ࡱ>  Bbjbj,(,(  NBNBul l RR...lN|B<:"&&&I0N00,~0f.0+ZI000'2RR&&'2'2'20BRV&.&'20'2'2 e-2"݋N0B+:'2e'2.e@000'2000B000000000 :   New York State- SAVE Course 2 hour, certification Instructions: Complete the registration form at the end of the reading. Watch the DVD and answer the questions. E Mail: The registration form and answered questions to:  HYPERLINK "mailto:jackjpw@yahoo.com" jackjpw@yahoo.com to: Jack Weisenborn 58 Georgian Lane Williamsville, New York 14221. Violence Defined Violence is any physically or verbally assaultive behaviors, including hitting, biting, punching, choking, pinching, scratching, throwing, pushing, cursing, threatening, striking, or injuring with a weapon or item (knife, chair, club, flower pot, and so forth.) Violence is also physical harm to ones self or others, or the physical destruction or damaging of property. Violence as Process Violence is not an isolated act, although to the uninformed observer it may seem to be so. Violence is part of a process and, if it is viewed from that perspective, early identification and intervention are possible. A view of violence as part of a larger process is crucial to understanding that violence potential can be recognized, that effective interventions are possible, and that health care  By: Dr. Jack Weisenborn Questions: 716-807-8333 managers and their staff do have various therapeutic interventions that may be utilized to defuse a patient who is on the upward continuum of a violent acting-out episode. Violence is a process that can be conceptualized in three basic stages: the calm or baseline stage; the preassaultive stage, which can last for brief periods or for more extended time periods (e.g. several days); and the violent act or assaultive-acute excitement stage. Staff can intervene at any point during the preassaultive stage; however, the earlier staff identify that the patient is in the preassaultive stage and the earlier staff intervene therapeutically in the preassaultive stage, the greater the probability that the patient can be returned to baseline without the occurrence of a violent episode. It is important to emphasize that even when staff may be convinced that a patient is just about ready to enter the assaultive stage, until a patient actually becomes violent, that patient is still in the preassaultive stage and is susceptible to therapeutic intervention. Therefore, staff must continue to make every effort to defuse the situation and prevent the emergence of violence.    ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________ POSTER OPTION #1 Violence is any mean word, look, sign, or act that hurts a persons body, feelings, or possessions. No one is entitled to use violence. Violence is not tolerated at our school. POSTER OPTION #2  Violence occurs whenever anyone harms or threatens to harm a persons body, feelings, or possessions. No one is entitled to be violent. Violence will not be tolerated here. Respect & Protect Violence Prevention and Intervention Program Johnson Institute QVS, Inc. HOW HAVE THE NORMS RELATING TO VIOLENCE CHANGED IN THE PAST 20 YEARS?  Etiquette, Manners Ethics, Virtues, Religion Ownership and Accountability Tolerance of Violence Has Increased Legal Attitudes School Services Safety Issues Media and Technology Violent Role Models are Glamorized General Desensitization Apathy (lack of caring) Availability of Weapons VIOLENCE CONTINUUM (Expanded) Rape, Murder, Drive-by Shooting Suicide Firing Gun in Building Stabbing (non-fatal) Hate Crime Assaulting a Staff Member Fighting (with a weapon) Intimidating (with a gun) Intimidating (with other weapon) Sexual Assault Threatening a Staff Member Extortion Stalking Theft Vandalism Fighting (without a weapon) Sexual, Racial, or Religious Harassment Pulling, Grabbing, Ripping Clothing Taunting, Verbal Intimidation Slapping, Pushing, Hitting Spitting Graffiti Name-calling Staring/Leering General Vulgarity Gesturing Rumors, Gossip Making Rude Noises Eye Rolling, Duh NYSCSS New York State Center for School Safety  District-wide School Safety Plan The board of education of every school district must develop a comprehensive safety plan to include: Policies and procedures for: Responding to threats Responding to acts of violence Appropriate prevention/intervention strategies, such as: Training for security personnel (for example: de-escalate potentially violent situations) Conflict resolution Peer mediation Youth courts Extended day programs Contacting enforcement Contacting parents and/or guardians School building security Dissemination of informative materials regarding early detection of potentially violent behaviors Annual school safety training for staff and students Protocol for responding to bomb threats, hostage-taking, intruders and kidnappers Developing strategies to improve communication among students and between students and staff Description of duties of hall monitors and other school safety personnel This team must include a representative of the board of education, students, teachers, administrators, parent organizations, and