Symposium zu Sicherheit und Terrorismus 2016 haben die Hochschule für Wirtschaft und Recht Berlin sowie die Senatsverwaltung für Inneres und Sport Berlin ein gemeinsames Fachsymposium ins Leben gerufen. Die Veranstaltung fand im Dezember 2023 bereits zum siebten Mal statt. Die knapp 180 Teilnehmenden – Handelnde und Verantwortliche aus Politik, Wissenschaft, Polizei und Zivilgesellschaft – trafen sich in diesem Jahr erstmals seit 2019 wieder in Präsenz. Entwicklung der Psychosozialen Notfallversorgung Das 7. Fachsymposium stand unter dem Thema »7 Jahre nach dem Breitscheidplatz-Attentat: Entwicklung und Perspektiven der Psychosozialen Notfallversorgung«. Der Anschlag vom 19. Dezember 2016 war auch eine Zäsur im Bereich der Psychosozialen Notfallversorgung und führt den verschiedenen Akteurinnen und Akteuren vor Augen, welche Maßnahmen im Rahmen der kurz- bis langfristigen Opferbetreuung zu optimieren bzw. zu ergreifen sind. Die im Tagungsband dokumentierten Beiträge umfassen neben Grußworten u.a. diverse Impulsreferate, Poster-Sessions, ein Podiumsgespräch sowie die begleitende Aufbereitung der Veranstaltung durch einen Live-Künstler. Inhaltlich steht die interdisziplinäre Auseinandersetzung mit den wichtigsten Voraussetzungen für eine bestmögliche Begleitung von Menschen in Notsituationen im Vordergrund.

In westlichen Demokratien häufen sich Fälle von rechtem Terrorismus. Die innere Sicherheit und das Leben von gesellschaftlichen Minderheiten und in der Öffentlichkeit stehenden Personen werden durch vielfältige Formen schwerer Gewalttaten und Terrorakte "von rechts" bedroht. Zu erinnern sind an die Massaker von Anders Breivik in Norwegen (2011), Dylann Storm Roof in Charleston/USA (2015), David Sonboly in München (2016), Robert Bowers in Pittsburgh/USA (2018), Brenton Tarrant in Christchurch/Neuseeland (2019), die Morde und das geplante Massaker von Stephan Balliet in Halle (2019), das im Februar 2020 von Tobias Rathjen in Hanau verübte Attentat und der im Mai 2022 durch den Rechtsextremisten Payton S. Gendron in Buffalo/USA verübte mehrfache Mord.

The standardized, indicated school-based prevention program "Networks Against School Shootings" (NETWASS) combines a threat assessment approach with a general model of prevention of emergency situations in schools through early intervention in student psychosocial crises and training teachers to recognize warning signs of targeted school violence.The present review summarized the underlying program theory, gives examples from German cases of severe targeted violence, gives an overview of the program components, and a summary of the evaluation study and its results.Finally, the NETWASS crisis prevention approach is reflected with regard to its feasibility for the prevention of violent extremism.

This chapter describes the development and interrater reliability analysis for a standardised research tool to analyse the characteristics of school shooting threats systematically, based on state-of-the-art knowledge. The instrument was developed on the basis of the current but not empirically tested approaches evaluating the seriousness of school shooting threats. An interrater reliability study was conducted following two rating phases and instrument revisions with 13 independent raters evaluating school shooting threat case records (N = 15). Most items showed high reliability after final modifications (90%; N = 88). The TARGET Threat Analysis Instrument (TTAI) is a reliable tool for testing current approaches and developing elaborated criteria to distinguish between school shooting threats which are meant to be serious and threats which are situational in that specific moment of threatening.

