.A.S.E. model, this training helps participants understand how a case moves through the process of the initial report, analysis, and assignment of a risk level to intervention. We focus on reducing bias, developing an effective and efficient meeting flow, and encouraging critical debate and contextual analysis.

Team certification involves completing a series of trainings to move beyond competence to proficiency. The course is based on the practical application of team foundational skills, triaging at-risk behaviors, applying threat and risk assessment, and developing and managing a threat/risk mitigation plan through effective interventions.

More details on our BIT/CARE Page.

When starting with a new community partner, whether they are just forming their BIT/CARE or threat team or have been in existence for years, we like to start with a needs assessment of the team. This process allows team members and key community partners to talk with our consultants via Zoom, complete a quantitative survey, and receive unique feedback on how the system is working and where there are opportunities for growth. When performing an assessment, DPrep Safety considers team functionality, processes, and community needs from multiple perspectives. This includes online surveys, one-to-one conversations, observing team meetings, and reviewing advertising/marketing materials, reporting forms, and policy and procedure documents. Our observations are compiled into a report and suggestions for training and/or team improvements.

More details on our BIT/CARE Page. 

DPrep Safety offers a Community Advocacy and Support Team (CAST) training program to support housing professionals as they address a range of issues, including frustrations with housing shortages, tenant-landlord disputes, violence and threats, and the mental health needs of residents in public housing. This course should be attended by housing authority staff who interact with tenants, as well as those in supervisory roles within property management.

The CAST model focuses on the collaborative, multi-disciplinary process of identifying and mitigating risk in a culturally competent, timely, and effective manner. Building on direct feedback from housing authority directors and staff, this course provides a consistent approach for managing and documenting a clear process to address community needs. The training provides access to Pathways and DarkFox (DPrep’s behavioral intervention expert systems) to analyze risk and mitigate bias in decision-making through a diversity, equity, and inclusion lens.

Drawing on Dr. Brian Van Brunt’s work in his books A Faculty Guide to Disruptive and Dangerous Behavior and A Staff Guide to Addressing Disruptive and Dangerous Behavior on Campus, this training will explore the difference between disruptive and dangerous behavior in and outside the classroom. The training will cover how to de-escalate a crisis when it occurs and the importance of sharing this information forward with your BIT/CARE team.

We offer a blended training model with Dr. Brian Van Brunt to train your residential life staff in key crisis de-escalation and working with residents with mental illness.

The training series includes:

• An on-site training day that would address the topics listed below in 75-minute segments throughout the day.

• Access for all RA/RDs to five of the RA/RD courses listed on the Training Outpost website to be completed during the fall semester. Completion updates and a final report would be provided to the administrator.

• One 75-minute Zoom training from the DPrep team (topic TBD based on your institution’s needs).

More details on our Residential Life Page. 

The central outcome of BIT/CARE and threat work is mitigating the risk through interventions, referrals, and connections to community-based support services. These interventions are the responsibility of everyone on the team, although some members may work more directly with students and/or community members. There have also been increasing numbers of schools, colleges/universities, housing agencies, and workplaces investing in case management and social workers to coordinate intervention services.

The skills needed to carry out this work include conducting an intake meeting, creating timely documentation,  and developing a risk mitigation plan that considers the individual’s race, ethnicity, sexual orientation, socioeconomic status, mental illness, physical disability, and religious and political beliefs. While many staff and team members provide these support services informally, based on their history of positive interactions with individuals, a formalized structure with defensible documentation is important for all interventions. By coordinating these services through the BIT/CARE team, we can better ensure that the support offered is aligned with the level of risk, equitable and inclusive, capable of driving change, and grounded in research and literature.

This course is ideal for BIT/CARE team members, law enforcement, resident directors, academic and career counselors, case managers, and orientation leaders to review the key factors in developing effective interventions.

More details on our BIT/CARE Page.

We all have biases. Bias affects how we see the world and how we choose to interact with others. The goal of this workshop is to better understand and mitigate bias in our processes, not to remove it. This training provides an opportunity to explore how each of us sees the world and to broaden our awareness when working with others through assessment, crisis de-escalation, and interventions. This workshop emphasizes the importance of improving the accuracy and validity of our processes across three critical areas: gathering information, making decisions, and developing interventions.

