School Violence and Primary Prevention

✍ Scribed by Thomas W. Miller (editor)

• Publisher: Springer
• Year: 2023
• Tongue: English
• Leaves: 734
• Category: Library

✦ Synopsis

Significant shifts in community violence have created a need for greater awareness of character development and violence prevention in schools. Since the first edition (2008), public concern generated by high-profile shootings and other violence in schools has only increased. Now more than ever, effective strategies for preventing violence, treating victims, and assessing at-risk children are needed. This new edition, an update of contemporary issues of school violence, is a compendium of theory, research, and applied models that addresses violence and critical ingredients in prevention interventions in the school setting. The book uniquely addresses psychiatric input on neurobiology of trauma and victimization of children who experience school violence.
Authored by clinicians, counselors, educators, researchers, and other professionals, the volume has new approaches to primary prevention in schools and new contributors including a school superintendent, school safety officer, and specialists who treat relationship and dating violence. New topics include guidelines for school personnel that address exploitation of teenagers due to sex trafficking, and perspectives of parents whose children were victims of abuse and violence in schools. Among the topics explored:

• Developmental Issues in the Prevention of Aggression and Violence in School
  
• Updated Perspectives on Linking School Bullying and Related Youth Violence Research to Effective Prevention Strategies
  
• The Role of School District Superintendent in School Violence and Prevention: Softening Schools While Hardening Buildings
  
• Role of Law Enforcement in School Violence Prevention Through Positive Intervention and Relationship-Building
  
• Empowering Children to Prevent Violence
  

School Violence and Primary Prevention is a critical and timely resource forschool, medical, and mental health professionals working with children. It is also useful for students in public health, education, social work, psychology, and counseling-focused education.

