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Online Trainings from TNG, NaBITA, and ATIXA. On Demand. Where You Want Them. When You Want Them. As Often as You Need Them.

Archived Online Trainings
About NCHERM Group Online Trainings


TNG Online Trainings is an endeavor to provide quality, distance learning education and discussion opportunities to colleges and universities across the country and around the world. Bringing experts from numerous fields, TNG and its affiliated organizations, ATIXA and NaBITA, bring you quality programs that address the most pressing needs in threat assessment, prevention education, sexual assault prevention, and legal issues and administrative risk management. Click here for recent featured topics.






Instructions for Use
How to Use an Archived Online Training
NCHERM Group Archived Online Trainings: Topics & Ordering


Archived online trainings are digitally recorded online trainings that are delivered to you on demand, online through streaming video. Or, you may choose to download the training video file for storage and retrieval from your hard drive as needed. Once you purchase an archived online training, you will have access to its content either through our platform or by downloading the file. You are welcome to share access with others on your campus or at your school, and may post the content to a password-protected intranet. However, dissemination of these copyrighted works outside of your institution or district is not permitted by TNG, and no public viewing or posting of the trainings is permitted on the Internet or by other means. Online trainings originally hosted by TNG and its sister organizations, NaBITA and ATIXA, are all archived as online trainings on our platform. Topics are rotated out of the catalog once their content is no longer timely.


Most of our online trainings were originally broadcast as audio seminars with accompanying PowerPointslides. When the topics were added to our archived online training catalog, the audio files and the PowerPoint™ slides were digitally integrated into one file, so that you can listen to the presenter audio and watch the slide content simultaneously. When you purchase an archived online training, you will receive a copy of any available original PowerPoint™ slide file for your use to accompany the archived online training. Most of our online trainings are 90 minutes in length, but the length of each online training is noted in its description below if it is not 90 minutes. Each original online training also featured Q & A with the presenters, and that original Q & A has been included in the archived online trainings as well.


Archived online trainings can be purchased for $249.99 each for those released prior to 2014 and $349 for those released in 2014 and later. NaBITA members receive a 10% discount and ATIXA member receive a 15% discount on topics related to each association's mission. If you need your member promo code or enhanced membership benefits, please contact NaBITA at 484-321-3651 or email Please direct ATIXA inquiries to 610-644-7858 or email To pay by cheque, please complete an order form.

*All online training orders require full pre-payment prior to receipt of access instructions.
Purchase orders are not accepted as a form of payment or binding agreement to pay upon receipt of online training order.

Instructions for Use

Once you purchase your topics using our online shopping cart, you will automatically receive instructions for accessing the archived online training, which you can then stream online or download to view from your hard drive. Those with slower Internet connections or older computer video cards may find that streaming the video online may result in a slow or choppy video feed, and will find better results from downloading the file. All supplemental materials (e.g. slides) will accompany your purchase. To purchase archived online trainings without using our shopping cart, please contact us at 610-993-0229 or email Below, please find our catalog of archived online trainings listed by category:

  • Campus Sexual Misconduct;
  • Preventive Law and Risk Management;
  • Campus Compliance;
  • Campus Behavioral Intervention and Mental Health;
  • Student Conduct and Campus Discipline.

How to Use an Archived Online Training

There are many ways to utilize archived online trainings because they are available on demand, when you want them, where you want them. You can allow individuals across your campus to view them independently, and even at home. You can screen them in a group setting as a training tool, or use segments for targeted training or to supplement your in-house trainings with multi-media elements. By downloading your archived online training, you maintain on-demand access to it whenever the need arises, and you can always access the webpage unlimited times within a year, as well. is your portal for accessing the TNG, NaBITA, and ATIXA catalog of archived online trainings. To purchase archived online trainings, visit TNG store by clicking here. Once you make your purchase, you will automatically receive instructions to create and activate your account. Your archived online trainings training(s) and all supplemental materials will be available in your account. To give access to others on your campus or at your school, you must share your account access information with them.