This research paper presents an operationalization procedure for measuring fidelity of implementation (FOI) of a school-based crisis prevention program. The implementation literature recommends that program developers specify core components of an intervention that are directly related to a program’s theory of change and need to be implemented with high FOI. This approach allows stakeholders some flexibility to adapt a program to individual circumstances yet helps assure that the intended outcomes are achieved. We trained 3,473 school staff in 98 German schools in the NETWorks Against School Shootings (NETWASS) program. Following the CORE cycle, we conceptualized 12 core components and operationalized relevant FOI dimensions of dosage, quality, adherence. and responsiveness. FOI was measured ex post facto, i.e after program implementation was completed, and separately for three distinct stages of implementation. Finally, we identified theoretical cut-offs for high fidelity on 15 measures using 91 items derived from an existing data set. Results indicate a high FOI across all schools for the dimensions of dosage and quality. Regarding responsiveness, high FOI was found for intervention compliance at t1 and program acceptance at the follow-up. Participant engagement during the trainings was measured separately and remained below our threshold. Adherence to 10 out of 12 core components was high. After training, school staff reported sufficient theoretical knowledge and were sensitized to recognize students in trouble, but actual case evaluation skills left room for improvement.The resulting FOI Assessment System requires validation by empirical research. Multi-level statistical modelling is necessary to test the hyothesized relationships between FOI per stage and outcomes, and obtain empirical validation of the hypothesized core components. Despite the methodological weaknesses of applying the CORE cycle ex post facto, it seems to be a feasible strategy to assess dimensions of FOI. Keywords Fidelity , core components , implementation , NETWASS , school violence

Most research on severe targeted school violence (STSV) - defined as planned offenses committed by former or current students intending to kill one or more persons associated with their school - is related to risk factor approaches or theoretically informed models and thus lacks an empirical explanation of underlying mechanisms and the dynamic of contextual variables that caused or accompanied perpetrators' negative development towards violence. To contribute to a comprehensive and dynamic account of the social and psychological processes leading to STSV, a multiple in-depth case study analysis was conducted. Nineteen cases of STSV (perpetrated between 1999 and 2013 in Germany) were identified in a structured media search. Using data about offenses and perpetrators from police investigation files, qualitative analysis revealed that developmental trajectories need to be understood in terms of emotions in addition to rational cognitive processes, and that one key emotion is shame. Three relevant psychological turning points (episodes that alter offenders' life courses and impact later choices, behaviors and/or values) relating to experiences of and coping with shame (namely two shame crises and one trigger event) were found in all life histories under investigation. The perpetrators' coping differed between cases, which resulted in two types of trajectories: Eight perpetrators showed internalized shame coping strategies (e.g. social withdrawal), and eleven perpetrators responded with externalized coping strategies to feelings of shame (e.g. aggressive behavior). Relevant underlying mechanisms, time-related categories, and person-environment factors that have impacts on specific coping mechanisms and the resultant developmental pathways towards STSV are discussed.

Warning behavior prior to an act of severe targeted school violence was often not recognized by peers and school staff. With regard to preventive efforts, we attempted to identify barriers to information exchange in German schools and understand mechanisms that influenced the recognition, evaluation, and reporting of warning behavior through a teacher or peer. Our analysis is based on inquiry files from 11 cases of German school shootings that were obtained during the 3-year research project "Incident and case analysis of highly expressive targeted violence (TARGET)." We conducted a qualitative retrospective case study to analyze witness reports from school staff and peers. Our results point to subjective explanations used by teachers and peers toward conspicuous behavior (e.g., situational framing and typical adolescent behavior), as well as reassuring factors that indicated harmlessness (e.g., no access to a weapon). Additionally, we found organizational barriers similar to those described in US-American case studies (e.g., organizational deviance).

Over the past 5 years, Europe has witnessed an increasing number of attacks by lone actors, whose definition and classification presents challenges to the existing premises of violence research. These cases appear to combine elements from both rampage killings (school shootings) and terrorism. Research has to date treated school shootings and lone-actor terrorism as distinct phenomena, although no clear and unequivocal definitions have been formulated for either. In terms of execution and developmental path, school shooters and lone-actor terrorists appear to have a great deal more in common than previously thought. Against the background of the current state of research, we derive hypotheses about the differences and similarities in the genesis of both phenomena. In relationship to execution, this applies to the planned mode of assassination and the communicative significance attached to both phenomena. In connection with the development path, we find that similar processes of progressive cognitive transformation (toward a polarized and violent interpretative framework) occur in a context of experienced grievances and crises, whereby both groups tend to exhibit functional processing of reality. Processes of identification with biographically and culturally compatible worldviews and interpretative frameworks lead to a redefinition of the perpetrator's self-concept, and in turn to cognitive escalation and changes in behavior. The path toward violent action is supported by social mechanisms arising out of the necessity to keep this cognitive and behavioral escalation process secret. Finally, similar trigger events are observed for both phenomena. In this context, we describe school shootings and acts of terrorism as demonstrative targeted violence.

