Handbook of School Violence

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Edition: 1st
Format: Nonspecific Binding
Pub. Date: 2004-06-08
Publisher(s): Routledge
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Summary

Your school must be prepared to face problems that range from name calling and bullying to extortion, rape, and homicide. Decrease the chances of tragedy and learn how to respond most effectively! This essential handbook explores the causes of school violence, presents state-of-the-art information on preventing school violence, and arms you with practical interventions to use when violent incidents occur. You'll also learn about the best Internet sites on school violence issues. This book--prepared by the editor of the Journal of School Violence--can help you decrease the chances of tragedy. It will also show you how to respond effectively when violence does occur. Part I: Causes of School Violence focuses on the ways that connectedness and identification with academics influence school violence. This section presents a framework for creating developmental interventions as well as a chapter examining the concept of bonding to school,” with two interesting scenarios to consider. Part II: Prevention of School Violence examines the effectiveness of interventions in use today and brings you important information on threat assessment, peer mediation, and weapons reduction. You'll also find an insightful chapter on the value of developing empathy and good communication with youth who are gang members. Part III: Interventions in Cases of School Violence provides you with effective strategies to address the consequences of crisis events and takes an incisive look at crisis events themselves, what they are, how they progress, and what you may encounter in their aftermath. In addition, you get an invaluable inside look at crisis intervention and support services in the aftermath of the 2001 Santana High School shootings in San Diego, California. With your purchase of this essential handbook, you'll also be kept up to date by the author's new Internet forum--a space where scholars and practitioners from around the world come together to create new strategies for school violence prevention and intervention and develop new online and print publications that address school violence. When I was like 11, I was hanging out. I used to go to a middle school. It was for bad people, only bad people go there. It's a school just for bad people that had gotten kicked out of school. And I had got kicked out of my school cause they found me with a gun.” The Handbook of School Violence brings together many voices--those of violent youngsters and the helpers who provide the care they need--those of students who feel no connection with their families or with their work at school--those of the professionals who strive to prevent these students from acting on their feelings of alienation in violent ways--and those of scholars who create theory and research, laying the foundation for prevention and intervention. Add this book to your collection, and you'll benefit from the contributions of this rich chorus of voices. And through the Internet forum, the chorus can add a new voice--yours. Visit the Handbook of School Violence Web site at http://genesislight.com/hsv%20files/about.html

Table of Contents

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

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