If you experience any technical difficulty, please call 610-993-0229 or email

 TNG Archived Online Trainings: Topics & Ordering

Learning from Tragedy: A Framework for Mental Health and Violence Prevention

Presented by: Brett A. Sokolow, J.D. and W. Scott Lewis, J.D.

Length: 120 minutes

Many of us in higher education are still reeling from the events of April 16th, 2007 at Virginia Tech. We know it will be some time before life regains a semblance of normalcy there. With this archived online training, we provide information that encourages campus responses in three main areas: Improved mental health services, policies and protocols; Better policies, protocols and training on disruptive student behavior; Elaboration and implementation of behavioral intervention models that enable early identification, support and response to students in need.


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Tools to Reduce Personal Liability for College Administrators

Presented by: Brett A. Sokolow, J.D., W. Scott Lewis, J.D., and Saundra Schuster, J.D.

Length: 2 hours

Protect Yourself From Lawsuits

If you're a college administrator carrying out institutional policy, you might be interested to know that you could be sued for it. Personally.

Recent court cases have raised the very real possibility that college administrators will be liable for actions they take on behalf of their institutions.

Discrimination and harassment complaints-and in particular, complaints under Section 1983-are no longer being filed only against institutions, but against the individuals who work there.

Accordingly, there is an acute and urgent need for institutions and individuals to get the facts, and take steps to protect themselves.

In this fact-filled 2-hour seminar you'll learn:

  • What a Section 1983 action is and how a Section 1983 lawsuit works.
  • How Section 1983 relates to state anti-discrimination, FERPA, Clery and other laws.
  • How a Section 1983 lawsuit can be used against individuals, and where the exposure is greatest.
  • What the limits of personal and institutional insurance coverage are.
  • Who provides (and pays for) legal defense.

We look closely at three recent cases that will have a profound effect on liability issues:

  • DeJohn v. Temple
  • Fitzgerald v. Barnstable
  • McGrath v. Dominican College

Learn why and how they'll impact your school's policies and practices.

You'll also discover why it's essential that your school take three steps now:

  • Perform a thorough compliance audit.
  • Conduct a comprehensive rights audit.
  • Revise your sexual and discriminatory harassment policies.

Who will benefit?

  • Admissions staff
  • Disability services directors
  • Registrars
  • Campus law enforcement
  • Campus counselors
  • Student success advisors
  • Academic advisors
  • Faculty
  • Administrative deans
  • Provosts
  • Student affairs staff
  • Housing and residential life staff
  • Risk managers
  • College and university attorneys
  • Ombudsman officers


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Challenges in Creating and Assessing Campus Emergency Plans

Presented by: William Kibler, Ph.D. and Maureen Connolly, MBA, Ed.D.

Length: 90 minutes

Campus Emergency Management

  • Campus violence incidents on the rise
  • Natural disaster threats
  • Liability associated with institutional events
  • Hazardous materials incidents

Many factors underscoring the critical need for having and continually assessing a campus emergency management plan.

A sound campus emergency management plan, with components that include policies and procedures, team selection and training, communication, emergency notification systems and plan assessment, can make the crucial difference between responding successfully or unsuccessfully to an emergency.

We provide you with an overall framework for developing and evaluating a campus emergency management plan, and address the major challenges faced by higher education institutions in creating and assessing campus emergency management plans.

BONUS Campus Emergency Plan Sample
A sample 25-page Campus Emergency Plan is included, use this as a guideline for your campus action plan.

We help you:

  • Discern between emergency management and crisis intervention.
  • Identify the types of incidents that should be included in an emergency management plan.
  • Understand the elements for conducting a campus hazard analysis.
  • Identify the important elements of training members of an emergency management team.
  • Understand the value and limitations of campus alert systems.
  • Understand the importance of assessment and the elements involved in evaluating the effectiveness of a campus emergency management plan.