✦ Table of Contents

Foreword
References
Acknowledgments
Contents
About the Editor
Contributors
Part I: Conceptualizing School Violence
Chapter 1: School-Related Violence: Definition, Scope, and Prevention Goals
Introduction
Definition
Scope of the Problem
Risk Factors in Violence
Goals for School-Based Prevention
School Violence as a Public Health Issue
Understanding the Stages of Prevention
Major Goals and Approaches to Prevention
In Search of School-Related Violence Prevention
Safer Schools Through Primary Prevention
Concluding Thought
References
Chapter 2: The Neurobiology of Violence and Victimization: Etiology, Biological Substrates, Clinical Implications, and Preventive Strategies
Introduction
Gene–Environment Interactions in Violence and Victimization
An Example of the Role Gene–Environment Interactions That Play in Modulating Aggression and Violence
Clinical Considerations
Youth Trauma, Abuse, and Neglect
Adverse Childhood Experiences
Trauma Through the Lens of the DSM-5
Domains of Trauma
Attachment
The Role of Biology, Trauma, and Working Models in the Development of Psychopathology
Cognition, Affect Regulation, and Behavioral Control—The Role of the Amygdala in the Threat Response
Affect
Cognition
Behavior
Risk and Resiliency
Clinical Considerations
Youth Violence and Aggression
Aggression Subtypes—“Hot” and “Cold” Aggression
Psychopathy—A Lack of Conscience and Moral Sense
The Role to the Amygdala in Psychopathy, “Cold” Aggression, and Deficit Empathy
Heightened Threat Sensitivity—The Role of the Prefrontal Cortex and Amygdala in Reactive, “Hot” Aggression
Deficient Decision-Making—The Role of the OFC, Ventromedial PFC, and Striatum in Impulse Control Problems, Frustration, and Reactive Aggression
The Connection Between Victimization and Violence
Toward an Integrated Model of Neurobiological Function in Violence and Victimization
Key Neurobiological Substrates Underlying Victimization and Violence and Their Interaction: Summary
Clinical Studies Investigating the Connection Between Violence and Victimization
Social Media—A New World, New Risks for Victimization and Perpetration
Jeffrey Gray’s Biobehavioral Model of Brain Functioning—An Additional Endophenotype Model to Consider
Clinical Considerations
Appendix: Additional Interventions
Adolescence as a Critical Period
Additional Recommended Interventions for Youth of Various Ages
Websites Providing Evidence-Based Resources
References
Chapter 3: Developmental Issues in the Prevention of Aggression and Violence in School
Primary Prevention
Developmental Considerations in Designing Primary Prevention Programming
Types and Trajectories of Aggressive Behavior During Childhood, Adolescence, and Emerging Adulthood
Classifying Aggressive Behaviors
Trajectories of Aggressive Behaviors Throughout Development
Changes in the Forms and Functions of Aggressive Behaviors with Development
Implications for Primary Prevention
Sexual Harassment and Harassment Based on Gender, Race, or Sexual Orientation
Cyberbullying and Internet-Based Harassment
Theories of Aggressive Behavior and Violence
Future Research and Evidence-Based Applications of Research to Practice
Summary and Conclusion
References
Chapter 4: Urban School Violence: Responding with Culture and Protective Factors Among Youth of Color
Risk Factors Associated with Urban School Violence for Youth of Color
The Historical Context of School Violence
Sociological and Contextual Factors Associated with Urban School Violence
Psychosocial Factors Associated with Urban School Violence
School Environment and Urban School Violence
Consequences of Urban School Violence for Youth of Color
Culturally Relevant Protective Factors as a Solution to Urban School Violence Among Youth of Color
A Culture-Centered Model
Racial Identity and Racial Socialization
Racial Socialization
Racial Identity
Spirituality and Religiosity
Communalism
Suggestions for Research and Practice
Suggestions for Research
Suggestions for Intervention Efforts
Conclusions
References
Chapter 5: Gendered Harassment in Adolescence
Gendered Harassment: Prevalence in Schools and Characteristics of Victims and Perpetrators
Sexual Harassment in Schools
SOGIE Harassment in Schools
Consequences of Gendered Harassment at School
Witnessing Gendered Harassment
The Role of Schools
Emphasizing Gender/Sex and Increasing Stereotypes
Lacking Policies Prohibiting SH and SOGIE Harassment
