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The Role of the School Psychologist in Behavioral Threat Assessment
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DOI：10.1080/2372966X.2026.2659006.png)
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Abstract
En 中文
The widespread adoption of behavioral threat assessment and management (BTAM) in U.S. schools has created a new professional responsibility for school psychologists. This article examines how the school psychologist’s role on multidisciplinary BTAM teams is consistent with relevant NASP Practice Model Domains and Position Statements. We build upon this NASP guidance to explain how school psychologists can contribute to both the assessment and intervention process, using four case examples of increasing complexity. We identify common challenges school psychologists face within the BTAM process and their role in safeguarding student rights and promoting fairness and equity in school discipline. We conclude that school psychologists can help ensure that BTAM is conducted with high fidelity as a practice that fosters safer and more supportive schools.
Impact Statement
With most U.S. public schools reporting that they have a threat assessment team, school psychologists are frequently called upon to serve on such teams, yet they may have questions about their role and how it falls within their scope of practice. Based on a review of research and four case examples, this article describes how school psychologists can make valuable contributions to threat assessment teams consistent with their expertise and in accord with NASP professional standards.
Keywords:
assessment
social-emotional
intervention
social-emotional
violence
school and community
school discipline
prevention
Marisa Marraccini
Journal
IF:
4.2
Papers:
515
Citations:
3.3K
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Cited Papers