other school and school safety personnel. Representatives must be appointed by the board of education. Building Level Emergency Response Plans This team is appointed by the principal under guidelines established by the board of education. Team membership shall include teachers, administrators, parent organizations, school safety personnel, community members, law enforcement and local ambulance or other emergency response agencies. This plan needs to be submitted to local law enforcement agencies and the New York State Police. Plan must include: Policies and procedures for safe evacuation, to include evacuation routes, shelter sites, procedures for addressing medical needs, transportation, and emergency notification to parents. Designation of an emergency response team Access to floor plans, blueprints, schematics of school interior, grounds, and road maps of surrounding area Internal and external communication system Implementation of incident command system (ICS) Coordination with Statewide Disaster Mental Health Plan Procedures to review and conduct drills and exercises to test components of plan Policies and procedures for securing and restricting access to crime scene Codes of Conduct Requires schools to adopt codes of conduct for the maintenance of order on school grounds and to file such codes with the New York State Education Department. Applies to teachers, students, personnel and visitors. Minimum elements include: Appropriate dress and language Security issues Removal from classroom Disciplinary procedures for violators Policies and procedures for detention, suspension, and removal of disruptive pupil Procedures for reporting code violations and imposing penalties Provisions to ensure compliance with state and federal laws relating to students with disabilities Procedures for parental notification Committee to review actions relating to the code Procedures regarding PINS petitions and juvenile delinquency provisions Procedures for referral to human services agencies Minimum suspension periods for students who are repeatedly substantially disruptive Minimum suspension periods for acts that qualify a student as violent District-wide School Safety Plans, Building Level Emergency Response Plans, and Codes of Conduct, are subject to a public hearing, are reviewed and updated annually, and filed with the commissioner of education no later than 30 days after adoption. Teacher Authority/Principal Authority Allows teachers to remove disruptive or violent pupils from the classroom for 2 days, consistent with district codes of conduct, with appropriate procedural safeguards for affected students. Adds principals to those empowered to suspend pupils from school entirely, without specific board delegation of that authority. Requires districts to include, in their codes of conduct, minimum periods of suspension for violent or repeatedly disruptive pupils. Disruptive pupil is defined as one who: Is substantially disruptive of the educational process or interferes with the teachers authority over the classroom. Violent pupil is defined as one who: Commits an act of violence on a teacher, other school district employee, or fellow student Possesses, displays, or threatens to use a gun, knife, or other dangerous weapon Knowingly and intentionally destroys the personal property of a teacher or other school district employee Knowingly and intentionally destroys school district property Removal procedures: Teachers report and refer violent pupil to administration for maximum 2 day suspension period. Administration has authority to suspend for up to five days without delegation from board of education. District shall implement policies and procedures to provide for continued educational programming for removed pupil. Student must be informed of reason for removal by teacher. Principal must be informed of reason for student removal by teacher. Sets time lines for negotiations of removal to student and parent. Requires notification of charges and an explanation for suspension with timelines as required by legislation. Sample- DISRUPTIVE STUDENT REMOVAL FORM Part 1 To be completed in full by classroom teacher. Student Name Grade Phone No. Date of Removal: Period/Class Homeroom Date of Parent Notification: (Must be within 24 hours of removal) Narrative: (Please describe the incident and the events leading up to it. Please be specific and include the names of others present.) _________________________________________________________________ ________________________________________________________________________________________________________________________________________________ Teacher: Strategies Taken to Remedy the Situation: ____________________________________________________________________________________________________________________________________________________________ Where was the student sent, and what work was sent to the supervisor? ______________ ________________________________________________________________________ Date of previous notification of parent and result:________________________________ ________________________________________________________________________ Have the counselors/social workers been involved, and to what extent?