You will learn:

  • The types of incidents that need to be included in an emergency management plan.
  • How to assemble and train an emergency management team.
  • How to integrate emergency management into your campus culture.
  • The function of incident command centers and communication centers.
  • How to assess and evaluate the effectiveness of an emergency management plan.

Who will benefit?

  • Presidents
  • Vice Presidents for Academic Affairs - Student Affairs - Fiscal Affairs/Administration
  • Directors of University/ Public Relations/ Media Relations - Safety- Housing - Counseling - Health Services - Environmental Hazards - Transportation
  • Chiefs of Campus Police
  • Directors of Transportation
  • Local community first responders (police, fire, emergency response)


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Veterans: Their Expectations, Our Challenges & Legal Duties

Presented by: Patrick Campbell, Chief Legislative Counsel for the Iraq and Afghanistan Veterans of America (IAVA) and W. Scott Lewis, J.D.

Length: 90 minutes

Back to class for returning military personnel 

Veterans in colleges and universities need-and deserve-special attention.

The generous GI Bill, coupled with troop reductions in the Middle East, means that more and more military veterans are showing up in higher education.

Is your campus prepared for them?

On one hand, these veteran students present a huge opportunity and potential source of revenue during difficult economic times.

On the other hand, they may pose several challenges for campus personnel.

  • These returning veterans need help in adjusting to college life.
  • They require assistance in choosing new careers and re-integrating to civilian life.
  • They may also be dealing with the emotional aftershocks of war.

We explain the services returning military personnel need to transition successfully from the battlefield to the classroom.

This important seminar covers:

  • Expectations veterans have for services on campus
  • Unique needs and challenges of veterans in college
  • The roles of different campus offices in dealing with military veterans
  • Useful military terminology to improve communication
  • How to meet the mental health needs of veterans
  • Ways to coordinate services with veteran's organizations
  • Legal responsibilities for serving veteran students

Bonus items

Self-assessment and collaborative discussion documents and a list of additional resources.

Who will benefit?

  • Health Services
  • Counseling Services
  • Career Services
  • Administrators
  • Faculty
  • Academic Advising


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Changes to the 504 Direct Threat Standard for Suicidal Students

Presented by: Brett A. Sokolow, J.D., W. Scott Lewis, J.D., and Saundra Schuster, J.D.

Length: 90 minutes

Public and private colleges are subject to oversight by the courts and OCR for disability-related discrimination. Section 504 of the Rehabilitation Act lays out direct threat criteria that define for colleges and universities when and how we can separate students who have disability-based protections. This archived online training addresses the requirements and contours of that issue as it impacts on BIT and student conduct, given the ADA regulatory changes that occurred in March of 2011, which have drastically limited the applicability of the direct threat standard in harm to self situations.

This archived online training explores the legal and best practice implications of the Section 504 Direct Threat standard, and key decisions from OCR involving Spring Arbor University, Mt. Holyoke College and St. Joseph's College (NY). It will also address the philosophical implications of separating versus retaining students who have acute mental health and or disability conditions.

In this archived online training, we will explore the direct threat standard, what it means, where it came from, how to meet it and how it is enforced. We will discuss the due process protections of Section 504, and how they depart from the conduct protections afforded by public and private universities. We will address the impact of recent OCR decisions on voluntary and involuntary withdrawal and conditions for return, and implications the new regulations may have on interim suspension pending medical clearance.

Should an involuntary withdrawal be a conduct mechanism, or should it be independent? Who administers it? What does otherwise qualified mean? How do we determine the nature, duration and probability of a threat? Does 504 address threats to self differently than threats to others, and how? These questions and those of the audience will be addressed.

