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A Retrospective Study on Rampage School Shootings: Considerations for School-Based Threat Assessment Teams

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A Retrospective Study on Rampage School Shootings: Considerations for School-Based Threat Assessment Teams ABSTRACT A RETROSPECTIVE STUDY ON RAMPAGE SCHOOL SHOOTINGS: CONSIDERATIONS FOR SCHOOL-BASED THREAT ASSESSMENT TEAMS Seth H. Chapman, Ed.D. Department of Leadership, Educational Psychology, and Foundations Northern Illinois University, 2017 Kelly H. Summers, Director Since the mid-1990s, the incidence of rampage school shootings reached unprecedented levels and resulted in hundreds of deaths. Rampage shootings are both essentially random and defined by acts involving an attack on multiple parties. The purpose of the current study was to apply prior research to analyze previous multiple victim K-12 public school shooting incidents, specifically rampage school shootings occurring over the past two decades in the United States. This study is intended to help identify best practices for developing and conducting threat assessments in K-12 public schools by assessing the validity of Newman’s (2004) five-prong model. Newman et al. (2004, p. 229) identified five “necessary but not sufficient” conditions needed in order for rampage school shootings to occur. This study utilized a historical case study methodology. In total, twelve rampage shooting incidents from 1996-2013 matched the criteria identified in Chapter 3. The overall results, represented in Table 4.4, provide support for the efficacy of Newman et al.’s (2004) framework. Behavioral threat assessment teams are likely the best method for prevention. While no process will completely eliminate risk, an assessment team utilizing Newman et al.’s (2004) framework as described in this study may be the best investment of time and resources a school district has to protect the safety of its students. NORTHERN ILLINOIS UNIVERSITY DE KALB, ILLINOIS MAY 2017 A RETROSPECTIVE STUDY ON RAMPAGE SCHOOL SHOOTINGS: CONSIDERATIONS FOR SCHOOL-BASED THREAT ASSESSMENT TEAMS BY SETH H. CHAPMAN ©2017 Seth H. Chapman A DISSERTATION SUBMITTED TO THE GRADUATE SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE DOCTOR OF EDUCATION DEPARTMENT OF LEADERHIP, EDUCATIONAL PSYCHOLOGY, AND FOUNDATIONS Doctoral Director: Kelly H. Summers ACKNOWLEDGEMENTS This research and this process would not have been possible without the help and support of many individuals. I want to first acknowledge the support of my dissertation committee, Dr. Kelly Summers, Dr. Jon Crawford, Dr. Brad Hawk, and Dr. Carolyn Pluim. While the process wasn’t always easy, I am no doubt a better writer, a better researcher, and better educator through working on this study under your guidance. I specifically need to acknowledge the contributions of Gail Jacky at the NIU writing center for going above and beyond with providing outstanding feedback on my writing. Your quick responses and encouraging words made all the difference! To my colleague and now fellow “doctor,” Dean Romano. Thanks for being a sounding board. It’s an honor to have published our dissertations within months of each other. Now we can get back to our “real jobs” and more importantly our families. A special thanks goes out to my colleagues for putting up with me over the years as I attempted to balance work and study. I have been privileged to serve for three wonderful mentors as Superintendents in my career. Each of you encouraged me to pursue this and believed in my ability to accomplish it. A special thanks to my current Superintendent, Dr. Donald Schlomann, for his extra efforts to help me see this through. My ability to learn and grow during this process are a reflection of your leadership. Additionally, I’ve been blessed to know my good friend and colleague John Baird, who personifies what it means to keep schools safe. His mentorship and willingness to iii include me with the exceptional work being done with St. Charles area community police and fire departments provided real examples to aid the research included in my study. To my family, I owe you more than the words on this paper can express. To my mother, Sheryl, who always believed her son could do anything and for the countless hours of watching her grandkids to provide time for me to write. To my father, Randy, for teaching me what hard work is and for teaching me that writing is an essential tool that has the ability to touch readers lives. Lastly, for patiently reading several of my drafts and giving me his famous “cheap Chapman advice”, which is always priceless. To my sister, Allison. I’m fortunate to have a sibling with similar ambition and high standards to reinforce excellence is attainable. To my second parents, Jim and Cheryl Wadas for their selfless giving of their time. I married into a wonderful family. Regrettably, Cheryl did not get to see me complete this study, but her battle through cancer to see her grandson’s birth was an inspiration. To my children, Elizabeth, Charlotte, and Nathaniel. You are far too young to know what you missed out on by me dedicating time to write this. I’ve spent most of your lives working on what I’ve called “the longest homework assignment ever”. I spent time in the hospital writing while two of you came into this world. My time is now and forever more, YOURS. You are my greatest life’s achievement and I look forward to watching you grow and to coaching your teams without worry of an evening and weekend commitment of writing. Lastly, to my beautiful, intelligent and supportive wife, Megan. WE did it! It wasn’t always easy, but your sacrifice over the past several years in allowing me to iv pursue this endeavor was significant. I look forward to spending time with you on date nights rather than alone at a Starbucks or a library pounding on a keyboard. Thank you for always being there for me. You keep me grounded. You remind me of my faith and my priorities in life. You are my rock! DEDICATION To those who have been touched by the tragedies of incidents included in this study and countless others, I pray that sharing lessons learned from prior incidents provide comfort. I hope research included in this study can be built upon by future researchers and eventually leads to action to prevent senseless deaths. No parent should send their kids to school and have to worry about whether or not he or she will come home later that day. Additionally, I dedicate this study to confused and troubled adolescents who consider seeking violence to resolve their problems. May school and community resources be there for you when you need it most. May we as educators seek out these children and show them that we care and that they belong. TABLE OF CONTENTS Page LIST OF TABLES ....................................................................................................................... xiv Chapter 1. INTRODUCTION ...................................................................................................................... 1 Theoretical Framework ............................................................................................................... 3 Approach Of Study...................................................................................................................... 4 Problem Statement ...................................................................................................................... 6 Significance Of The Study .......................................................................................................... 8 Research Questions ..................................................................................................................... 9 Definition Of Terms .................................................................................................................. 10 2. LITERATURE REVIEW ......................................................................................................... 13 Violence in America.................................................................................................................. 13 Violence in Public Places .......................................................................................................... 13 Types of Threats ........................................................................................................................ 15 Targeted Violence ..................................................................................................................... 16 Profiling ..................................................................................................................................... 16 Guided Professional Judgment .................................................................................................. 17 Automated Decision-Making .................................................................................................... 18 Threat Assessment Approach .................................................................................................... 20 Threat Assessment Studies ........................................................................................................ 21 vii Chapter Page Leakage ..................................................................................................................................... 22 School Climate .......................................................................................................................... 24 Crisis Plans ................................................................................................................................ 26 Crisis Planning/Training ........................................................................................................... 27 Crisis/Threat Assessment
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