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Welcome to Criminal Justice 493: Risk Assessment and Threat Management, a three-credit, senior-level course that is designed as a primer for students who work or intend to work in fields such as law enforcement, institutional or community corrections, and public or private security. Lawyers, educators, health-care professionals, and conflict resolution specialists may also find CRJS 493 helpful in their work.

Unit 1: Introduction to Risk Assessment and Management; Nature and Prevalence of Violence

Reading Assignments
Bloom, H., Webster, C., Hucker, S., & De Freitas, K. (2005). The Canadian contribution to violence risk assessment: History and implications for current psychiatric practice. Canadian Journal of Psychiatry, 50, 3–11.
Canadian Centre for Justice Statistics. (2017). Police Reported Crime Statistics in Canada, 2016. Juristat, Catalogue no 85-002-x, ISSN 1209-6393, 3–49.
Canadian Centre for Justice Statistics. (2007). Impacts and consequences of victimization, GSS 2004. Juristat, 27(1), 1–18.

Unit 2: Theories of Violence

Reading Assignments
Markowitz, F. E. (2003). Socioeconomic disadvantage and violence: Recent research on culture and neighborhood control as explanatory mechanisms. Aggression and Violent Behavior, 8(2), 145–154.

Meloy, J. R. (2000). Chapter 8: Affective and predatory violence. In Violence risk and threat assessment: A practical guide for mental health and criminal justice professionals (pp. 87–98). San Diego, California: Specialized Training Services.

Calhoun, F. S., & Weston, S. W. (2003). Chapter 2: Intended violence. In Contemporary threat management: A practical guide for identifying, assessing, and managing individuals of violent intent (pp. 11–29). San Diego, California: Specialized Training Services.

Unit 3: Approaches to Violence Risk Assessment

Reading Assignments

Meloy, J. R. (2000). Chapter 1: Introduction and Chapter 2: Some necessary to understand technical problems. In Violence risk and threat assessment: A practical guide for mental health and criminal justice professionals (pp. 1–11). San Diego, California: Specialized Training Services.

Webster, C. D., Haque, Q., & Hucker. S. (2014). Chapter 1: Decision points, Chapter 2: Points of view, and Chapter 3: Predictions and errors. In Violence risk assessment and management (2nd ed.), (pp. 1–25). West Sussex, England: John Wiley and Sons, Ltd.

This is a digital textbook (eText). If you haven’t already done so, access or download it now through the link on the course home page.

Unit 4: Substance Abuse, Mental Disorders, and Risk for Violence

Reading Assignments

Webster, C. D., Haque, Q., & Hucker. S. (2014). Chapter 4: Developmental trajectories, Chapter 5: Symptomologies, Chapter 6: Personality Disorders, Chapter 7: Substance Abuse. In Violence risk assessment and management (2nd ed.), (pp. 26–60). West Sussex, England: John Wiley and Sons, Ltd.

Meloy, J. R. (2000). Chapter 9: Psychopathy. In Violence risk and threat assessment: A practical guide for mental health and criminal justice professionals (pp. 99–144). San Diego, California: Specialized Training Services.
Bjørkly, S. (2002). Psychotic symptoms and violence toward others—A literature review of some preliminary findings: Part 1. Delusions. Aggression and Violent Behavior, 7, 617–631.
Boles, S. M., & Miotto, K. (2003). Substance abuse and violence. A review of the literature. Aggression and Violent Behaviour, 8(2), 155–174.

Unit 5: Assessment of Risk for General Violence

Reading Assignments

Webster, C. D., Haque, Q., & Hucker, S. (2014). Chapter 8: Factors and Chapter 9: SPJ guides. In Violence risk assessment and management (2nd ed.), (pp. 61–87). West Sussex, England: John Wiley and Sons, Ltd.

Meloy, J. R. (2000). Chapter 3: A model for assessing violence risk, Chapter 4: Individual/psychological domain, Chapter 5: Social/environmental domain, Chapter 6: Biological domain, Chapter 7: Applying the model. In Violence risk and threat assessment: A practical guide for mental health and criminal justice professionals (pp. 13–85). San Diego, California: Specialized Training Services.

Unit 6: Assessment of Risk for Sexual Violence

Reading Assignments
Hanson, K. R. (2014). Chapter 17: Sex offenders. In Chris Webster, Quazi Haque, & Steve Hucker (Eds.), Violence risk assessment and management (2nd ed.), (pp. 148–158). West Sussex, England: John Wiley and Sons, Ltd.
Krug, E. G., Dahlberg, L. L., Mercy, J. A., Zwi, A. B., & Lozano, R. (Eds.). (2002). Chapter 6: Sexual violence. In World report on violence and health (pp. 147–174). Geneva: World Health Organization.