Learning outcomes:

  • Audience members will understand the legal foundation of the direct threat standard
  • Audience members will learn which paths to separation are more fraught with the potential for legal liability than others
  • Audience members will explore how disability can be in play without administrator's awareness
  • Audience members will acquire insight into how OCR enforces ADA and 504, and what an investigation is like.
  • Audience members will better understand how to adjust current practices, policies and procedures to comply with new mandates.


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Conducting Rights and Compliance Audits: Implementing Results

Presented by: Brett A. Sokolow, J.D. and W. Scott Lewis, J.D.

Length: 90 minutes

Legal strategy for rights violations 

It's the sort of thing that keeps college administrators up at night ...

Schools are being sued left and right for rights violations-by students and employees alike.

The list of rights is long, the details are complex, and schools very often come out on the losing end of litigation.

Even if they prevail, it's usually at great expense.

So ... what to do?

Rights audits should be a fundamental part of your strategy. They can be implemented quickly and with relative ease, and they can be very, very effective-and you can learn more about them in this seminar.

First, you'll learn how to audit institutional policy in areas including:

  • The right to a fair hearing
  • The right to free speech
  • The right to peaceful assembly
  • The right to access education records
  • The right to notice of policies
  • Rights assured by Title IX
  • Rights assured by the Clery Act
  • Rights assured by ADA and Section 504 of the Rehab Act
  • Rights assured by state laws
  • Rights under FOIA, FCRA and FERPA

Next, you'll see how to audit for compliance, to determine whether your policies are being properly implemented, at every level-individual, departmental and institutional.

Who will benefit?

  • VPs for Administration
  • Presidents
  • Trustees
  • Legal Counsel
  • Campus Security
  • Student Affairs/Development Personnel
  • Counselors
  • Residential Life Staff
  • Risk Managers
  • Auditors
  • Human Resources
  • Department Chairs

Don't lose sleep wondering if your rights policies are up to snuff ... or whether they're being followed. Learn how audits can help you rest easier ... purchase this valuable presentation today.


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Charting the Changes: FERPA and ADA

Presented by: Brett A. Sokolow, J.D. and Saundra Schuster, J.D.

Length: 90 minutes

Federal law changes effect your campus 

Understanding little changes that will have a big impact on your campus.

Amendments made to ADA and a new guidance for FERPA directly impact colleges and universities.

Can you translate the changes, interpret their implications, and then know exactly how to ready your staff and campus?

Changes to the ADA broadened the definition of "disability" offering many more people the opportunity of a successful higher-ed experience.

Along with the increase of students, there may be an increase in lawsuits if you're not prepared; it's in everyone's best interest to know exactly what your campus needs to have in place.

What you will take away from this 90-minute webstream:

  • Learn why Congress thought changes to the ADA of 1990 were necessary
  • Realize how the changes to the definition of "disability" will directly impact your campus
  • Understand changes to the "substantially limits" language of ADA
  • Be familiar with the two lists of "major life activities" now in place
  • Clearly decipher what the law says about episodic disability and remission
  • Have an overview of the revised FERPA Guidance and its contents, and see how it benefits the safety of your community

Who will benefit?

  • Admissions and Disability Services Personnel
  • Registrars
  • Campus Law Enforcement Officers
  • Campus Counselors
  • Student Success Advisors
  • Academic Advisors
  • Faculty
  • Administrative Deans
  • Provosts
  • Student Affairs Staff
  • Housing and Residential Life Personnel
  • Risk Managers
  • College and University Attorneys
  • Ombudsman Officers


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Behavioral Intervention Teams: 20 Frequently Asked Questions

Presented by: Brett A. Sokolow, J.D. and W. Scott Lewis, J.D.

Length: 90 minutes

Maintain a safe environment on campus 

Behavioral Intervention Teams, BITs, are being implemented at colleges and universities to help maintain a healthy and safe environment for all students, faculty and staff.

They are specifically being used to help institutions identify early warning signs for incidents that include campus shootings, suicide attempts, and alcohol and drug abuse.