_______________ ________________________________________________________________________ Student:  Signature indicates that student has read and understands this report. Part 2 Administrative Use Only Administrative Conference Date: Date:___________________ Attendees/Title: Time:___________________ __________________________________ ______________________________ __________________________________ ______________________________ __________________________________ ______________________________ Resolution: ________________________________________________________________________________________________________________________________________________ White: Parent/Canary: Teacher/Pink: Guidance/Goldenrod: Asst. Principal Uniform Violent Incident Reporting Established by the New York State Education Department and the New York State Department of Criminal Justice Services. Schools shall report annually to the commissioner of education: Number and types of violent incidents Number of suspensions and other forms of discipline Location where the incident occurred Whether the incident involved a weapon Actions taken by the school Ages and grades of disciplined pupils The nature of the victim and victims age where appropriate This includes an annual report to the governor and the legislature regarding the prevalence of violent incidents on school grounds and at school-sponsored functions, and inclusion of such information on school report cards. 6. Instruction in Civility, Citizenship, and Character Education Requires districts to include a civility, citizenship, and character education component in the K-12 course of instruction concerning the principles of honesty, tolerance, personal responsibility, respect for others, observance of laws and rules, courtesy, dignity, and other positive traits. 7. Health Curriculum Requires the Board of Regents to review the current health curriculum requirements to ensure that students have sufficient time and instruction to develop skills to address issues of violence prevention and mental health. Interpersonal Violence Prevention Education Commissioner shall develop and distribute an interpersonal violence prevention package to schools for use in health and related areas. School Violence Prevention Training Must be included in Superintendents Conference Days annually. All individuals seeking certification - must have completed a two-hour course in violence prevention. Must address violence prevention training for current staff in the yearly professional development plan. 10. Whistle Blower Protection Protection for those employees who report violent incidents, whereby an employee may not be disciplined or fired for reporting these incidents and is protected from any civil liability. 11. Fingerprinting Requires prospective school district employees and applicants for certification to be fingerprinted for a criminal history background check in order to be cleared for employment. Does not apply to volunteers. Does not apply to current employees of a school district. However, if a current employee terminates employment ad seeks employment in a different school district, the individual must undergo the fingerprinting process. This law will also apply if a currently certified individual applies for additional certification, such as a teacher applying for an administrators certificate. The New York State Education Department will collect fingerprints and a &74 processing fee from each applicant and submit to the New York State Department of Criminal Justice Services. Provisions exist for a waiver of the fee for applicants for employment who demonstrate to the district that payment of the fee would create a financial hardship. Criminal history records, if any, will be sent by the New York State Department of Criminal Justice Services and FBI to the New York State Education Department for review and consideration of whether any convictions or outstanding arrests justify denial of clearance for employment or certification. Applicants who are denied clearance will be afforded an opportunity to challenge the determination by the New York State Education Department and to review and challenge content of criminal history records through the New York State Department of Criminal Justice Services process. Assaults on Teachers Increases assaults to a Class D felony from Class A misdemeanor. Child Abuse Reporting Defines child abuse in an educational setting Requires the immediate reporting of allegations of child abuse in an educational setting to school authorities, parents, and law enforcement. Defines mandatory reporters. Requires a written report of allegations transmitted to school administrator. Administrator determine whether there is reasonable suspicion, notifies parents if determination is made, and forwards report to law enforcement. District attorney required to notify superintendent of the filing of an indictment, conviction, suspension, or determination of a criminal investigation. District attorney notifies the commissioner of conviction of a certified individual. 