Guiding Principles

  • Community members can often prevent targeted violence.
  • Violence is a dynamic process resulting from multiple factors including a four-step pattern of thought* in which the individual will:
    1. Come up with an idea to do harm (Ideation),
    2. Develop a plan to carry out that harm (Planning),
    3. Develop the capacity to carry out the plan, including getting access to weapons and ammunition (Preparation), and
    4. Carry out the attack (Implementation).
  • Identifying and intervening concerning behavior early benefits everyone.
  • The CARE Team will collaborate to connect appropriate campus resources to bear on concerning individuals.
  • Assessing threat is about specific behavior not specific stereotypes (i.e., Does this person’s behavior pose a threat?)
  • The CARE Team seeks positive outcomes for all parties involved (victims, bystanders, and perpetrators).
  • Multiple reporting mechanisms enhance early identification.
  • Multifaceted resources can provide effective interventions.
  • Campus safety is always a high priority.
  • The CARE Team strives to keep all members positively engaged in the community with ongoing identification, assessment, and intervention

*Borrowed from The Handbook for Campus Threat Assessment & Management Teams (Deisinger, et al., 2008)

Reach out to CARE

If a member of the University community observes any behavior that is concerning and that needs to be brought to the attention of the TAMUG CARE Team, individuals may report the behavior using the online form or by contacting one of the CARE Team members during business hours. 

This is not a system to be used for emergencies.  If you are in an emergency situation that requires medical, psychological or police services, call 911.

When completing this form, keep the following risk classifications in mind with regards to the urgency of the report:

MILD RISK - No intimidation or threat made or present. Examples: Disruptive behavior; Changes in academic performance; Change in pattern of interactions; Changes in physical appearance; Problems making decisions.

MODERATE RISK - Student displays intimidating, unusual behavior and/or makes threats that are vague or indirect. Examples: Persistence and/or escalation of mild risk behaviors; Unusual or exaggerated emotional responses;

ELEVATED RISK - Student's behavior displays an imminent threat to self or others (e.g., thoughts of suicide, threatening harm towards others). Examples: Any expressions related to death; Feelings of hopelessness; Irrational conversation or speech; Suspiciousness, irrational behavior; Feelings of persecution; Loss of contact with reality