However, while the rationale for a BIT is clear enough, establishing and operating a BIT effectively is dependent on understanding and properly managing a wide range of factors.

Some of the key questions discussed:

  • Why do we need a BIT?
  • Who should be on our team?
  • Is there an ideal team size?
  • How often should the team meet?
  • What are BIT recordkeeping best practices?
  • What is the ideal function of a BIT?
  • Who performs actual interventions?
  • What should a BIT protocol include?
  • How formal should the BIT operations be?
  • How transparent should BIT operations be?
  • What should be reported to the BIT?
  • Who should report information to the BIT?
  • How should information be reported to the BIT?
  • What feedback should reporters receive from the BIT?
  • How should the BIT communicate with the campus, and about what?
  • What is the role of the counselor(s) on the BIT?
  • Who should chair the BIT?
  • What are post-intervention best practices?
  • How can a BIT foster a culture of reporting?
  • How does a BIT successfully address privacy/confidentiality concerns?

We also provide an opportunity to apply what you have learned in three table-top exercises that are short, hypothetical case studies that end with the question, "What should be done next?".

Who will benefit?

  • Presidents and boards of trustees
  • Vice presidents of administration, business and finance
  • Student affairs administrators
  • Judicial administrators
  • University legal counsel
  • Risk managers
  • Human resources staff
  • Disability services personnel
  • Residential life administrators
  • Campus law enforcement
  • Student activities and student development staff
  • Student government representatives and leaders
  • Campus ministry and clergy
  • Facilities management staff
  • Faculty
  • Counseling services personnel
  • Health services staff
  • Campus crisis response teams
  • Critical incident stress debriefing teams
  • Behavioral intervention teams


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We've Intervened, Now What?

Presented by: Brett A. Sokolow, J.D. and Brian Van Brunt, Ed.D.

Length: 90 minutes

Assessment? We do that.

With the advent of behavioral intervention teams and campus threat assessment, college and universities are better prepared to identify and refer at-risk students for appropriate assessment and team-led intervention. But, then what?

A mental health assessment is just a snapshot in time. A student who is cleared by an assessment may become more acute subsequently. We're hoping the assessment hooks the student into a long-term therapeutic relationship with a counselor. But, what if it doesn't? Assessment is seen by many as a panacea. If we can just get him or her to see a counselor, all will be well. Such unreasonable expectations put too much pressure on our counselors. Sometimes, assessment is an end. Sometimes, it is just a beginning.

This archived online training examines best practices for long-term behavioral intervention after the assessment and after the conduct hearing. The team has decided the student can stay, but what long-term supports and resources can we use to make that work for the student and our community?

Mandated therapy?

Counselors, psychologists and therapists have traditionally taken a stance against the process of involuntary treatment and mandated therapy. They cite ethical concerns that therapy, at its heart, must be a process that is voluntary, and which develops from a mutual understanding between client and clinician. Other clinicians argue that mandated treatment occurs frequently in settings outside higher education (domestic violence, alcohol and DUI programs, anger management and sexual assault). Regardless of your philosophy, the need for some connection with our at-risk students remains.

Mandated skills programming

NCHERM suggests that we look to mandated skills programming by our willing counselors and/or by student affairs staff as a resource for long-term support and success. Programming can and does address several key areas of need for at-risk students who remain on campus or have returned following a mandated assessment, threat assessment team determination or student conduct process.

This process is similar to mandatory alcohol education classes (e.g., BASICS, Prime for Life, that are offered as sanctions to students who violate the campus alcohol policy. These alcohol programs are not "treatment" for a student's alcohol addiction, but rather educational opportunities for them to learn and explore how their alcohol use impacts their academic progress.

In addition to mandated skills programming you may already have in place to address alcohol and other drugs, NCHERM recommends that we can expand mandated skills programming in several areas: suicide awareness, aggression, and relationship violence.