14. Prohibiting Silent Resignations Ends practice of allowing person to resign rather than disclose allegations of child abuse. Class E felony, punishable by up to four years in prison, civil penalty not to exceed $20,000.00 for those superintendents who allow employee to resign under these circumstances. Individuals who in good faith comply with the reporting requirements will be entitled to immunity from any civil or criminal liability that might otherwise result from such actions. 15. Teacher Discipline Provides for a range of discipline measures. In addition to revocation of a teaching certificate, discipline will now include suspension, continuing education, limitation on certificates and monetary fines. 16. Court Notification Requires family and criminal courts to notify schools about juvenile delinquency adjudications. Increases coordination between the juvenile justice system and schools. Requires school to appoint a Designated Educational Official (DEO) to receive records and coordinate students participation in programs. Cannot be part of permanent record. Information can only be used in the execution of students educational plan.  PREDICTORS OF YOUTH VIOLENCE If Risk factors can be Decreased and Protective Factors Enhanced by prevention action, then the likelihood of violence should be reduced. INDIVIDUAL FACTORS Pregnancy and delivery complications. Low resting heart rate. Internalizing disorders. Hyperactivity, concentration problems, restlessness, and risk taking. Aggressiveness. Early initiation of violent behavior. Involvement in other forms of anti-social behavior. Beliefs and attitudes favorable to deviant or antisocial behavior. FAMILY FACTORS: - Parental criminality. - Child maltreatment. - Poor family management practices. - Low levels of parental involvement. - Poor family bonding and family conflict. - Parental attitudes favorable to substance use and violence. - Parent-child separation. SCHOOL FACTORS: - Academic failure. - Low bonding to school. - Truancy and dropping out of school. - Frequent school transitions. PEER-RELATED FACTORS: - Delinquent siblings / Delinquent peers. - Gang membership. COMMUNITY AND NEIGHBORHOOD FACTORS: - Poverty. - Community disorganization. - Availability of drugs and firearms. - Neighborhood adults involved in crime. - Exposure to violence and racial prejudice. WARNING SIGNS OF VIOLENCE  - Lack of interest in school and poor academic performance - Absence of age-appropriate anger-control skills, resulting in rage - Seeing self as always the victim blaming others - Persistent disregard or refusal to follow rules - Cruelty to animals - Artwork/writing that is bleak, violent, or depicts isolation and anger - Talking frequently about weapons or violence - Obsession with violent movies, TV, computer games/Internet sites - Depression or severe mood swings - History of aggression or bullying, especially before the age of 12 - Unwarranted jealousy - Involvement with gangs - Isolation from family and friends - Difficulty with impulse control - Alcohol and drug abuse - Low tolerance for frustration - Intolerance / prejudice toward others - Prior experience of trauma / tragedy - Victim of abuse   RESPECT & PROTECT VIOLENCE PREVENTION AND INTERVENTION GETTING STUDENTS INVOLVED IN VOLENCE PREVENTION  Talk to students about how safe they feel at school. Ask students how important it is to them that their school be safe. Conduct Violence Continuum activity with students. Explain the schools definition of violence. Ask students what compromises the safety of the school. What encourages kids to fight? Do students bring weapons to school? If so, why? When do students threaten violence? Thinking back to the Violence Continuum activity, what violent acts occur at this school? Where in the school does violence most often occur? Why does it happen there? Ask students, Who would know first if someone brought a gun to school students or adults? Talk to students about the peer norm of not telling on another kid. Discuss how that can be a good thing and how, at other times, it can make everyone a victim. Address this subject carefully. Start by honoring the norm for its ability to enhance camaraderie, then stress that staying silent isnt a healthy option when people or property are endangered. RESPECT & PROTECT VIOLENCE PREVENTION AND INTERVENTION FOURTEEN TIPS FOR EFFECTIVE INTERVENTION (Works with Normal Conflict) Dont confront when angry. Dont take anger personally. Dont do for kids what they can do for themselves. Dont repeat a rule more than once. Dont play head games ignore. Dont make excuses for kids violent behaviors. Dont back kids into a corner give them choices. Dont blame yourself for kids violent behaviors. Dont rescue kids or prevent them from experiencing consequenses. Dont use violence of any kind. Dont forget to be responsible to your children, not