Chapter 8_The Police and Juveniles

Early warning signs 1 among these are low tolerance

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Early Warning Signs 1. Among these are low tolerance for frustration, poor coping skills, signs of depression, alienation, lack of empathy, an exaggerated sense of entitlement, an attitude of superiority, anger management problems, intolerance, lack of trust, rigid and opinionated, and negative role models iv. Threat Assessment 1. O’Toole notes: “All threats are NOT created equal.” Some herald a clear and present danger; others represent little danger 2. Threats may be classified as direct, indirect, veiled, or conditional a. Direct i. A direct threat identifies a specific act against a specific target and is delivered in a straightforward manner, clearly and explicitly ii. “I am going to put a bomb in a locker”
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b. Indirect i. An indirect threat is vague and ambiguous ii. “If I wanted to, I could blow up this school” c. Veiled i. Strongly implies but does not explicitly threaten violence ii. “We would be better off if this school were destroyed” d. Conditional i. Warns that a violent act will occur unless certain demands are met ii. “If you don’t pay me $100,000, I will blow up this school 3. O’Toole describes a four-pronged assessment approach to determine the likelihood of a student becoming a school shooter based on the “totality of the circumstances” known about a student a. The four-pronged threat assessment approach examines the student’s personality, family dynamics, school dynamics and the student’s role in those dynamics, and social dynamics b. This model provides a framework to evaluate a student to determine whether he or she has the motivation, means and intent to carry out a threat v. The Police Response to School Shootings 1. The role of the first responder in a school shooting situation is to pursue and engage the shooter c. In Search of Safer Schools i. An effective approach to school security should include: 1. Crisis planning 2. Security technology 3. School/law enforcement/community partnerships VIII. Partnerships and Community Policing
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a. Police officers need to be aware of the referral resources in the community b. Among the possible referral resources for the juvenile justice system are the following: i. Guardian ad litem programs ii. School resources, including chemical dependency counselors, general counselors, nurses, school psychologists and social workers iii. Youth Services Bureaus
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