Programming would be mandatory in nature, requiring students to complete a course as a condition of continued enrollment at the college or university. In this model, each educational program is offered in short (2-3 session), medium (5-6 session) and long term (10 session) formats based on the needs of the referring party (judicial affairs, residence life, Dean of Students, Behavioral Intervention Team, etc) and the student being mandated.

A how-to online training - practical advice

This archived online training explores the benefits and limits of the use of mandated educational programs, as well as ways to implement and enforce such a mandate.

This approach side-steps ethical issues for counselors and psychologists wrestling with the implications of offered therapy to non-willing or coerced clients.

Educational programming matches with the developmental, educational mission of most colleges and universities to help students reshape their behavior in appropriate ways. By developing successful skills programming, universities and colleges can create a higher level of legal defensibility, a demonstrable history of addressing at-risk student behavior, and an ongoing level of support beyond the initial threat assessment.


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Campus Threat Assessment Part I: A Conceptual Framework

Presented by: Brett A. Sokolow, J.D. and W. Scott Lewis, J.D.

Length: 90 minutes

This archived online training is about using campus threat assessment capacities to get out ahead of violence. It is largely about the theory and research grounding of campus threat assessment efforts. Our follow-up archived online training (Campus Threat Assessment Part II) will be on the actual process of threat assessment, and practical application of tools, techniques and theory.

You're seen the NaBITA Threat Assessment Tool, and you have probably investigated other approaches, concepts, rubrics and tools. What should you use? What works? The NaBITA tool is but one of many valid approaches, and rather than suggest any one tool or approach, this archived online training addresses threat assessment on college campuses conceptually. How does threat assessment on a college campus differ from threat assessment in other venues, such as workplaces, airports, and retail establishments? What are the implications of the uniqueness of the campus setting to how many teams we have, what we call them, what purposes they serve, their scope, and how they communicate with each other? How does BIT differ from TAT, how do they intersect, and how should we structure our approaches? How should we assess patterns of behavior, repeat offenses, and baseline data? Brett and Scott discuss the challenges and advantages of campus-based threat assessment. They talk about the research and what it suggests are the significant ingredients in the success of whatever tool or mode of analysis you use. They discuss the value of consistent rubrics and their application. How objective is the threat assessment process? How subjective? Is profiling really completely useless? How can we use it without stigmatizing mental health, cultural, ethnic or racial characteristics? How is profiling different from behavioral analysis, if at all? What is the difference between threat detection, threat assessment and threat management? If we can engage threat at three stages — pre-threat, threat parallel and post-threat — how do we design our approach to empower pre-threat engagement as early and as often as possible?

Who will benefit?

  • Student Affairs Administrators
  • Judicial Administrators
  • University Legal Counsel
  • Risk Managers
  • Human Resources Staff
  • Disability Services Personnel
  • Residential Life Administrators
  • Campus Law Enforcement
  • Student Activities and Student Development Staff
  • Faculty
  • Counseling Services Personnel
  • Health Services Staff
  • Campus Crisis Response Teams, CISDT, and Behavioral Intervention Teams


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Campus Threat Assessment Part II: Learning to Use the NaBITA Threat Assessment Tool

Presented by: W. Scott Lewis, J.D.

Length: 90 minutes

Colleges and universities are increasing subject to targeted violence and threats. Campus are forming and revising behavioral intervention teams, and equipping them with more sophisticated threat assessment capacities. In this session, Brett and Scott will share the multi-disciplinary NaBITA Threat Assessment Tool, a holistic model for campus violence prevention. This tool is now in use on more than 400 college campuses, and is finding widespread applicability to workplaces, schools, and health care settings. This session will give an overview of the tool, its function, and application. Participants will apply the tool using a case study.

Participants will learn how to classify and manage campus risk/threats with the NaBITA Tool.