More details on our Preparedness Page.

This training provides an overview of how to create high-quality documentation and ensure your team members contribute to your database on an ongoing basis. From avoiding short or emotional notes to being timely and non-technical in your descriptions, this training provides an excellent introduction and/or refresher to the importance of quality documentation.

Knowing how to navigate and manage high-stakes communication at news conferences, during emotional conversations with community members, during hiring and firing meetings, when discussing performance improvement plans, and within the departmental chain of command is essential for those asked to speak for the department to third parties. It is essential to have a strategy for communicating effectively, avoiding errors, and managing ‘hot spots’ that addresses third-party concerns while maintaining the department's integrity and goals.

This course lays the groundwork for organizations to respond effectively to crises or significant events. While communication in daily situations is important, it is critical to distinguish daily communication practices from a crisis communication strategy. When done well, communication can build and sustain trust and effectively demonstrate transparency and authenticity.

More details on our Preparedness Page. 

There are many ways teams receive and share information within the team structure and with other key community partners. This training provides an overview of the three categories of information sharing and the limitations of each.

This course training helps participants navigate the challenges presented by faculty and other community members and learn how to talk with faculty, staff, parents, students, and the general community about threats (while staying within the limits of information privacy).

This workshop focuses on learning terminology related to gender identity and exploring other perspectives and worldviews on gender. Whether you are new to these ideas or want to learn more, we have a place for you in our classes. This training is not about shame, blame, forced change, demanded acceptance, or agreement. Our workshops have been designed to foster engagement and promote connection, belonging, and safety for all groups of people.

Learn more at genderexpression.info

This workshop will review a wide range of challenging topics that are being addressed in our society, including political divides, mask and vaccine mandates, social justice movements, defund the police, abortion, antisemitism, and LGBTQI+ rights.

We will offer a structured approach to engaging with these topics, with an eye toward civility, respect, and principled debate. The conversational approach identifies hotspots for escalation, prioritizes interactive exercises and learning activities, and avoids name-calling and other objectification.

College students have faced significant challenges in recent years, including COVID-19, reductions in funding for student services, stress-inducing executive orders from the White House, and rising costs for housing and food. Many students struggle to balance their basic needs for food, housing, family, health, and work obligations while pursuing academic success. Even with training in counseling, social work, and other supportive approaches to helping, college staff would benefit from access to detailed, easy-to-follow resource guides to help students progress in their academic journey.

This certification course is offered to college staff, counseling staff, BIT/CARE members, and faculty interested in assisting students in achieving their college goals. Dr. Brian Van Brunt will review core intervention, support, and advocacy skills drawn from social work, counseling, life coaching, academic success, disability accommodation, tutoring, and career services. He will address challenges and offer practical strategies to address housing and food insecurity, academic readiness, mental illness, safety planning, study skills development, time management, mental wellness, social support, navigating community services, critical thinking and problem-solving, fiscal management, emotional regulation, and improving self-advocacy. There will be opportunities for case review and discussion to demonstrate the application of these skills.

We will start with a review of students' core areas of need. We will discuss the importance of assessing local, state, and federal resources and how basic-needs staff, case managers, counselors, social workers, and other support staff can better educate students to access these resources. We will then provide a collection of 20+ resource sheets describing various approaches to helping, along with worksheets for students to practice these skills. Learn more.

There is a very long path between identifying a suicidal risk with an individual and making sure they become connected to counseling services. This workshop will review the importance of looking for signs and symptoms of suicidal behavior and understanding how best to help them access services. Particular attention will be given to treatment-resistant individuals (e.g., those who do not wish to attend counseling) and groups that historically have underutilized services (e.g., LGBTQ+, African Americans). Practical case examples and role-playing will be incorporated.