Ignoring or Overlooking SH and SOGIE Harassment
Recommendations and Future Directions
Recommendations for Effective Intervention Strategies
Recommendations for Future Research
Conclusion
References
Chapter 6: Intergenerational Experiences of Bullying, Violence, Support and Survival Skills in Schools
What Concerns You About Bullying and Violence?
Your Situation
Your Resources
Me, You, Us, Now
Practical Coping Strategies for Individuals – Immediate Issues and Personal Development to Enhance Resilience
Life–Career First Aid
Topics to Explore
Examples of Individual Cases of Bullying and Violence in Schools
Bullying and Different Kinds of Challenges – From Abuse to Cultures of Violence
The Diverse Range of Bullying, Abuse and Violence in Schools and Society
Cultures of Violence
Intergenerational Transmission of Cultures of Bullying and Violence
Gun and Knife Cultures
Radicalisation and De-escalation
Gang Cultures
Practical Coping Strategies for Families and Friends
Getting Professional Support
Supporting Your Friends and Family
Parent Responsibility for Choice and Conduct of School
What Is Going on? Confidence, Control and Respect in Relationships
Confidence and Our Inner Sense of Control
Outer Influence and Assertiveness – How Do We Treat Others?
Cultural Contexts for Control Behaviours
Parenting and Control in Relationships
Self-Awareness: Do I Over-Control or Bully?
Using Transactional Analysis (TA) in Parenting and Other Relationships
Adult Experiences of Workplace Bullying and Coping Strategies with Bullies
Practical Issues for Professionals, Leaders and Authorities and for Major Incidents
Pastoral Skills
Rules and Boundaries (see also section “The Importance of Boundaries for Students and Communities”)
Responding to Extreme Violence and Trauma in the Twenty-First century
Psychological First Aid (PFA)
Shadows from the Past: Reflections on Violence from Teachers
Long-Term Responses to Bullying and Violence – Post-trauma Transitions
The Importance of Boundaries for Students and Communities
Boundaries, Laws and Criminal Behaviour
Emerging Threats to Children in Schools in the Twenty-First Century
Extreme Violence
Substance Abuse and Other Self-Harm
Pornography
Malicious Use of Social Media
The COVID-19 Pandemic
Climate Change
New Visions, Techniques, Opportunities and Resources
From Nightmares to Inspirations – School Communities and Open Systems
Healthy Systems and Online Resources
The Recovery College Approach to Community Mental Health Needs
Online Learning Resources, e.g. the Future Learn Open College Platform
New Initiatives to Support Vulnerable, Violent and Excluded Young People and Their Families
Community Psychology Initiatives – MAC-UK (Music and Change), London
Non-violent Resistance (NVR)
Conclusions: Contributions of Intergenerational Experiences to Child Development
References
Part II: Factors and Forms of School Violence
Chapter 7: Updated Perspectives on Linking School Bullying and Related Youth Violence Research to Effective Prevention Strategies
Defining Bullying: Past and Present
Social-Ecology of Bullying and Associated Youth Violence
Prevention, Intervention, and Policy Efforts
Meta-Analytic Studies: Traditional Bullying
Meta-Analytic Study: Traditional and Cyberbullying
Meta-Analytic Study: Teen Dating Violence
Tiered Prevention and Intervention Approaches
An Example of Primary Prevention for Bullying Behaviors: Random Acts of Kindness
An Example of Secondary Prevention for Bullying Behaviors: Bully Busters
An Example of Tertiary Prevention for Bullying Behaviors: Target Bullying Intervention Program
How to Implement Prevention Strategies?
Leveraging Technology to Inform Bullying and Youth Violence Prevention
Conclusions
References
Chapter 8: School-Related Violence During the COVID-19 Pandemic
Introduction
Violence in the Home with School-Aged Children
Importance of a Safety Signal
The Public Health Perspective During a Pandemic
Public Health Policy
The Global Perspective on School-Related Violence Associated with the Pandemic Period
Considerations for Preventing Child Maltreatment During a Global Pandemic
Health Care and Educational Needs During the Pandemic
Certain Lessons Learned During the Global Pandemic
References
Chapter 9: Sexual Exploitation, Abuse, and Trafficking of School-Aged Children
Introduction
Child Sexual Abuse and Exploitation Terminology
