Assess the Threat's Type and Level of Risk

"All threats are not created equal." A threat is an expression of intent to do harm or act out violently against someone or something. It can be spoken, written or symbolic. But many students who make a threat will never carry it out and, conversely, others who pose a real threat never make one first. There are a number of different types of threats and levels of risk. According the FBI, these include:

1. Types of Threats

· Direct threat identifies a specific act against a specific target delivered in a straightforward, clear, and explicit manner.
· Indirect threat tends to be vague, unclear and ambiguous. Violence is implied, but threat is phrased tentatively, and suggests only that a violent act could occur, not that it will occur.
· Veiled threat is one that strongly implies but does not explicitly threaten violence.
· Conditional threat is often seen in extortion cases. It warns that a violent act will happen unless certain demands or terms are met.

2. Levels of Risk

Low Level of Threat:

· Poses a minimal risk to the victim and public safety
· Is vague and indirect
· Information is inconsistent, implausible or lacks detail
· Lacks realism or is not realistic.
· Content suggests person is unlikely to carry out the threat

Medium Level of Threat

· Could be carried out, although it may not appear entirely realistic
· More direct and more concrete than a low level threat
· Wording suggests the individual has given some thought to how the act will be carried out
· Includes a general indication of place and time but its signs still fall well short of a detailed plan
· No strong indication that the individual has taken preparatory steps
· Statements seek to convey that the threat is not empty: "I'm serious!" or "I really mean this!"

High Level of Threat

· Direct, specific, and plausible
· Appears to pose imminent and serious danger to safety of others
· Suggests concrete steps have been taken, i.e., stalking or acquisition of a weapon
· Almost always requires bringing in law enforcement

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Adapted from informatin provided by the National Association of School Psychologists.
Developed by: Stephen Brock, Ph.D., NCSP,who is on the faculty of California State University-Sacramento and Chairs the NASP Crisis Intervention Interest Group; and Shane Jimerson, Ph.D. NCSP, who is on the faculty of the University of California Santa Barbara.
With Phil Lazarus, they are co-editors of the NASP publication, Best Practices in School Crisis Prevention and Intervention.
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