Presentation Transcript

1. Run, Hide, FightDecember 18, 2012 September 19, 2013
2. Definition of an Active Shooter An active shooter is a person actively engaged in killing and wounding people in a populated building or area using a firearm as a weapon The threat is not contained and there is an immediate risk of injury or death Shooter may be suicidal AA
3. How Great is the Threat?
4. The Challenge and Down-and-Dirty No Standard Profile of an Active Shooter Identifying the problem before it becomes violent. When in doubt, report: Immediate Threat or Concern – GTPD Student – Dean of Students Faculty/Staff – Office of Human Resources Shooting time period v. Police Response. <5 minutes – Shooting >5 minutes – Police into building Actions by those in the line of fire. Run Hide Fight! <iframe width="560" height="315" src="http://www.youtube.com/embed/5VcSwejU2D0" frameborder="0" allowfullscreen></iframe> AA
5. Mentality of Active Shooter Desire is to kill and injure without concern for his safety or threat of capture Normally has intended victims and will seek them out Accepts targets of opportunity while looking for or after finding intended victims Will continue until stopped by law enforcement, suicide, or other violent intervention AA
6. Three Main Categories of Mass Murderers Family Annihilators Set-and-Run or Hit-and-Run Pseudocommandos AA
7. Key Findings of 154 Cases2002-20121 of 5 Shooter after incident 43% committed suicide 8% shot and killed by responders 45% arrested 4% unidentified AA
8. Key Findings of 154 Cases2002-20122 of 5 Motivation 40% never clearly determined 21% workplace retaliation 14% domestic disputes 7% academic retaliation AA
9. Key Findings of 154 Cases2002-20123 of 5 The Shooter 96% - Male 96% - Alone 37% - Workplace Environment 17% - Academic Setting AA
10. Key Findings of 154 Cases2002-20124 of 5 The Shooter – many described as: Social isolates, harbored feelings of hate and anger, and/or had some reported contact with mental health professionals. Mental illness is commonly referenced as a potential contributing factor. Very few had previous arrests for violent crimes. AA
11. Key Findings of 154 Cases2002-20125 of 5 Common Catalysts or Triggers: Loss of significant relationships Changes in financial Status Loss of a Job Changes in living arrangements Major adverse changes to life circumstances Feeling of humiliation or reject on the part of the shooter AA
12. The Shooter (in general) Desire is to kill and seriously injure without concern for his safety or threat of capture Normally has intended victims and will search them out Accepts targets of opportunity while searching for or after finding intended victims Will continue to move throughout building/area until stopped by law enforcement, suicide, or other intervention AA
13. Indicators of Potential Violence: Students No one behavior fits all! Most are male Most were affiliated with the school and/or students targeted Often, disciplinary, legal, or other action (i.e., being fired by an employer) had taken place before the attack Forewarning, either through internet media or through comments to other students, was common before the attack. AA
14. Indicators of Potential Violence: Students The most distinctly repeated factor in the case of most active shooters is a change in personality. These changes trend toward withdrawal from other students, work, and life in general. Increased substance use Mood swings Depression, hopelessness, isolation, rage, or despair AA
15. Indicators of Potential Violence: Students Noticeable change in academic performance Decrease in hygiene, personal appearance Explosive, uncontrollable outbursts Lack of emotion Suicidal, speaking of “setting things right” Loss of interest in previous activities Empathy for or excessive interest in past violent acts Increased discussion of weapons, firearms, violent acts, especially unsolicited AA
16. Precipitory Events Catalyst…final straw – with underlying theme of loss of face, humiliation, injured pride, shame. May be in the form of bullying incident, loss of romantic relationship, administrative or disciplinary investigation. AA
17. PATHWAY TO VIOLENCE Breach Preparation Research/Planning Ideation Grievance ATTACK AA
18. Shooter Summary There is no single profile or stereotype of the assailants or their motivations. The attackers varied substantially in personality, social characteristics, background, age, home situation, mental health history, prior encounters with law enforcement, and other factors. Profiling on the basis of these factors, therefore, is not effective for identifying those who may pose a risk for targeted violence. It is much more productive to focus on behaviors and communications—warning signs that someone might be planning or preparing for an attack.
19. Warning Signs Are Common Most attackers engaged in some troubling behaviors prior to the incident that caused concern or indicated a need for help. Such behaviors included: Research, planning, and preparation (for example, researching how to build a bomb, sketching maps and diagrams, trying to obtain a gun). Suicidal threats and attempts. Difficulty coping with significant losses or personal failures such as death of a loved one, loss of status, job loss, divorce, or academic failure. History of being bullied, threatened, harassed, or attacked by others. Inappropriate interest in accounts of mass violence, or violent themes in movies, books, video games, or their own writings.