This workshop will provide an opportunity to better understand microaggressions, the unconscious manifestations of privilege that contain the potential to impact marginalized groups further negatively, using examples related to gender, culture, race/ethnicity, mental health, generational differences, physical disability, and sexual orientation. We will provide a process for addressing microaggressions, along with a discussion of good/bad apologies, how to avoid the perfection problem, intent vs. impact, bias, and cultural humility.

This course is ideal for both new teams and teams looking to formalize and improve their operation. Through open, interactive discussion, the presenters will engage participants in examining standards and strategies for deploying best practices within their teams.

Topics covered include:

• History and philosophy of BITs

• Defining BITs – Three phases of a BIT: gathering information, assessment, and intervention

• Prevention vs. Threat Assessment

• FERPA and the BIT

• Team name and establishing the team

• Team leadership, membership, and meeting frequency

• Role of the counselor on the BIT

• Team mission and scope

• Team policy and procedural manual

• Developing a budget for the team

• Overview of objective risk rubric usage

• Overview of violence risk factors

• Data related to gun violence

• Understanding threat

• Case study application of assessing threat

• Defining core qualities of a threat assessment

• Differentiating threat assessment from psychological assessment

• When to conduct the assessment and who is best suited to do it

• Utilizing a range of interventions to respond to cases by risk level

• Discussion of ADA and the direct threat test

• Defining case management and who it serves

• Case management as an intervention and support technique

• Nurturing the referral source and utilizing anonymous reporting

• Record-keeping

• Team training

This workshop will offer practical guidance on the topics of managing mental illness concerns related to suicide and trauma in the community and/or schools. We will address common challenges when working with students and community members who experience severe, pervasive, and persistent mental illness and understanding the range of referral and treatment from outpatient therapy to inpatient treatment.

This discussion focuses on the importance of educating your community on how to share concerns with your team. We will discuss creating brochures and handouts, and look at examples of PSA awareness videos and BIT/CARE websites.

DPrep Safety’s Mindset Active Assailant Training blends leading research from psychology, law enforcement, and military theory with our instructors’ practice and experience to emphasize early preparation before an attack. Through a trauma-informed approach to instructional design, we train teachers, administrators, and other employees to enhance their awareness of their surroundings. This awareness improves response time and empowers community members to act rather than freeze in fear or indecision. The Mindset program helps participants choose the best course of action, increasing the likelihood of survival.

More details on our Preparedness Page.

We all have biases. Bias shapes how we see the world and how we choose to interact with others. The goal of this workshop is to better understand and mitigate bias in our processes, not to remove it. This training provides an opportunity to explore how each of us sees the world and widens the aperture of awareness when working with others through assessment, crisis de-escalation, and interventions. This workshop emphasizes the importance of improving the accuracy and validity of our processes across the three critical areas of gathering information, making decisions, and developing interventions.

More details on our Preparedness Page.

What’s Involved. DPrep is excited to offer a three-part series on Practical Leadership Skills in Residential Life. Each 90-minute course is aimed at residential life hall directors, training, and orientation staff to ensure they have quality access to the latest research, guidance, and advice from our subject matter experts.

Why It is Needed. After listening to several of our community partners, we confirmed that many schools across the country are facing experienced staff shortages in resident director positions. This means hiring staff with less experience, often with bachelor’s rather than master’s degrees, and placing increasing demands on their leadership skills in management, supervision, crisis counseling, mental illness awareness, and administrative and educational programming.

Part I: Building the Toolkit

Our presenters review the importance of the residential life program and how it is vital, now more than ever, for student retention, academic progress, social growth, support for mental and physical disabilities, crisis de-escalation, student conduct, BIT/CARE referrals, supervision, RA development, documentation, and community building. Few positions on campus have such a wide and deep set of job duties, and this session offers practical advice and guidance on how to balance these responsibilities, grow a team, and ensure your own mental and physical health stays on track.

• An overview of the full range of responsibilities that residential life leadership staff must undertake

• The importance of being prepared before the skills are needed (referrals, forms, documentation)

• Keeping your cool: A practical guide to crisis de-escalation skills

• Working with community partners

• Understanding stress reactions and burnout prevention from the start

Part II: Building Community and Supervising the Staff

Building a community is no easy task. We will discuss how building a community for your resident advisors becomes a parallel process for helping them build their own community. Drawing from Fitch and Van Brunt’s book Leading Across Generations, the presenters share with you some practice advice about building a community and how to set up supervision with your staff in a way that works.