Child
Child Sexual Abuse
Child Sexual Exploitation
Online Child Sexual Exploitation and Abuse
Child Sexual Abuse/Exploitation Images/Material
Sextortion
Grooming
Prevalence Rates
Misconceptions about Child Sexual Abuse and Exploitation
Consequences for Survivors
Recognizing Child Sexual Abuse and Exploitation
Responding to Disclosures of Abuse
Prevention of Child Sexual Abuse and Exploitation
Conclusion
References
Chapter 10: Relationship and Dating Violence in School-Aged Adolescents
Definition and Prevalence
Teen Dating and Violence
Definition of TDV
Psychological TDV
Physical TDV
Sexual TDV
Prevalence of TDV
Characteristics of TDV Victims and Perpetrators
Bullying
Interpersonal Family Violence Exposure
Violence as a Norm
Gender Stereotypes and TDV
Psychological Distress
TDV and Substance Use
Contextual Factors of TDV: Family, Neighborhood, School
Digital TDV
Impact of Intimate Partner Violence Among Teens
Case Studies
The Case of Feeling Powerless
Lessons Learned and Interventions
The Case of Murder-Suicide
Lessons Learned and Interventions
The Case of Sexual Grooming
Lessons Learned and Interventions
School-based Prevention and Intervention
Background
State Legislation
Best Practices and Effective Strategies for Prevention and Intervention
Barriers to Services
Programs and Resources
Take-Home Messages
Bibliography
Chapter 11: School Shootings and Clinical Management: Directions Toward Prevention
Introduction
Congressional Efforts to Address School Violence
Theory Applied to School Violence
Risk Factors in the School Environment
Case Examples
Kentucky: Heath High School
Arkansas: Westside Middle School
Connecticut: Sandy Hook Elementary School
Florida: Marjory Stoneman Douglas High School
Oregon: Thurston High School
Colorado: Columbine High School
Virginia: Virginia Tech
Michigan: Oxford High School
Texas: Robb Elementary School
Discussion of Cases
Diagnostic and Clinical Issues
Clinical Management and School Intervention
Clinical Issues and Implications
Recommendations
What Have We Learned from a Forensic Perspective?
Future Directions
References
Chapter 12: Boundary Violations, Harassment, Abuse, and Exploitation in the School Setting
Introduction
Reviewing the Literature
Teacher as Exploiter and Abuser
Case 1: Jeffrey Epstein
Case 2: Debra Lafave
Recognizing Boundary Violations
Incidence and Prevalence Data
Boundary Violations and Transference
Symptom Indicators of Boundary Violations
A Classic Legal Case Brief
Prevention/Intervention in the School Environment
The Processing of a Boundary Violation
Perpetrator/Victim Profiles
What Are the Lessons Learned?
Issues and Implications in the Educational Setting
References
Chapter 13: Harassment, Abuse, and Violence on the College Campus
Introduction
Presentation of Violence
The Civil Rights of College Students
Definitions of Campus-Related Violence
Defining Exploitation Within the College Experience
The College Setting and Intimate Partner Violence
Retaliation and Campus Violence
Adverse Impact of College-Related Amorous Relationships
Summarizing the Case of Campus-Related Violence
Skills Development for Prevention and Intervention
Suggested Resources for Prevention Interventions on Campus
Individual Importance of Responding if You Are Aware
Concluding Thoughts and Take-Home Messages
References
Part III: Key Personnel in Addressing Violence in the Schools
Chapter 14: The Role of School District Superintendent in School Violence and Prevention: Softening Schools While Hardening Buildings
Introduction
Fight Week
The School Safety and Resiliency Act: Softening Schools and Hardening Buildings
Softening Schools
Relationship Building
Implicit Bias Training
Bullying Prevention
Identification of At-Risk Students Combined with Naming and Claiming
Hardening Buildings
Emergency Plans
Facility Changes
Conclusion
References
Chapter 15: Role of Law Enforcement in School Violence Prevention Through Positive Intervention and Relationship Building
Introduction
Understanding the Problem
A Closer Look at the Numbers
Crime Data
Recidivism
Methods
Selection and Training
SRO Triad
Suitable Placement
Law Enforcement Issues in School Environment
Memorandums of Understanding
Goal Setting
Barriers to Relationships
Education Programs
The Value Is in the SRO
Conclusion and Recommendations
References
Chapter 16: Toward Understanding Classroom Socialization: Teacher Roles in Peer Victimization
