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  • Fostering Knowledge, Increasing Confidence, Enhancing Careers

person pointing a gun
  • Behavioral Threat Assessment

This course will train students how to assess and respond to threats before they materialize. In our 16-hour (2 day) course, students will learn how to identify behaviors associated with targeted threat violence. Identifying pre-assaultive behaviors will allow students to create management strategies based on behavioral threat assessments. This will assist to limit targeted threat violence and mitigate risk factors. Behavioral Threat Assessment is a vital tool in predicting and stopping preventable crimes before they happen. Whether in the arena of active shooters, domestic violence, stalking, workplace violence, juvenile crimes or any number of violent crimes, this training will help students see the signs of what’s coming before it’s too late.

Course Outline

Day One

Historical Perspectives – Behavioral Threat Assessment (BTA) “Core Concepts,” Myths and Nomenclature

  • Behavioral Threat Assessment “core concepts”
  • 10 “core concepts” to BTA according to the Safe School Initiative
  • Introduction of “Pathway to Violence” concept
  • Introduction to warning behavior “typology”
  • BTA investigation can influence the identification of targeted violence
  • Unique nomenclature and vernacular used within the professional BTA community
  • Nomenclature associated to a BTA investigation
  • Definition of targeted violence
  • Historical perspective
  • Introduction of the Exceptional Case Study
  • Introduction to the Safe School Initiative
  • Pathway to Violence (F.S. Calhoun and S.W. Weston, 2003)
  • Dr. Reid Meloy’s work
  • Dr. Kris Mohandie’s Work
  • Hunters vs. Howlers
  • Common BTA Myths
  • Typical Profiles
  • BTA systematic approach to assess and manage targeted violence and associated risk factors
  • Identifying possible targeted violence
  • Possible risk factors associated to BTA
  • Understanding targeted violence as it relates to “traditional” criminal activity
  • Create a baseline approach
  • BTA Anatomy – The anatomy or warning behaviors and warning behavior typology
  •  Attack
  • Intense increase of warning behaviors activity
  • Triggers, stressors and mitigators can be used to identify “protective factors” during a BTA


Day Two

Social Influences – Outside factors that influence BTA implementation and management strategies

  • Law that influence BTA management strategies
  • 1st Amendment – Freedom of Speech
  • 4th Amendment – Unreasonable Search and Seizures
  • 5th Amendment – Protection of Rights to Life, Liberty and Property
  • 14th Amendment – Rights of Citizenship
  • Employment Laws
  • Mental Health Laws

Investigative Considerations – Evaluating investigative concerns within that develop during a BTA investigation

  • Threat assessments – Where and When to start
  • The Initial Investigation – Understanding by Design
  • Global Questionnaire
  • The anatomy of a Threat Advisory (RCPD Template)
  • Data sources delays and “data gaps” Data Gaps
  • Investigative Tools
  • The role of Social Media and the Internet
  • Threat Management Teams – Multidisciplinary management teams and problem-solving
  • Management of individuals
  • Management teams should be multidisciplinary
  • Context and Circumstances in which the suspect acts
  • Always remember the goal – minimize threat and risk
  • Threat Assessment and Management Process – Review
  • This was, by far and away the best training I have received in 15 plus years of Law Enforcement. The instructors are experienced, engaging, articulate, and very entertaining. I will be recommending this training to multiple agencies.

    —Mark Paynter, Oregon DOC
  • I highly recommend this training for any Probation staff who have the necessity to interview/interrogate individuals for investigation purposes.

    —R. Bret Fidler, Santa Clara County Probation Department
  • This training by far has been the most informative and most effective I've attended. The instructors engaged the students in a manner that made me want to speak my opinion, ask questions, and participate.

    —Julio Ibarra, Merced County Sheriff’s Office
  • Instructional style is engaging and highly effective.

    —George Laing, Fire Prevention Captain, Investigator
  • This was, by far, one of the most useful training classes I've attended since becoming an investigator.

    —Steven Aiello, Antioch Police Department
  • Effective teaching teams! The presentation of the material was consistently interesting, and intelligent without being too intellectualized.

    —Michele Keller, Deputy Probation Officer, County of Alameda
  • Your training has made the greatest and most direct impact on my assignment of any training class that I've taken.

    —Ken Gelskey, National City Police Department
  • The information presented was highly relevant to my job and was presented in a manner that was organized and very easy to digest.

    —Michael McGarvey, California State Prison, San Quentin
  • Incredible training with amazing real world instruction. I have been taking law enforcement classes for over 30 years and by far this is the best presented and most useful.

    —Det. Brian Dale, Portland Police Bureau
  • It not often that you go to a training that you really, really want to pay attention to. Because of the high quality information and style of presentation, I knew that if I looked away I was going to miss out.

    —Quinten Graves, Oregon State Police
  • This training provided the useful tools necessary for assessing the veracity of a suspected child abuser, which goes a long way in helping to protect children.

    —Sunny Burgan, MSSW, LCSW, Social Work Supervisor, Santa Clara County DFCS
  • Your training gave me the confidence and tools to interview the suspect for over 5 hours and to bring a closure to the case.

    —Daniel Phelan, San Jose Police Department
  • I will continue to use and pass on this information because I really believe in the instructors and their approach.

    —Kimberly Meyer, Washoe County Sheriff's Department