About the Editor |
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ix | |
Contributors |
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xi | |
Preface |
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xvii | |
Features of the Handbook |
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xvii | |
The Handbook and the Internet |
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xviii | |
Some Thoughts About the Contributors to the Handbook |
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xxii | |
Concluding Comments |
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xxiii | |
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PART I: CAUSES OF SCHOOL VIOLENCE |
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1 | (74) |
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Connectedness and School Violence: A Framework for Developmental Interventions |
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7 | (34) |
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8 | (9) |
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Developmental Trends in Connectedness to Friends, School, and Family |
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17 | (7) |
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Disconnection and Violence |
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24 | (1) |
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Interventions: What to Do? |
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25 | (2) |
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Developmental Interventions for the Prevention of Youth Violence |
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27 | (5) |
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Dyadic Approaches to Violence Prevention |
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32 | (2) |
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34 | (7) |
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Identification with Academics and Violence in Schools |
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41 | (34) |
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Risk Factors for School Violence |
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42 | (2) |
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What Is Identification with Academics? |
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44 | (3) |
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47 | (2) |
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Evidence for the Link Between Identification with Academics and Academic Outcomes |
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49 | (12) |
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Types of Violence in School |
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61 | (4) |
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Preventing School Violence |
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65 | (3) |
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Conclusions, Caveats, and Future Directions |
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68 | (7) |
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PART II: PREVENTION OF SCHOOL VIOLENCE |
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75 | (194) |
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School Violence in Children and Adolescents: A Meta-Analysis of the Effectiveness of Current Interventions |
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81 | (34) |
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81 | (2) |
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83 | (8) |
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91 | (16) |
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107 | (3) |
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110 | (5) |
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Student Threat Assessment |
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115 | (22) |
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What Is Threat Assessment? |
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117 | (2) |
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How Does Threat Assessment Differ from Profiling? |
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119 | (2) |
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How Does Threat Assessment Differ from Zero Tolerance? |
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121 | (2) |
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How Can Threat Assessment Work in Schools? |
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123 | (8) |
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Directions for Future Research |
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131 | (2) |
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Recommendations for Student Threat Assessment |
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133 | (4) |
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137 | (28) |
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137 | (1) |
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138 | (1) |
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139 | (3) |
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Program Setup and Operation |
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142 | (6) |
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Developmental Program Considerations |
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148 | (4) |
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152 | (7) |
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159 | (6) |
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Lessons from the Field: Balancing Comprehensiveness and Feasibility in Peer Mediation Programs |
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165 | (50) |
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165 | (1) |
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166 | (9) |
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175 | (8) |
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183 | (12) |
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195 | (10) |
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Appendix A: Questionnaire---Middle School Peer Mediation Programs Currently Coordinated by School Counselors |
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205 | (2) |
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Appendix B: Interview Instrument---The Real and the Ideal in Middle School Peer Mediation Programs |
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207 | (1) |
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Appendix C: North Carolina State University Informed Consent Form |
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208 | (2) |
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Appendix D: Letter of Attestation |
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210 | (5) |
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Because No One Ever Asked: Understanding Youth Gangs As a Primary Step in Violence Prevention |
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215 | (22) |
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216 | (2) |
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From Violent Homes to Violent Streets |
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218 | (5) |
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223 | (6) |
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229 | (3) |
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232 | (5) |
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237 | (32) |
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237 | (3) |
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Incidence and Prevalence of Weapons in Schools |
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240 | (5) |
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Demographic and Contextual Predictors of Weapons Offenders |
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245 | (2) |
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Where Do Juveniles Obtain Their Weapons? |
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247 | (4) |
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What Weapons Do Juveniles Prefer? |
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251 | (2) |
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Protection or Aggression: Theoretical Predictors of Weapons Possession |
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253 | (3) |
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Differential Association Theory |
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256 | (1) |
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Programs and Policies to Combat Weapons in Schools |
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257 | (4) |
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Conclusion and Policy Implications |
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261 | (8) |
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PART III: INTERVENTIONS IN CASES OF SCHOOL VIOLENCE |
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269 | (76) |
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Characteristics and Consequences of Crisis Events: A Primer for the School Psychologist |
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273 | (12) |
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What Is a Crisis? Situations That May Require School Crisis Intervention |
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274 | (2) |
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The Effects of Crises: Reasons for Providing School Crisis Intervention |
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276 | (5) |
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281 | (4) |
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School Crisis Interventions: Strategies for Addressing the Consequences of Crisis Events |
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285 | (48) |
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Chronology of Crisis Intervention |
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286 | (1) |
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Specific Crisis Interventions |
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286 | (34) |
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Multicomponent Crisis Intervention |
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320 | (2) |
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Appendix: Summaries of ``Debriefing'' Research Studies |
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322 | (11) |
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Support Services Following a Shooting at School: Lessons Learned Regarding Response and Recovery |
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333 | (12) |
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334 | (3) |
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337 | (1) |
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The Short-Term Treatment Plan |
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338 | (2) |
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Observations and Lessons Learned |
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340 | (5) |
Index |
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345 | |