for them. Dont try to do intervention alone use process and networks. Dont give up kids think this means you dont care. Dont give in kids think this means you can be manipulated. GETTING PARENTS INVOLVED IN VIOLENCE PREVENTION Using multiple formats, such as notices, letters, phone calls, parent meetings, conferences, and parent education classes, establish ongoing lines of communication with parents. Providing a variety of ongoing opportunities for parents to reach out to schools for assistance. Create opportunities for parents often an untapped resource to assist the school. Hold special events focused on violence prevention. RESPONDING TO CONFLICT AND VIOLENCE How a student behaves dictates how you respond. A behavioral continuum and approaches: Placid students are calm and cooperative you can: Explain rules ( Define expectations Teach social skills Disagreeable students are argumentative, but in control you can: Provide advice ( Support Counsel ( Mediate Hostile students are very angry but not violent you can: Use defusing tactics Remove them from the source of their hostility Remove the audience Speak in a calm voice Attempt to find out what is going on Violent students are assaulting each other or school property you must: Not attempt to intervene with force only trained officials should do so Call in administrative help Send another teacher or a student for help Walk! Do not run to the disturbance Before help arrives try to calmly order the fighters to separate and disperse the crowd V=P&S Violence = Person + Situation Manage your own behavior then Manage participants behavior and Manage the situation Managing your own behavior: Maintain perspective on your role You are no longer an authority; you are a hostage. Do not assume people will do as theyre told. Match response to gravity of situation, the level of violence A real threat without means to carry through. A violent physical confrontation without weapons. A student armed with a weapon. Avoid power words and positional bargaining Dont say: Because Im the teacher and I said so. or else you will be sent to the principal. Keep ego yours and the students out of it. Treat participants with verbal respect. Managing your own behavior: continued Be sensitive to substance abuse AlcoholIllegal DrugsPrescription drugs Separate the person from the problem The person is not the problem. It is important to perceive danger as the problem. Address the behavior, not the persons character. Forget any history, with this person whether its the kid or who has been giving you trouble all year or has been the A+ wonderful student. See the weapon! Respect the individuals space. Avoid carry-over or displaced anger Be aware if you are having a bad day and respond appropriately. Dont carry anger from an argument with husband/wife, child, superior, subordinate, etc. into another situation. Resist burnout Find supportive people with whom you can talk. Participate in sports, clubs, fresh outlook and positive attitude. Managing participants behavior THINK! SAFETY FIRST! First and foremost in your mind should be how to meet and resolve the situation safely. Determine and achieve objectives Set reasonable short-term goals - a first step may be to catch your breath and find a voice. It may be many baby steps. Constantly re-evaluate and build on each step. Investigate Dont get used Be aware of manipulation by student(s) by others. Get the other side of what you are being told. Dont get pulled into his/her scenario. Offer alternatives Give him or her a way out a way to save face. Gee, what youre saying sounds very personal, is it something we could discuss away from this crowd? Dont make demands. Allow subject to leave. Isolate the incident to keep it from spreading Eliminate or reduce the size of the audience After the situation: Separate people in conflict Separate the leader Separate the loser Basic communication techniques Listening is the key! Use good active/reflective listening skills. Keep listening. Make him/her believe you are listening. Be a passive listener. Control your voice and body language Even if you are scared, speak slowly and calmly. Calmness is just as contagious as panic. Allow subject to vent Dont physically intervene. Allow the person to punch walls, throw chairs, etc. Maintain your distance Managing the situation Think! Keep your wits about you. Think Whats the most helpful role I can play? How much time do I have to decide this question? Do I need to involve others? Dont do anything stupid. Student: What can I do if I am being bullied? Adapted from Kidscape Help If Youre Being Bullied You can help yourself and ask others to help you: Tell a friend what is happening. Ask him or her to help you. It will be harder for the bully to pick on you if you have a friend with you for support. Try to ignore the bullying or say No really firmly, then turn and walk away. Dont worry if people think you are running away. Remember, it is very hard for the bully to go on bullying someone who wont stand still to listen. Try not to show