Analysis of incidents over the past ten years in Germany reveals that the boundaries between targeted attacks in schools and terrorist attacks are starting to blur. Böckler, Leuschner, Roth, Zick, and Scheithauer (2018) recently presented a set of hypotheses about similarities between the developmental pathways of school attackers and lone actor terrorists. To date there is only a small body of empirical research comparing these two forms of targeted violence in depth. In order to fill this gap, this article presents findings from a qualitative analysis of prosecution files comparing the developmental pathways of German school attackers (N = 7; age range: 13 to 23) and Jihadi attackers (N = 7; age range: 21 to 28 years) who committed their attacks between 2000 and 2013. Using theoretical coding and constant case comparison, the contribution shows that the two phenomena have overlaps in which developmental processes and social mechanisms are similar. Both school attackers and Jihadi attackers frame their act of violence using cultural scripts and perform the attack on a public stage where victims are attacked not on the basis of personal conflicts but because of their symbolic meaning. Taking into account the similarities in the perpetrators’ developmental pathways, the authors propose that it might be more fruitful from an operational perspective to discuss severe target school violence and terrorist attacks under a common concept of demonstrative violence than to artificially assign them to exclusive classes of violence.

Over the last decade, a tremendous amount of papers have been published, dealing with the concept "radicalization".Radicalization can be defined as "a personal process in which individuals adopt extreme political, social, and/or religious ideals and aspirations, and where the attainment of particular goals justifies the use of indiscriminate violence" which may lead to "a mental and emotional process that prepares and motivates an individual to pursue violent behavior" (Wilner & Dubouloz, 2010, p. 38).

Dieser Beitrag beschreibt die Entwicklung eines Instruments zur Messung des subjektiven Sicherheitsgefühls – in der Literatur generell als Kriminalitätsfurcht bezeichnet – des Schulpersonals im Zusammenhang mit „school shootings“ bzw. schwerer, zielgerichteter Schulgewalt (SG-L-SS). Das SG-L-SS ist das erste delikt- bzw. kontextspezifische Instrument zur Messung der Kriminalitätsfurcht, welches faktorenanalytisch überprüft und der Komplexität des Konstrukts gerecht wird. Im Rahmen der Evaluationsstudie des Präventionsprogrammes NETWASS (Networks Against School Shootings) wurde das subjektive Sicherheitsgefühl von 3769 Schulmitarbeitern erhoben. Es wurde gezeigt, dass die theoretisch postulierten Dimensionen (affektiv, kognitiv, konativ) mit unserem Instrument abgebildet werden können. Darüber hinaus lassen unsere Daten vermuten, dass nicht von einem allgemeinen konativen Faktor auszugehen ist, sondern ein aktiver von einem passiven/vermeidenden Verhaltensfaktor unterschieden werden sollte. Die Testung der inkrementellen Validität belegt einen Mehrgewinn des SG-L-SS, verglichen mit bisherigen Messungen des Sicherheitsgefühls.

The standardized, indicated school‐based prevention program “Networks Against School Shootings” combines a threat assessment approach with a general model of prevention of emergency situations in schools through early intervention in student psychosocial crises and training teachers to recognize warning signs of targeted school violence. An evaluation study in 98 German schools with 3,473 school staff participants (Mage = 46.2 years) used a quasi‐experimental comparison group design with three measurement points (pre, post, and 7 months followup) with schools randomly allocated to implementation conditions. The study found increases in teachers' expertise and evaluation skills, enhanced abilities to identify students experiencing a psychosocial crisis, and positive secondary effects (e.g., teacher–student interaction, feelings of safety).