• Importance of community building

• Themed housing, counselor-in-residence

• From throwing FISH! and moving cheese

• Myers-Briggs and Gallup StrengthsFinder

• Choosing your approach to supervision

Part III: Building Readiness to Respond to Supervision Challenges

There is a saying: every ship at the bottom of the ocean had a map. Sometimes, the best laid plans don’t go as planned. We will review how to approach seven difficult scenarios that come up for resident directors and residential life leadership staff. The presenters draw on concepts introduced in previous courses to discuss the importance of addressing problems early and often, what is required for good documentation, and ten common RA challenges.

• Early addressing of behavior and consistent meetings

• Identifying common RA problems: overachieving/committed, need for constant praise, checked out of the job, home problems impacting work performance, argumentative and contrary, lacking inertia and initiative, strong start/bad follow-through, boundary problems, and overzealous rule enforcement.

• Developing performance improvement plans

• Having hard conversations and termination

• Clear documentation

More details on our Residential Life Page. 

This course provides a layered security approach to protecting congregants. Houses of worship present a target to those planning violence against certain ideologies and communities and we have a duty to prepare to respond to these dangers. Our seasoned presenters will share with you the importance of developing a safety and security plan that includes both an assessment of physical security measures (cameras, fences, bollards, doors, refuge points) and behavioral threat assessment concepts (risk factors for targeted violence, behavioral indicators of potential violence,).

The training is useful for greeters, ushers, leadership team members, volunteers, members of your safety and security team, and any community members with past medical, law enforcement or psychological training. Drawing from core concepts in law enforcement, psychology,, and threat assessment, this training offers a wide range of content useful for new and seasoned teams alike. From crisis de-escalation skills to developing policy and procedures to responding in the event of an active threat, this program will offer clear, well-researched and practical advice proven to reduce the risk of violence and save lives.

This one-day course spends the two morning sessions introducing and reviewing key concepts related to emergency preparedness planning and the importance of adopting a prevention, intervention, and post-vention approach. Core concepts in physical security, as well as behavioral assessment of threat indicators, will be discussed. In the afternoon sessions, our team will share three programs developed by the Cybersecurity & Infrastructure Security Agency offered in a “train-the-trainer” capacity, leaving the group with the ability to teach core concepts related to the Power of Hello, Crisis De-escalation, and Behavioral Threat Indicators. The course will end with a review of key response training for an active shooter.

More details on our Preparedness Page. 

Attending to potential safety and security concerns in the community and schools is the best way to get out ahead of violence, crime, assault, threats, and danger. This practical and engaging workshop brings the principles of situational awareness into the hands of student leadership and residential life staff. This program teaches life skills that are applicable to college and beyond. 

Some practical examples include:

• Staying safe online and with cash apps

• Being aware at parties and knowing the risks

• Understanding the signs of threat and dangerousness

• Safety concerns at gas stations, in the residence halls, in rural settings, in parking lots, and at night

In this workshop, we will address the specific challenges faced by underserved populations related to mental health treatment and suicide prevention. Our speakers will address challenges faced by underserved populations such as Latino, Black, Asian, and non-traditional students, with special attention to the LGBTQI+ community. The speakers will offer an engaging and lively discussion on the topics, with clear advice on how to move forward to better address the problem.

Bullying and teasing behavior affects people of all ages. The impact of teasing and bullying leads to negative self-esteem, increased feelings of hopelessness, and problems in both work and academic performance. This workshop will explore signs and symptoms of bullying and offer an approach to address this behavior through bystander intervention and empowerment. 

Participants will learn:

• How to address teasing and bullying in the wake of political and societal stress

• Suicide warning signs and how to refer for help

• Clear and practical guidance on addressing teasing and bullying behavior through bystander empowerment

What should you say to your child following a school shooting? How do you talk to them following the death of a friend or when they experience trauma? 