Current Conceptual Frameworks
Mechanisms of Teacher Influences on Peer Victimization
Teacher Responses to Peer Victimization
Teacher–Student Relationships and Peer Victimization
Teacher Practices and Peer Victimization
Minoritized Students’ Classroom Context and Peer Victimization
Teacher’s Role in Social Emotional Learning
Utility of Existing Instructional Opportunities
Key Points of Practical Implications and Future Directions
References
Chapter 17: The Psychiatrist’s Role After a School Shooting: The Emergency Room and Beyond
Introduction
Case Example
Emergent Assessment and Interventions
Confidentiality
The Violent Youth
Youth Witnesses
Family
Forensic-Related Considerations
The Aftermath
School Personnel
Students
First Responders and Medical Staff
Community at Large
News Media
Conclusion
References
Chapter 18: Preventing Violence Through Coordinated Responses to Classroom Disruption
Tier One
Providing Engaging Content with an Authentic Presence
Setting Classroom Expectations and Behavioral Standards
Skill Training for Students
Foster a Positive School Culture
Tier Two
Tier Three
Team Approach to Risk
Types of Teams
Operations of a BIT
Risk Factors for Targeted Violence
References
Part IV: Prevention Interventions for School-Related Violence
Chapter 19: Public Health Approach to Gun Violence Prevention in Connecticut’s Youth
Introduction
Purpose
Connecticut Violence Death Reporting System
Descriptive Statistics of Firearm-Related Violent Deaths
Victims of Lethal Firearm-Involved Violence and Circumstances Surrounding Their Deaths
Offenders Who Used Firearms and Their Relationships to the Victims
Prevention Strategies and Public Health Policy
Preventing Violent Deaths
Preventing Homicide
Preventing Suicide
Preventing Unintentional Firearm-Involved Deaths
Conclusions and Future Directions
References
Chapter 20: Trauma-Informed Care as a Framework to Reduce Trauma and Violence in Schools
How Trauma Impacts Children and Their Behavior and Can Lead to Violence
Trauma Impacts Professionals and the Systems as Well and May Make Them Less Able to Respond
Trauma-Informed Care
A Data-Driven Approach to Implementing Trauma-Informed Care to Reduce Trauma and Violence in Schools
Trauma-Informed Care and Multi-Tiered Systems of Support
A Data-Driven Implementation Plan
Repeated Assessment and Monitoring Using Trauma- and Violence-Specific Tools
Consideration of the Impact of Trauma and School Violence on School Personnel as well as Students
Sensitivity and Responsiveness to Culture and Experience, Past and Present, Broadly Defined
Conclusion
References
Chapter 21: Bullying as a Form of Abuse: Conceptualization and Prevention
Historical Context
Theories of Bullying
Learning and Social Cognitive Theories
Social Capital, Power, and Dominance Theories
Social-Ecological Theory
Bullying Prevention Approaches and Best Practices
Policies and Legislation
Universal Prevention
Targeted and Indicated Prevention for Bullying Perpetrators and Targets
Interventions for Problems Associated with Bullying
References
Chapter 22: Mindfulness Strategies for Primary Prevention
Introduction
The March of Mindfulness
What Is Mindfulness?
Mindfulness Versus Meditation
The Origins of Mindfulness and Non-Violence
Mindfulness and Ethics
Equity
Cultural Awareness and Responsiveness
A Culture of Awareness
Building a Culture of Awareness
Mindfulness Training for Students
Mindfulness Training for Teachers
Administrators
Families
Mindfulness: The Essence of Learning
Discipline Redefined
Relationship-Building
Mindful Listening
Reacting Versus Responding
Fight or Flight
Bias
Conscious Bias
Unconscious Bias
Blind Spots and Beginner’s Mind
Developing Empathy and Compassion
Mindfulness of Breathing
Lovingkindness
Forgiveness
Gratitude
Mindful Communication
Group Circles and Talking Sticks
Mindful Communication Pairs
Technology
Technology Addiction
Technology Fasts
Calm and Connected
Considerations for the Mindfulness Educator
Final Thoughts
Reference
Chapter 23: Equipping Students’ Minds with a Cognitive Training Program for Preventing School Violence
Introduction
School Climate and Safety
Treatment and Prevention of Violence in Schools
Academic Intervention
Individualized Education Plan (IEP)
Disability Categories
Cognitive Skills Impact on Academics and Behavior
Cognitive Plasticity
Mediation Learning Experience and Cognitive Training Research