that you are upset or angry. Bullies love to get a reaction its fun. If you can keep calm and hide your emotions, they might get bored and leave you alone. As on teenager said to usThey cant bully you if you dont care. Dont fight back if you can help it. Most bullies are bigger or stronger than you. If you fight back you could make the situation worse, get hurt or be blamed for starting the trouble. Its not worth getting hurt to keep possessions or money. If you feel threatened, give the bullies what they want. Property can be replaced, you cant. Try to think up funny or clever replies in advance. Make a joke of it. Replies dont have to be wonderfully brilliant or clever but it helps to have an answer ready. Practice saying them in the mirror at home. Using prepared replies works best if the bully is not too threatening and just needs to be put off. The bully might just decide that you are too clever to pick on. Try to avoid being alone in the places where you know the bully is likely to pick on you. This might mean changing your route to school, avoiding parts of playground, or only using common rooms or lavatories when other people are there. Its not fair that you have to do this, but it might put the bully off. Sometimes asking the bully to repeat what they said can put them off. Often bullies are not brave enough to repeat the remark exactly so they tone it down. If they repeat it, you will have made them do something they hadnt planned on and this gives you some control of the situation. Keep a diary of what is happening. Write down what details of the incidents and your feelings. When you do decide to tell someone, a written record of the bullying makes it easier to prove what has been going on. If you are different in some way, be proud of it! If your school has an anti-bullying system, use it to get help. If youre not sure how it works, then talk to a teacher. Usually, its difficult to sort out the bullying on your own or even with the help of friends. You should think seriously about telling an adult. An adult you can trust might be a teacher, parent, someone from your family or a friends parent. Everyone needs help sometimes and asking for help to stop bullying doesnt mean that you are weak or a failure. Stand strong and spend time with your friends. Bullies hardly ever pick on people if theyre with others in a group. Even if you think youve solved the problem on your own, tell an adult anyway, in case it happens again. Suggestions of Minor Consequences for Low-Level Violence Miss recess and helping in the office instead. Make peace awards buttons to be given to other students. Observe younger students on the playground and give rewards for pro-social behavior. Write a formal essay from both points of view (victim & aggressor). Restitution for anything that is destroyed. Walk a mile in someone elses shoes by role-playing the victim. Stay after school and help someone out by doing something nice. Make a presentation in a class about pro-social behavior. Mandatory attendance in an after-school anger management group. Participating in a peer mediation. Tutor another student in a mastered subject area. Discuss the incident with a different staff member. Write a report analyzing feelings, thoughts, actions, and then consequences of the incident at hand. Call home and explain what happened. Write a formal letter of apology. Time out from the rest of the class. Restriction from activities.  EMBED Word.Document.8 \s   EMBED Word.Document.8 \s e e e     PAGE  PAGE 1 Jack Weisenborn www.schoolsafetyspecialist.com Reasons for 265 Deaths Reported 2000-2007 Accidental 11 Bully-related 12 Gang-related 34 Hate Crime 16 Interpersonal Dispute 75 Robbery 5 Sexually Motivated 3 Suicide 38 Unknown 75 National School Safety Statistics According to the US Department of Education during the 2004-2008 school year reported to police: Fights without weapons 190,000 Theft and larceny 116,000 Vandalism 98,000 Rape or sexual battery 4,4000 Robbery 7,000 Fights with weapons 11,000 Checklist of Troubled Youth History of tantrums, uncontrolled angerHas brought a weapon to school Resorts to name-calling and abusive languageHas had serious disciplinary problems at school or in the communityHabitually makes violent threats when angryHas drugs, alcohol or other substance abuse background Checklist of Troubled Youth Has been bullied and/or bullies or intimidates peer or younger childrenReflects anger, frustration or dark side of life in essays or writing projectsTends to blame others for difficulties and problems he/she caused themselvesIs involved with a gang or an antisocial group on the fringe of peer acceptancePrefers TV shows, movies or music expressing violenceOften depressed and/or has significant mood swingsThreatened or attempted suicide Checklist of Troubled Youth Is on the fringe of his/her peer with few or no close friendsDisplays cruelty to animalsPreoccupied with weapons, explosives, or other incendiary devicesHas little or no supervision from parent or guardianHas previously been truant, suspended