Prävention und Prognose hoch expressiver Gewalttaten bei Jugendlichen - Eine schwierige HerausforderungPrevention and prognosis of highly expressive violence among young people - a difficult challengeMarc Allroggen, Jörg M. Fegert, Vincenz Leuschner, and Herbert ScheithauerMarc AllroggenKlinik für Kinder- und Jugendpsychiatrie und Psychotherapie, Universitätsklinikum UlmSearch for more papers by this author, Jörg M. FegertKlinik für Kinder- und Jugendpsychiatrie und Psychotherapie, Universitätsklinikum UlmSearch for more papers by this author, Vincenz LeuschnerHochschule für angewandte Pädagogik BerlinSearch for more papers by this author, and Herbert ScheithauerFachbereich Erziehungswissenschaft und Psychologie, Freie Universität BerlinSearch for more papers by this authorPublished Online:May 18, 2016https://doi.org/10.1024/1422-4917/a000420PDFView Full Text ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInReddit SectionsMoreLiteraturBondü, R. & Scheithauer, H. (2014a). Kill one or kill them all? Differences between single and multiple victim school attacks. European Journal of Criminology, 12, 277–299. First citation in articleGoogle ScholarBondü, R. & Scheithauer, H. (2014b). Narcissistic symptoms in German school shooters. 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Threats and announcements of homicidal violence at schools may have massive consequences like evacuations, police searches, criminal investigations, or loss of the sense of security by students, teachers, and parents. However, there is a lack of systematic studies about that phenomenon. The present article would like to contribute to closing the research gap. It presents results about the frequency and structure of threats and announcements of homicidal violence in schools in Berlin. The study is based on an official dataset from school administration reports of violent acts in Berlin schools which has been studied within the Berlin Leaking-Projekt. The sample consists of 427 threats and announcements of homicidal violence between 1996 and 2007. The study is an exceptional analysis of the phenomenon: it presents crosscutting results about frequency and characteristics of threats and the threatening students as well as results of a longitudinal analysis about the development of threats and announcements. Results show a rate of 0,3 threats and announcements per 1 000 student and year. During the observation time span a steady increase of threats and announcements – year by year, influenced by imitation effects after school shootings – has been observed.

Zusammenfassung. Androhungen und Ankündigungen tödlicher Gewalt an Schulen (die in der wissenschaftlichen Diskussion mit dem Begriff des «Leaking» bezeichnet werden) können massive Auswirkungen haben, wie zum Beispiel die Evakuierung der Schule, polizeiliche Durchsuchungen oder Einschränkungen des Sicherheitsgefühls. Daher verwundert es, dass bislang nur wenige wissenschaftliche Untersuchungen durchgeführt wurden, die dieses Phänomen und seine Häufigkeit systematisch beschreiben. Der vorliegende Artikel möchte einen Beitrag dazu leisten diese Forschungslücke zu schließen und legt Untersuchungsergebnisse zur Häufigkeit und Struktur von Gewaltandrohungen und -ankündigungen an Berliner Schulen vor. Als Grundlage dienen 427 Androhungen und Ankündigungen tödlicher Gewalt an Berliner Schulen zwischen 1996 und 2007, die im Rahmen des Berliner Leaking-Projekts untersucht wurden. Die vorliegende Studie stellt insofern eine einzigartige Erhebung zum Phänomen Leaking dar, da eine bislang ungenutzte Datenquelle ausgewertet wurde, erstmals ein Zehnjahreszeitraum abgebildet wird und sowohl Ergebnisse einer querschnittlichen Auswertung hinsichtlich Häufigkeit und Merkmalen der Androhungen sowie Merkmalen der Betroffenen präsentiert werden können als auch Beobachtungen des Phänomens über die Zeit möglich sind. Im Ergebnis zeigt sich eine Quote von 0.3 Androhungen und Ankündigungen pro 1 000 Schüler im Schuljahr. Zudem ist eine stetige Zunahme von Androhungen im betreffenden Zeitraum zu beobachten, die jeweils von Imitationseffekten nach realisierten Taten beeinflusst wird.