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Threat Assessment Training

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Foundations of Interviewing and Threat Assessment

Recorded Friday, January 19

Foundations of Interviewing and Threat Assessment

Friday, February 2 | 9:00 – 4:45

Broyhill Auditorium - Farrell Hall
Wake Forest University

Follow Up and Q&A

Recorded Friday, March 1

Download VRA Scoring Sheets:

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INTAKE, INTERVIEWING, & INTERVENTIONS

Accessing Mental Health Treatment PDF
Interviewing Context PDF
Interviewing Rapport PDF
Advanced Interview Skills PDF
ACE Handout
Trauma Reactions PDF
Safety in the Title IX Environment PDF
Bias Mitigation PDF
An Exploration of the Risk Protective and Other Factors Related to Violence PDF
Creating Intervention Plans PDF
Interventions Checklist

THREAT ASSESSMENT

Types of Threat PDF
Social media basics p1
Debunking the Myths: Mental Illness and Guns PDF
An Exploration of the Risk Protective and Other Factors Related to Violence PDF
Law Enforcement Assessment Checklist
Navigator Questions
Safety in the Title IX Environment.jpg
DarkFox Categories - Education
DarkFox Categories - Workplace
DarkFox Case Examples
DarkFox Scoring Sheet

Uvalde

Demonstrating how we might have responded if the shooter had come to the attention of a BIT/CARE team prior to the attack.

Case History

Pathways

DarkFox

Risk Report

Uvalde History
Uvalde Pathways
Uvalde DarkFox
Uvalde Report

Dechefr [de · che · pher] is an advanced risk assessment solution designed to provide guidance and support when analyzing written communication by identifying warning signs and risk indicators. By combining linguistics, psychology, and computer science, Dechefr constructs a psychological profile that enables the prediction of extreme or violent behavior with high accuracy.

DPrep Safety has no affiliation with Dechefr, but uses the tool to augment our assessments of written material.

My name is Dr. Brian Van Brunt, and I will be offering a series of trainings at the behest of Wake Forest University. When I was first approached about offering a training day for college clinical staff on violence risk and threat assessment, I was extremely excited for the opportunity. In conversations with the planning committee, I suggested expanding the training ideas more in line with some I very much enjoyed in my doctoral program, many years ago.

 

We have put together a hybrid model of training designed to engage participants early on these topics, increase interactivity, and basically “blow the doors off” the learning objectives and your expectations.

 

The main training will take place on Friday, February 2nd. In addition to the in-person training, I will guide two additional sessions for participants. The pre-training session will be offered virtually on Friday, January 19th. It is our hope that this training will offer a foundational refresher that will allow for more detailed content in February. The final virtual session will be offered on Friday, March 1, to answer any practical questions you may have and review previous training topics. This will also be an opportunity to review a full case study that will be provided during the in-person training.

 

If you are unable to attend the online sessions, or would like to rewatch them, they will be recorded and made available to you on a unique website along with resource materials.

 

To help us narrow topics for our violence risk and threat training on Friday, February 2nd, we put together the following survey. Please take a few minutes to let us know which topics are of highest priority. I’ll use the information to create (and narrow and expand) the agendas for each session. It will also help me create a relatable case study we can work through together.

 

I am very much looking forward to meeting each of you (or meeting you again!). In my new role at DPREP safety, I have the flexibility and resources to learn further into instructional design best practices and create trainings that deliver beyond your expectations, offered at a reasonable cost, and continually updated to reflect the current research in the field.

 

There are two sections to the survey. The first looks at your preferences for the training; the second looks at your general knowledge on threat and related topics. All answers will be kept confidential, and any information used will be presented in aggregate.

Part One: Training Preferences

 

For each item, on a scale from 1-10, rate the importance of the following areas being included in the training. 1 represents very low interest and 10 would be critical for you.

How issues of neurodivergence impact violence risk assessment interviewing.

Understanding the difference between a psychological assessment and violence risk/threat assessment.

How threat assessment fits into a multidisciplinary behavioral intervention model on a college campus.

Office safety,

A review of existing organizations, threat assessments tools, and trainings.

A better understanding of how violence risk assessment reports are written.

Obtaining consent and outlining the violence risk assessment process.

Social media threat assessment.

Best practices in conducting a welfare check with law enforcement.

The important considerations for online threat assessments.

The consult options if we don’t offer threat assessments on our campus.

Using a checklist to guide information gathering and decision making.

Violence risk assessment in the Title IX space.

How to talk to faculty about the difference between feeling threatened vs. being threatened.

A review of critical cases and after-action reports.

Mandated treatment protocols (different from mandated assessment of risk).

Building a threat mitigation plan after the violence risk assessment is completed.

Specialized interviewing skills such friend/foe signals and deception detection techniques.

Recommended resources to become more knowledgeable in violence risk and threat assessment.

Working with third-party agencies like fusion centers, federal law enforcement, and local police.

Physical safety assessment overview to find vulnerabilities.

Assessing suicidality as it relates to violence risk and threat assessment.

Self-care and compassion fatigue as it relates to threat.

The involvement of law enforcement during the interview.

Please rank the following from 1 to 5 in order of importance and time spent in training.

The role of a college counselor with the campus behavioral intervention and threat teams. This includes information sharing, scope of practice, and legal risk.

How to apply a violence risk/threat assessment process to aid in estimating the level of risk.

How to conduct an interview, including issues of cultural competency, trauma-informed practice, overcoming resistance, and assessing both credibility and truthfulness.

How to write a threat assessment report for a third party that includes an estimation or risk, summary of risk and protective factors, and development of a threat mitigation plan.

A foundational understanding of violence risk and threat assessment for those new to the process.

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