20. Attackers Make Plans Incidents of targeted violence are rarely impulsive. In almost all incidents, the attacker developed the idea to harm the target before the attack. In many cases, the person formulated the idea for the attack at least 2 weeks in advance and planned out the incident. Targeted violence is typically the end result of an understandable, often discernible, process of thinking and behavior. Example—Virginia Tech: The student responsible for killing at least 30 people at Virginia Tech appeared to have planned his attack for weeks—purchasing weapons, testing campus security, and preparing documentation.
21. Attackers Talk About Their Plans Most attackers didn’t threaten their targets directly before the attack. But prior to most incidents, the attacker told someone—a friend, schoolmate, sibling—and sometimes many people, about the idea or plan before taking action. In nearly every case of school attacks, the person who was told was a peer and rarely did anything to bring the information to an adult’s attention. In fact, in many cases, friends or fellow students actually encouraged the attacker to act.
22. Attackers Often Have Easy Access to Weapons In past incidents, most attackers had used guns previously and had access to guns. In nearly two-thirds of school incidents, for example, the attackers obtained the weapons from their own home or that of a relative. Remember, however, that although guns have been the weapon of choice in many incidents, it is unwise to focus only on “active shooter” scenarios. Past assailants have used guns, knives, improvised explosive devices, fire, and other types of weapons, and they have used firearms and explosives in combination. Future attackers could very well expand their methods to include weapons of terror not seen in past incidents.
23. K-12 Schools vs. University Setting Unlike most K-12 public schools, college and university facilities and classrooms typically do not feature: 1. Two-way intercom systems in buildings and classrooms 2. A centralized administrative office 3. Visitor sign in areas or procedures 4. Access control technologies RB
24. Personal Emergency Planning Be aware of your environment and any possible dangers Mentally rehearse how you would react in various types of emergency situations Be familiar with two exits whenever you enter a building or room Ask about building emergency action plans Program local and campus emergency numbers into your cell phone Participate in campus emergency notification systems RB
25. Your Options in an Active Shooter Incident Run Hide Fight RB
26. Run (Escape) If it is safe to do so RUN! Drop and leave your personal belongings (books, book bag, purse) Exit the immediate area Proceed cautiously as there may be more than one shooter Keep your hands visible and not in your pockets Call 911 or your campus police and provide as much information as you can as soon as it is safe to do so RB
27. Outdoor Areas/Hallways If you are located outside a building, seek cover immediately Put something between you and the shooter If you are in a hallway, escape out the nearest exit if it is safe to do so If any doubt exists, find a safe area and barricade the door with any available items RB
28. Hide (Barricade) Locate the nearest classroom/closet/office with a door Lock or barricade the door with any available items Block or cover windows to the hallway and close blinds Turn off the room lights Call 911 or campus public safety Silence your cell phone and other electronics in the room Place signs in exterior windows so responders will know where you are located After securing the room, position people out of sight as best as possible Look for possible window exits if you are on or near the ground floor RB
29. Fight Fight back only as a last resort and when your life is in imminent danger Organize others and formulate a plan Throw books, chairs, book bags, etc. at the shooter Overpower the shooter and disarm him Commit to your actions Don’t be a victim! RB
30. Techniques that Could Save You! The 2 to 3 second rush. This is for if you're really close to the shooter and feel he's either shooting at you or will as you make your move. Determine a route to safety that includes as much cover and concealment on the way. Use it by sprinting in brief rushes that last 2 to 3 seconds at a time from one hiding place to the next. The average marksman can only sight on a target within 3 to 4 seconds. Try to stay low and dodge and weave if you miscalculate the distance. It isn't perfect, but it is a proven infantry technique. AA
31. Techniques that Could Save You! Fighting back with an improvised weapon! Scissors! Attack the shooter’s vitals (eyes, nose, throat, head, groin or solar plexus). Pencil in deep into the eye socket works particularly well. A backpack, briefcase or suitcase stuffed with phone books can serve as a small arms impromptu bullet proof vest. AA
32. Techniques that Could Save You! Fighting back with an improvised weapon! The center pole from a clothes rack, stiletto or wedge heel, and leg from a desk or chair can serve as an impact weapon. A belt can serve as a flexible weapon to strike (belt buckle) or to strangle. AA