or expelled from schoolWitnessed or been a victim of abuse or neglect GRAVELY DANGEROUS SERIOUSLY DANGEROUS DANGEROUS Non-physical violence escalates to physical violence. One million U.S. Students took guns To school last year. Parents Resource Institute for Drug Addiction ((( They do so primarily because they feel threatened and cant count on adults to protect them. CDC Survey. Lost Boys: Why Our Sons Turn Violent and How We Can Save Them James Garbarino, Ph.D. ((( The Gun Free School Act The Gun Free School Act requires that each state receiving federal funds under the Elementary and Secondary Educational Act (ESEA) must have put in effect, by October of 1995, a state law requiring local educational agencies to expel from school for a period of one year a student who is determined to have brought a firearm to school. Each states law allows the chief administering officer of the local educational agency to modify the expulsion requirement on a case-by-case basis. All local educational agencies receiving ESEA funds must have a policy that requires the referral of any student who brings a firearm to school to the criminal justice or juvenile justice system. Early Warning, Timely Response: A Guide to Safe Schools: K.D. Dwyer and C. Warger E.S. Department of Education Characteristics Common To Violent Kids Loners/social outcasts Physically healthy; not likely to be physically handicapped or disabled Attend public school, no participation in pro-social groups or normal pastimes, socially immature 4. Members of alienated groups or gangs Peer/relationships conflicts, including girl problems 6. Poor parent and sibling relationships, child abuse 7. Family history of mental illness, personality disorders or substance abuse, but only about 10% of violent kids have severe mental illness. Depression suicidal tendencies 8. As infants colicky, temperamental, delayed milestones, history of bed-wetting. Problems with attachment and bonding9. Display chronic anger, anger and power struggles within the family 10. Distrustful and secretive with adults in authority 11. Negative self-image and/or unstable self-esteem 12. Inappropriate access to, possession of, and use of firearms 13. Violent fantasies, strong attraction to real and fictional violence in media, movies, video games and music / planning / surveillance of targets 14. Premeditation / planning / surveillance of targets 15. Victims of bullying since preschool Multiple psychological stresses imagined or real, including rejection, discipline, humiliation Inability to accept responsibility and blame Cruelty to animals; fascination with fire / fire-setting  *The lists of common characteristics are a compilation of research along with the sources and experts listed below. Thanks to Betty L. Skur for research expertise.(Kinder-Culture: The Corporate Construction of Childhood: Shirley R. Steinberg and Joe L. Kincheloe (The Gavin de Becker Emergency Conference on School Shootings (Kids Killing Kids: Linda Mintle, Ph.D. (The Classroom Avenger: James P. McGee, PhD. and Caren R. Debernardo, Psy. D. (The Biology of Violence: Debra Niehoff, Ph.D. (Protecting the Gift: Keeping Children and Teenagers Safe: Gavin De Becker (Checklist of Characteristics of Youth Who Have Caused School-Associated Violent Deaths: The National School Safety Center (Lost Boys: Why Our Sons Turn Violent and How We Can Save Them: James Garbarino, Ph.D. (Early warning, timely response: A guide to safe schools: K.D. Dwyer and C. Warger, (1998) U.S. Department of Education      ! 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The trainer will provide a certificate of completion. It is the trainees responsibility to provide an original copy of the certificate to the New York State Education Department at the appropriate time. It should be received along with all relevant forms when the trainee applies for a license, registration certificate, or permit. Your certificate should be included with your registration application. Part A Print your name exactly as it appears on New York State education department records: Last: ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ First: ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ Date: ____ ___ ___ ___ Middle: ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ Print your address: ____________________________________________________ Date of birth: ____ ____ - ____ ____ - ____ ____ ____ ____ Month Day Year Teaching Certificate No. or Social Security No. ___________________________ Trainees Signature: ________________________________________ Certificate applying for: ___________________________________________________ Part B Completed by provider: I certify to the laws of 2000, I certify that the person above indicated in Part A has completed the required coursework training regarding the Safe Schools Against Violence in Education. Name of authorized certifying Officer: Jack Weisenborn Date of Course training: ________ Identification Number: 0040  !"#()g* 1 # - ? 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