Unit 7: Assessment of Risk for Violence Against Intimate Partners

Reading Assignments
Kropp, R. P. (2014). Chapter 16: Spousal Assaulters. In Chris Webster, Quazi Haque, & Steve Hucker (Eds.), Violence risk assessment and management (2nd ed.) (pp. 138–147). West Sussex, England: John Wiley and Sons, Ltd.
Krug, E. G., Dahlberg, L. L., Mercy, J. A., Zwi, A. B., & Lozano, R. (Eds.). (2002). Chapter 4: Violence by intimate partners. In World report on violence and health (pp. 87–122). Geneva: World Health Organization.

Unit 8: Risk Management and Intervention

Reading Assignments

Webster, C. D., Haque, Q., & Hucker, S. (2014). Chapter 11: Planning, Chapter 12: Transitions (by Mary-Lou Martin), Chapter 13: Sequential redirections, Chapter 14: Implementations, and Chapter 19: Communications. In Violence risk assessment and management (2nd ed.), (pp. 92–122, 163–169). West Sussex, England: John Wiley and Sons, Ltd.
Andrews, D. A., Bonta, J., & Wormith, J. S. (2011). The Risk-Need-Responsivity (RNR) Model: Does adding the Good Lives Model contribute to effective crime prevention? Criminal Justice and Behavior, 38(7), 735–755.
Ward, T., Yates, P. M., & Willis, G. M. (2012). The Good Lives Model and the Risk Need Responsivity Model: A critical response to Andrews, Bonta, and Wormith (2011). Criminal Justice and Behavior, 39(1), 94–110.

Unit 9: Introduction to Contemporary Threat Management

Reading Assignments

Calhoun, F. S., & Weston, S. W. (2003). Chapter 1: Contemporary threat management, Chapter 2: Intended violence, Chapter 3: Applying the practical application of research on violence. In Contemporary threat management: A practical guide for identifying, assessing, and managing individuals of violent intent (pp. 1–55). San Diego, California: Specialized Training Services.

Meloy, J. R. (2000). Chapter 13: New research on targeted violence. In Violence risk and threat assessment: A practical guide for mental health and criminal justice professionals (pp. 193–204). San Diego, California: Specialized Training Services.

Unit 10: The Pathway to Intended Violence

Reading Assignment

Calhoun, F. S. & Weston, S. W. (2003). Chapter 4: Following the path to intended violence. In Contemporary threat management: A practical guide for identifying, assessing, and managing individuals of violent intent (pp. 57–88). San Diego, California: Specialized Training Services.

Unit 11: Identifying Individuals of Violent Intent

Reading Assignment

Calhoun, F. S. & Weston, S. W. (2003). Chapter 5: Identifying individuals of violent intent. In Contemporary threat management: A practical guide for identifying, assessing, and managing individuals of violent intent (pp. 89–112). San Diego, California: Specialized Training Services.

Unit 12: Assessing Individuals of Violent Intent

Reading Assignment

Calhoun, F. S., & Weston, S. W. (2003). Chapter 6: Assessing individuals of violent intent. In Contemporary threat management: A practical guide for identifying, assessing, and managing individuals of violent intent (pp. 113–144). San Diego, California: Specialized Training Services.

Unit 13: Stalking

Reading Assignments

Meloy, J. R. (2000). Chapter 12: Stalking (obsessional following). In Violence risk and threat assessment: A practical guide for mental health and criminal justice professionals (pp. 167–191). San Diego, California: Specialized Training Services.
Kropp, P. R., Hart, S. D., & Lyon, D. R. (2002). Risk assessment of stalkers: Some problems and possible solutions. Criminal Justice and Behavior, 29(5), 590–616.

Unit 14: School Violence

Reading Assignments
Burgess. A., Garbarino, C., & Carlson, M. (2006). Pathological teasing and bullying turned deadly: Shooters and suicide. Victims and Offenders, 1(1), 1–14.
Reddy, M., Borum, R., Berglund, J., Vossekuil, B., Fein, R. A., & Modzeleski, W. (2001). Evaluating risk for targeted violence in schools: Comparing risk assessment, threat assessment, and other approaches. Psychology in the Schools, 38(2), 157–172.

Unit 15: Workplace and Institutional Violence

Reading Assignment
National Center for the Analysis of Violent Crime. (n.d.). Workplace violence: Issues in response. Quantico, Virginia: Federal Bureau of Investigation.

Unit 16: Threat Management

Reading Assignment

Calhoun, F. S., & Weston, S. W. (2003). Chapter 8: Managing individuals of violent intent: Non-confrontational strategies, Chapter 9: Managing individuals of violent intent: Confrontational strategies. In Contemporary threat management: A practical guide for identifying, assessing, and managing individuals of violent intent (pp. 183–262). San Diego, California: Specialized Training Services.