The Swedish School Attack in Trollhättan.

This is a case report of the offender and offense characteristics of a targeted attack on a Swedish school using a sword, with a particular focus upon the offender's history, the relationship between mental disorder and ideology, and whether or not it was an act of terrorism. Findings indicate that the offender had no drug or psychiatric treatment history, but postoffense analysis suggests autism spectrum disorder, depression, and both suicidal ideation and intent. The offender planned and prepared for his attack, and the triggering event appeared to be the loss of a temporary job. He expressed chronic anger concerning immigrants to Sweden and blamed them for his failures. Comparison of the fact pattern to other cases of lone actor terrorism with the Terrorist Radicalization Assessment Protocol (TRAP-18) empirically demonstrates excellent criterion validity with other lone actor terrorists in Europe and North America-including right wing extremists-and contributes to further understanding of ideologically motivated mass murder.

The violent true believer as a "lone wolf" - psychoanalytic perspectives on terrorism.

The existing research on lone wolf terrorists and case experience are reviewed and interpreted through the lens of psychoanalytic theory. A number of characteristics of the lone wolf are enumerated: a personal grievance and moral outrage; the framing of an ideology; failure to affiliate with an extremist group; dependence on a virtual community found on the Internet; the thwarting of occupational goals; radicalization fueled by changes in thinking and emotion - including cognitive rigidity, clandestine excitement, contempt, and disgust - regardless of the particular ideology; the failure of sexual pair bonding and the sexualization of violence; the nexus of psychopathology and ideology; greater creativity and innovation than terrorist groups; and predatory violence sanctioned by moral (superego) authority. A concluding psychoanalytic formulation is offered.

The role of warning behaviors in threat assessment: an exploration and suggested typology.

The concept of warning behaviors offers an additional perspective in threat assessment. Warning behaviors are acts which constitute evidence of increasing or accelerating risk. They are acute, dynamic, and particularly toxic changes in patterns of behavior which may aid in structuring a professional's judgment that an individual of concern now poses a threat - whether the actual target has been identified or not. They require an operational response. A typology of eight warning behaviors for assessing the threat of intended violence is proposed: pathway, fixation, identification, novel aggression, energy burst, leakage, directly communicated threat, and last resort warning behaviors. Previous research on risk factors associated with such warning behaviors is reviewed, and examples of each warning behavior from various intended violence cases are presented, including public figure assassination, adolescent and adult mass murder, corporate celebrity stalking, and both domestic and foreign acts of terrorism. Practical applications and future research into warning behaviors are suggested.

Identifying and classifying juvenile stalking behavior.

Despite the growing research in the area of stalking, the focus has been on adults who engage in this behavior. Unfortunately, almost no studies investigate the prevalence of this behavior in adolescents. Two cases are presented demonstrating not only that stalking occurs during the period of adolescence, but also that there is a significant difference in the motivation underlying this behavior that can be classified similarly to that of adult stalkers. Further, a suggested classification based on these two cases as well as our experience with other juveniles who have exhibited stalking behaviors is proposed. The first case involves a narcissistic youth who also possesses psychopathic traits, while the second involves a lonely, severely socially awkward teen. Juvenile stalking is a societal problem that has not yet garnered the attention it deserves, and all systems that deal with juvenile delinquency (juvenile court, law enforcement, and mental health personnel) as well as the school system must be educated to the prevalence and severity of this yet-to-be-recognized problem.