Learning outcomes:

  • Accurate threat classification
  • The "D" scale for mental-health related risks (harm to self)
    • Distress
    • Disturbance
    • Disregulation
    • Medical Disability
  • Defining the NaBITA 5-level risk rubric (default and generic)
    • Mild
    • Moderate
    • Elevated
    • Severe
    • Extreme
  • Cognitive aggression measures 1-9 (harm to others)
    • Hardening
    • Harmful Debate
    • Actions v. Words
    • Image Destruction
    • Forced Loss of Face
    • Threat
    • Limited Destructive Blows
    • Win/Lose Attack
    • Lose/Lose Attack
  • Integration of Tool Measures
  • Using the Tool
  • Case Study

Who will benefit?

  • Student Affairs Administrators
  • Judicial Administrators
  • University Legal Counsel
  • Risk Managers
  • Human Resources Staff
  • Disability Services Personnel
  • Residential Life Administrators
  • Campus Law Enforcement
  • Student Activities and Student Development Staff
  • Faculty
  • Counseling Services Personnel
  • Health Services Staff
  • Campus Crisis Response Teams, CISDT, and Behavioral Intervention Teams


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Assessing and Responding to Campus Bomb Threats

Presented by:Brett A. Sokolow, J.D., James S. Cawood, and John DeAngelis

Length: 90 minutes

The Spring of 2012 saw an unprecedented increase the in the number of bomb threats experienced by college campuses across the country, including multiple simultaneous threats to the same campus, multiple threats to one location, and multiple threats by the same threateners. Fortunately, none of these threats has resulted in an actual bomb. What should your campus do to prepare, to assess the validity of a bomb threat, to harden targets, and to ensure the safety of your community in the event that you receive a bomb threat? Join us for this ninety minute webinar to tap into the expertise of practitioners and violence risk assessment specialists who have handled these cases and can give you valuable insight and practical advice to protect your campus and ensure appropriate response. This archived online training will be moderated by Brett A. Sokolow, Esq., Founder and Past-President of NaBITA, who will also serve as a panelist. Sokolow will interview the other two panelists, John DeAngelis and Jim Cawood for the first hour of the archived online training, and then take your questions for the last thirty minutes. Cawood is a violence risk assessment and security expert with Factor One, who has managed numerous bomb threats in his years of practice, as well as training teams to manage these issues in organizational settings. John DeAngelis is the Director of Public Safety at the Teachers College at Columbia University. Both panelists have real-world and real-life practical experience and insights to share about how campuses can successfully manage bomb threats. Sokolow will briefly address the issues of crisis communication, PR and image management, media management and relations, and the Clery Act timely warning implications of campus bomb threats.

Questions the panelists will address include:

• How do we accurately assess the seriousness of a bomb threat?
• What are the skills campus law enforcement agencies need to have to be adequately prepared to address bomb threats?
• What does the Clery Act expect from campuses faced with serious bomb threats?
• How should campuses communicate effectively in a bomb threat situation, both internally and externally?
• When a campus does not have its own law enforcement agency, what approaches should it take to respond effectively to bomb threats?
• How is threat assessment different in bomb threat scenarios than it is with the targeted violence of something like an active shooter situation?
• What are the most effective protective techniques for securing a threatened campus?
• How can campuses harden targets to protect them from viable bomb threats?
• Are there innovative tools, such as psycholinguistic analysis, that can be helpful in bomb threat situations?
• Can these threats be prevented, and if so, how?
• In the event that a threat proves to be real, how should a campus react and respond to avoid catastrophe?

Learning outcomes:

• How to interpret threats based on their source, nature and delivery mechanism
• How to investigate bomb threats
• How to collaborate effectively with local resources and agencies to protect your campus
• How to run effective crisis communications, manage PR and the duty to warn in the event of a serious threat
• How to respond to bomb threats appropriately with protective techniques that can avert or mitigate the potential for harm
• Techniques to aid in the identification of a threatener
• How to prevent or contain serial threat scenarios


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