33. Techniques that Could Save You! Fighting back with an improvised weapon! If trapped with multiple people, work together to improve chances for surviving. Your goal is to get the shooter on the ground and neutralized. AA
34. Once the Door is Breached! Typically, when a person breaches a door he will look straight ahead first. Those who are in direct line or across from the shooter should move away from the team members who are positioned next to the door, to distract the shooter. Team members who are positioned on the side of the doors or at an ambush area should attack the shooter. One person forces the perpetrator’s weapon down and to the side. Another person attacks the shooter’s lower body, typically behind the knee taking him to the ground. AA
35. Once the Door is Breached! Do whatever necessary to neutralize the attacker. Other team members should secure something to bound and gag the shooter while awaiting law enforcement. The most well trained person should secure the weapon and be prepared to help defend others. Move others into a position of cover away from the initial line of fire and prepare to defend. AA
36. Techniques that Could Save You! Play Dead! AA
37. Assisting Other People Call 911 or campus law enforcement as soon as possible Attempt to calm others down and plan options should the shooter enter your area Do not let others in the room if you do not feel it is safe to do so or if you cannot identify/recognize the person or official Attempts to rescue people should only be made if it can be done without further endangering the persons inside the secure area Assist injured people in secure areas with available equipment and supplies (advise 911 of injured persons) RB
38. What Information Should Be Reported to 911? Your Specific Location (Building, floor, room number) Number of people at your location, number of injuries and type of injuries Suspect(s) Information: -Location (if known) -Number of shooters -Name of shooter (if known) -Overall description (physical/clothing) -Type of weapons (rifle, shotgun or handgun) -Explosives -Backpack or other items -Other important information Emergency lines will likely be busy so continue calling to report the incident as you may have critical information first responders may need. RB
39. How Will Law Enforcement Respond? Law enforcement will immediately respond to area and form a team to enter the building Law enforcement’s goal is to locate, contain, & stop the shooter Law enforcement will bypass injured people initially to locate the shooter(s) Stay inside a secure room until instructed to exit RB
40. Your Response When Law Enforcement Arrives Remain in place until instructed to move Follow officers’ instructions Do not have any items in your hands Immediately raise your hands and do not present a threat to the responding officers Avoid quick movements around the officers, don’t try to hug or hold on to them Avoid pointing, screaming or yelling Limit your questions to officers regarding the suspect, others in the building or other incident information RB
41. Quick Review Have a plan Take immediate action Find a secure area or run Calm, reassure, and quiet others Call 911 or campus police Treat injured people if it is safe to do so When in doubt, call GTPD or report… Student/Dean of Students Employee/Human Resources RB
42. EP Certificate Program The program consists of 5 required classes and 2 electives. Classes are offered throughout the year, but can also be requested for departmental and/or building specific locations, including over a shorter time period. Offered through OHR Learning and Professional Development.
43. EP Certificate Program Required Courses Campus Fire Safety Emergency Preparedness 101 Intro to the Incident Command System for Higher Ed Plan, Prep, React -- Active Shooter Response Options What Is In Your Building: Hazards Awareness Elective Courses (pick 2) Awareness for Initial Response to Hazardous Materials Incidents Bomb Threat Management Chematix - Chemical Management Continuity of Operations Planning CPR/AED/First Aid Crime Prevention 101 Drill It! Planning and Conducting an Emergency Exercise in Your Area Safety Abroad See Something, Say Something Weather Hazards and Precautions
44. Additional Resource Information GT Emergency Procedures and Action Plan http://www.gatech.edu/emergency/ Sign up for GTENS! Regular Refresher Courses & Videos Active Shooter – What You Can Do (http://training.fema.gov/EMIWeb/IS/is907.asp) Preparing for Mass Casualty Incidents: A Guide for Schools, Higher Education, and Houses of Worship http://emilms.fema.gov/IS360/index.htm Active Shooter Situation: Options for Consideration (Video): https:cs.hsin.gov/ Workplace Security Awareness http://training.fema.gov/EMIWeb/IS/IS906.asp IED Threat Awareness and Detection (www.dhs.gov/cfsector) GT-Campus Emergency Response Team AA
45. Are YouReady? The Georgia Tech Office of Emergency Preparedness encourages you to stay informed. Scan for App qrs.ly/8z3hev3
46. Questions & Discussion Trust Your Instincts See Something, Say Something Do Something! Run Hide Fight Catherine Hubbard, 6 AA/RB/JK