Join us for some practical advice and a discussion with parents on this important issue. This program will address how to talk to kids after large critical incidents like school shootings, suicide, or other traumas occur. This practical and interactive workshop will help participants better prepare for these conversations with expert advice. Drawing from best practices in trauma response and culturally informed interventions, the workshop will offer practical advice and guidance to help primary and secondary students right after the trauma and in the days and months that follow.

Learn the importance of preparing for these conversations beforehand and of genuineness and authenticity in your responses.

• Discuss how to talk about your children’s concerns from a culturally informed perspective, which is tailored to developmental stages.

• Receive handouts, practical lists, online resources, and example scripts to use when talking to your children.

• Have the opportunity to share with other parents who have walked through these experiences with their children.

DPrep Safety works with schools, workplaces, colleges, and universities that want to put their teams through a tailored experience involving a number of cases to earn a threat assessment certification. Cases are developed within a general topic (e.g., mental illness, low-level threat, outsider threat, relationship violence) and are tailored for the specific team working the case. For example, if the community is a workplace, the threat will demonstrate a workplace scenario. If the location is a middle school or a community, non-residential college, then that will be included in the case details.

Certification is offered through a process wherein the team is given a case with two weeks' lead time to create a triage assessment of risk, score the case with a VRA process (e.g., HCR-20, Darkfox, SIVRA-35, WAVR-21, MOSAIC, etc.), and generate a final threat report including mitigation planning that will be submitted to our subject matter experts. The case will be scored on a rubric and discussed during the 90-minute Zoom discussion.

More details at Threat Page. 

This unique two-day class experience will provide a relaxed, casual atmosphere to further the cohort’s understanding and experience in threat assessment. Having trained hundreds of BIT/CARE and threat assessment teams, as well as thousands of individuals in the violence risk and threat assessment process, this course is designed to address the most significant challenge we have encountered in this work: developing practical skills in interviewing, logistics, analysis, and threat mitigation.

Live actors will be used to demonstrate interview techniques in two separate threat cases that intersect with student conduct, disability services, police, campus safety, Title IX, Title VI/VII, and human resources. Each day, we will discuss the case details and break into BIT/CARE teams. The team will then be given the opportunity to interview the subject, gather information, and review their social media. Once the initial information has been gathered, teams will collaborate to develop a threat analysis, assess the risk, and create a tailored threat mitigation plan based on the unique resources available in the participant's local area. Learn more.

This course is designed to provide law enforcement officers, SROs, first responders, school administrators, counselors, teachers, and mental health professionals with a practical approach to recognizing and preventing violence on school campuses. Participants will learn how to develop a violence risk mitigation plan tied to a multidisciplinary team assessment.

This training includes an overview of key terms and definitions related to bias, unconscious preconceptions, microaggressions, and the trauma-informed perspective. 

We will review the challenges facing those working in the community and schools, and will demonstrate how to mitigate bias and help bring our unconscious preconceptions into the open. 

Instructors will stress the importance of moving forward in a positive direction while avoiding the pitfalls of perfectionism and political correctness. We will define implicit and explicit bias and explore how our beliefs are shaped by experience, upbringing, school, geography, religion, and peers. 

Brief scenarios will be used to encourage discussion and reflection, describing negative experiences related to poverty, learning disabilities, mental illness, physical disability, religion, sexual orientation, gender identity, race, and ethnicity.

This course will cover all aspects of threat assessment, including intake and interviewing skills, assessing written threats, and developing risk mitigation plans. We will provide a review of foundational concepts in violence risk and threat assessment, practical guidance on interviewing skills to gather information from the person being assessed, and direction on how to write a report that provides useful and accessible guidance to the referral source. Learn more.

Required by California’s SB553 and recommended for all workplaces, these plans identify and mitigate potential risk factors for violence and include procedures for responding to violence and potential violence. DPrep Safety offers templates and can work with you to tailor them to your site’s needs. We also offer comprehensive site walkthroughs and can train your staff on how to prepare for and respond to potential violence.