Safe Communities Safe Schools – Indonesia (2020-2024)
CSPV is partnering with several international entities to develop and implement a contextually relevant adaptation of the Safe Communities Safe Schools model (SCSS) within two secondary urban areas in Indonesia (Depok City and Banda Aceh). This project is designed to address the risk and protective factors that impact the wellbeing and security needs of urban children and adolescents and is funded by Fondation Botnar. Partners on this project include the Danish Institute Against Torture (DIGNITY), University of Indonesia in Depok City, and Syiah Kuala University in Banda Aceh.
Bureau of Justice Assistance STOP School Violence Technology and Threat Assessment Solutions for Safe Schools Program (2019-2022)
Project Title: The Colorado Threat Assessment and Management Protocol: A Model for Training and Implementation
CSPV researchers are partnering with the Colorado School Safety Resource Center to conduct a quality improvement evaluation of the Colorado Threat Assessment and Management Protocol (CTAMP) instrument and training program. The CTAMP helps multidisciplinary intervention teams identify, evaluate, and manage students posing a security risk or safety threat. The quality improvement evaluation will examine: (1) the extent to which the CTAMP training program increases participants’ threat assessment knowledge, skills, and capacity and (2) the extent to which the CTAMP training is implemented in schools as intended.
Bureau of Justice Assistance STOP School Violence Program Grant (2021-2024)
Project Title: Building “Safe Communities Safe Schools” in Colorado
This project seeks to partner with at least 40 Colorado schools and has three main goals for improving school safety, including to: (1) assess and address the violence prevention needs and implementation readiness of participating schools to adopt the Safe Communities Safe Schools (SCSS) Model; (2) train school staff, students, and community stakeholders on data-identified needs related to building a positive school climate, bystander reporting, information sharing policies, trauma-informed mental health support, and threat and suicide risk assessment; and (3) support the effective implementation and sustainability of the SCSS Model and each school’s safety action plan through tailored technical assistance and training.