Cognitive Functions
Equipping Minds Cognitive Development Curriculum
Reflex Integration Exercises
Sensory-Motor Development
Cognitive Training Exercises
Stroop Effect and N-Back Training
Multi-Component, Multi-Domain, and Multi-Task Training
Cognitive Neuroscience and Education
Implementation and Benefits of Equipping Minds
Case Studies with Equipping Minds
Case 1. Marie: Down Syndrome and Intellectual Disability
Case 2. Joseph: Fetal Alcohol Syndrome, Mixed Expressive/Receptive Language Disorder, Developmental Coordination Disorder (Dysgraphia)
Case 3. David: Autism, Apraxia, Anxiety, and Hashimoto’s Disease
Case 4. Kay: General Learning Disorder
Case 5. Steven: Fetal Alcohol Spectrum Disorder, Post-traumatic Stress Disorder, Autism, Mixed Receptive-Expressive Language Disorder, ADHD, Specific Learning Disorder, Anxiety
Case 6. Bryant: Post-traumatic Concussion Syndrome
Case 7. Scott: Anxiety, Autism, Developmental Coordination Disorder, Borderline Intellectual Functioning
Case 8. Jackson: Specific Learning Disorder with Impairment in Reading, Specific Learning Disorder with Impairment in Written Expression, ADHD, Other Specified Anxiety Disorder
Discussion
Research with Specific Learning Disorders Using Equipping Minds
Strengths of the Research Design Method
Weaknesses of the Research Design
Method
Data Analysis
Findings
Discussion
Conclusion
Lessons Learned: Reasons for Implementing Cognitive Training
References
Chapter 24: Character Education Update: Building a Buffer Against School Violence
Introduction
Foundation of Character Building
Understanding the Contributions of Kohlberg and Piaget in Character Development
The Interface of Character and Social Violence
Redesigning Character Education
Character Building and Prevention
Processing the Trauma of Violence
Future Directions for Character Education
Innovation in Character Development
References
Chapter 25: Building Empathy, Step-by-Step: Prevention Intervention to Promote School Health
Introduction
Building Empathy
A Step in Learning
A Three-Step Model
Overall Structure of STEP-by-STEP Student Stewardship©
Components of Program
Stewardship Focus
Stewardship Virtues
Stewardship Curriculum
Stewardship Parents
Stewardship Friday/Stewardship Day
Speakers
Literature
Movies/Videos
Simulation Stations
Research
Case Studies
Legacy Stories
Global Stories
Discussion
Reflections
Family Stewardship
Games to
Stewardship Activities to
Stewardship Projects
End-of-Year Wrap-Up
End-of-Year Stewardship Celebration
Stewardship Résumé
Signature Stewardship Projects
Stewardship Portfolio /Stewardship Graduation
Conclusion
Lessons Learned
References
Chapter 26: Preventing Compassion Fatigue Among Educators: An Educator Resiliency Study During the COVID-19 Pandemic
Introduction
Compassion Fatigue: Definition and Significance
Demographic and Psychological Correlates of Educator Compassion Fatigue
Demographic Factors
Compassion Fatigue in the Context of COVID-19
Overview of the COVID-19 Educator Resiliency Project
Participants and Data Collection Procedure
COVID-19 Educator Resiliency Survey
Data Analysis Procedure
Quantitative Research Findings
Qualitative Research Findings
Practical Recommendations
Practical Recommendations for Preventing Compassion Fatigue Among Educators
Practical Recommendations for Improving Educators’ SEL Competencies
Practical Recommendations for Improving Teaching Self-Efficacy
Practical Recommendations for Promoting Healthy School Connectedness
Practical Recommendations for Reducing Racial Trauma Among Educators
Conclusion
References
Chapter 27: Utilizing Effective Bullying Prevention Programs
What Is Bullying?
National Incidence and Prevalence
The Victimizer
The Victim
Fidelity of Laws and Policies
The Requirement: “Bullying Prevention Program”
Selecting an Effective Program
Appropriate Program Philosophy
Appropriate Program Targets
Appropriate Program Elements
Appropriate Program Components
Appropriate Program Implementation Plan
Appropriate Program Training and Presentations
Appropriate Program Curriculum/Instruction
Bullying Prevention and Technology
Lessons Learned and Recommendations for Effective Anti-bullying Programs
Summary, Concerns, and Recommendations
References
Chapter 28: Empowering Children to Prevent Violence
Bibliography
Chapter 29: School Violence: Lessons Learned and New Directions
Introduction
References
Index