Summary of Threat Assessment Assessment completed by Kristine Kienlen, Psy. D., L.P Minnesota Threat Assessment & Forensic Professionals, Inc Diagnostic Impressions * Long-standing attention difficulties, hyperactivity, and impulsivity consistent with a diagnosis of attention deficit hyperactivity disorder. o Not receive treatment for ADHD * Exhibited features of oppositional defiant disorder. : | — pees angry and anxious when limits are set on his behavior. . Jdoes not endorse a history of depressive symptoms or manic/hypomanic symptoms. OB ces has emotional and behavioral dysregulation difficulties and he fates quickly when demands are placed on him. © SMa considerable difficulty managing anger, calming himself down, and coping with stressors in the school environment. While Fan be disrespectful with others, he also has empathy for others and sometimes shows regret for inappropriate behaviors. . = able to develop good rapport with adults whom he trusts. loes not view his older friends as a negative influence. Self Harm/Suicide Risk: * Based on available information ggg does not have a number of the risk factors that have been identified in the professional literature on suicide risk in adolescence. © In Kristine Kienlen’s opinion gi: of suicide/self-harm. currently at relatively low risk ‘Targeted Violence Risk: (it is worthy to note that a person's risk for violence is continuous (varying along a continuum of probability) contextual (dependent on situations and circumstances), and dynamic (subject to change at different points in time). + The existing literature identifies risk factors for serious targeted school violence, many of which were present for in Spring 2016, including: history of violence (hit a staff person), difficulty controlling anger, impulsivity, school problems, significant conflict with others, poor coping skills, threatening communication, pre-occupation with violence (as evidenced by his rapping, gestures and images involving shooting others/violence), and possible access toand skill with weapons (based on pictures that showed firearms, although @jjjqggend his mother said these were air soft guns.)A number of targeted violence risk factors were not present in Spring 2016, including: feeling depressed/ hopeless, irrational, suspicious, paranoid thinking; preoccupation with great grievances/ grudges; preoccupation with homicidal thoughts; suicidal ideation; defensiveness and/or externalization of blame; harassing behavior; excessive history of criminality; and lack of consciousness. Whilc BB has made threatening comments and gestures towards school staff, ayailable information provides insufficient evidence that he was rreseaithing or preparing for an attack, accumulating weapons or engaging in other behavior suggesting he was moving toward serious violence toward others. (EERE s considered at relatively low risk of serious targeted school violence. is considered at high-risk a future impulsive a reactive threatening behavior, aggression, and physical assaults. Payment has a number of risk factors indicating increased likelihood/ future reactive violence aggression, including: a history of violence/ aggression, difficulty managing anger, difficulty coping with stressors/loss, defensiveness and/or externalization of blame, entitled/ self-centered, experiences a family violence, oppositional defiant behavior, problems with authority and rules, poor compliance in the school setting, substance use, poor school achievement. He has a number of protective factors present that potentially reduces risk of violence towards others, including; positive personal attachment and empathy for others; strong social support; pro-social involvement (baseball); appropriate response to certain authority figures, future goals, very limited criminal history, absence of serious violence, compliance with conditions of probation and enjoys freedom. is at increased risk of reactive violence {impulse of violence based on ‘emotional response to a situation) when he is angry, struggling with the cemotional/ behavioral dysregulation, responding negatively to rules or authority, and having difficulty coping with stressors/ losses. However, available information indicates ‘ at relatively low risk of serious targeted school violence (planned violence involving specific targets). ‘Amental health professional specializing in psychiatric medications is recommended to determine whether or no! may be a candidate for treatment with medications addressing symptoms related to ADHD, emotional regulation, an anxiety or depression.© QBS nay benefit from working with an outpatient mental health professional in the community. Therapist could assist in learning techniques to better manage his emotions, anger and acting out behaviors/aggression. + Because substance abuse can significantly increase violence risk, itis advised that the school continue to monitor signs that {is using substances and respond accordingly. It is advised that a chemical health plan be developed by his probation officer. * + Itis advised that’s school include a strong message that threats and violence cannot be tolerated in the school setting and the potential consequences of such behavior. + Itwill be beneficial for (Qijgto maintain an ongoing positive, supportive relationships with designated teachers, administrators, or other staff. * GER cell phone use and music time in the classroom (specifically listening to rap music in class with violent lyrics or looking in violent images) has contributed to escalation of his threatening, intimidating, and fear provoking behaviors in the classroom. It is advised that Mj cell phone be restricted in a classroom to reduce his violent and threatening verbal expressions and behaviors. + School professionals and others should remain vigilant on ongoing basis for signs or information that becoming more fixated on violence or any indication that he is taking steps toward acting violently toward self or others. + REE benefits from smaller and shorter classroom settings. He also benefits from changes in his classroom setting, breaks, a one to one teacher with whom he has established rapport, and regular encouragement/ affirmatior Breaks involving physical activity maybe especially helpful, providing aaa with the opportunity to release tension/ stress/ energy and regain his focus/ attention. © GEE should be encouraged to continue participating in extra- curricular activities.