Warning Signs of School Shootings and Severe Targeted School Violence

2008 ◽  
Author(s):  
Rebecca Bondu
Keyword(s):  
School Violence ◽  
School Shootings ◽  
Warning Signs

Plausible Solutions to School Violence and Disturbance in America

2016 ◽  
pp. 185-209
Author(s):  
Peter A. Barone
Keyword(s):  
School Violence ◽  
Social Learning Theory ◽  
Rational Choice Theory ◽  
Choice Theory ◽  
School Shootings ◽  
Warning Signs ◽  
School Officials ◽  
Learned Behavior ◽  
Being Bullied ◽  
Definition Of

This chapter discussed the overall reduction of crime and rise of violence in schools across America to include activities from bullying to school shootings. There was a definition of school violence provided along with the most common reasons why bulling occurs. The importance of warning signs was addressed and the significance of having key individuals such as teachers, coaches, counselors, SRO's, parents and family members trained in recognizing these signs so that some type of orchestrated intervention can be applied to the situation and the children being bullied and those performing the bullying can be addressed. The fact of why many children do not report being bullied or ask for help and how it is connected to the issues of power was provided and information regarding teachers who would rather ignore bullying in their classrooms than to address it and be in a confrontational situation was examined. The four prominent theories which relate directly to learned behavior and violence, such as social learning theory, differential association, rational choice theory and Violentization were discussed due to them being the foundation for recognizing, understanding and effectively dealing with bullying and school violence for school officials, parents and SRO's.

School Shootings and Therapeutic Interventions for Traumatized Victims

2022 ◽  
pp. 140-163
Author(s):  
Abel Ebiega Enokela
Keyword(s):  
System Theory ◽  
School Violence ◽  
Family System ◽  
School Shootings ◽  
Therapeutic Interventions ◽  
School Shooting ◽  
Trauma Symptoms ◽  
Mass Violence ◽  
Family System Theory ◽  
The World

This study attempts an encapsulation of school shooting as a strand of mass violence with the purpose of presenting a perceived effective approach that could be therapeutically adopted for handling traumatized victims of school shooting incidents, particularly traumatized students. School violence involving firearms and high fatalities have been trending in many parts of the world. Pathetically, most of the students who are victims of school shootings receive inadequate or no therapeutic interventions that could help them to recover from the emotional trauma that usually accompany school violence. Students with trauma symptoms experience dysfunctional adaptation, leading to impairment of daily functionality, distortions in peer interactivity, and disruptive self-expressivity. This study leans on family system theory and elucidates how the application of this theory could help the traumatized to regain themselves psychosocially in order to maintain adaptation to function properly in the school or community.

The Characteristics and Typologies of School Violence Perpetrators

2016 ◽  
pp. 85-101
Author(s):  
Patricia Goforth
Keyword(s):  
Video Games ◽  
School Violence ◽  
Rare Events ◽  
School Shootings ◽  
School Shooting ◽  
Psychological Characteristics ◽  
Violent Video Games

Incidents of school related shootings have been intensely studied, particularly since the Columbine shooting on April 20, 1999, with the goal of creating a profile of school shooter. In light of the intense media frenzy created by school shootings and the shooters information as to cause and motivations of these events have not been accurately conveyed. What we know thus far is violent video games as a cause of school shootings is a myth. We also know that despite the fear of a school shooting, these are statistically rare events with perpetrators rarely surviving the attacks. Based on studies of the limited number of perpetrators, common psychological characteristics have been linked to those that have committed these acts.

scholarly journals Threat Assessment Teams for Institutions of Higher Education: A Review of Key Ideas and Practices for Professional Counselors

2022 ◽  
Author(s):  
Rebecca Bolante ◽  
Cass Dykeman
Keyword(s):  
Higher Education ◽  
School Violence ◽  
Threat Assessment ◽  
Mass Murder ◽  
Warning Signs ◽  
Institutions Of Higher Education ◽  
Review Of Literature ◽  
Professional Counselors ◽  
Multi Disciplinary Team ◽  
Preventative Approach

This review of literature provides a comprehensive account of the instigative factors, history, and evolution of threat assessment teams (TATs) for target-based violence in institutions of higher education (IHEs). Through examining diverse approaches to threat assessment, this review investigates the most effective criteria for creating protocols to identify and manage threats of target-based violence. The objective is to provide a greater understanding of the precursors and warning signs to threats of violence, including an understanding of what psychosocial factors impel students to enact mass murder, so that TATs can implement preventative strategies to school violence. The generalized findings of the majority of studies point to the necessity for a multi-disciplinary team referencing fact-based predictors of violence, yet applying an individualized and preventative approach to each case of suspected violence.

Dewey, School Violence, and Aesthetic Response

2021 ◽  
pp. 624-654
Author(s):  
Patricia Louise Maarhuis ◽  
A. G. Rud
Keyword(s):  
School Violence ◽  
School Shootings ◽  
Gun Violence ◽  
Aesthetic Response ◽  
Relational Identity ◽  
Aesthetic Responses ◽  
Art Works ◽  
Made In ◽  
Sandy Hook

Since the tragic shootings at Sandy Hook Elementary in 2012 there have been at least 159 school shootings in America (Everytown, n.d.). This chapter focuses on application of Deweyan thought to school shootings and aesthetic responses. Educational and aesthetic theories are used to understand the effects of school violence and inquiry includes analysis of artful works made in response to shootings. Common themes are noted across all 3 sites in various aesthetic responses and the steps toward reconstruction of associated living. Findings suggest engagement in responsive art works may ameliorate the disruption and trauma of school shootings. Within aesthetic response, there is potential for reclamation, restoration, and re-presentation of experience through the doubled reconstruction of communal spaces/places and of relational identity after shooting incidents. Considerations include the use of aesthetic response and associated living practices by activist and educators as a potential means to understand and work against gun violence.

Afterword: The Columbine Effect on Culture, Policy, and Me

2019 ◽  
Vol 35 (3) ◽  
pp. 357-372
Author(s):  
Glenn W. Muschert
Keyword(s):  
School Violence ◽  
Policy Development ◽  
Youth Violence ◽  
Public Discourse ◽  
School Shootings ◽  
The Past ◽  
Columbine High School ◽  
Academic Review ◽  
Personal Reflections ◽  
Cultural Effect

This afterword considers the cultural effect of the 1999 Columbine High School shootings. I bring together the aspects of a traditional academic review with my personal reflections as a scholar who spent the past two decades researching its cultural and policy ramifications. Columbine is a noted milestone in the American cultural lexicon, and one that has become an important reference point for discussions of school violence and other social problems concerning youth. Columbine often serves as an inaccurate exemplar of the broader problem of youth violence, and this so-called “Columbine Effect” means that extreme cases exert a disproportionately strong influence on public discourse about the problem. Over the past 20 years, the net effect has been the acceleration of punitive anti-violence school policies that include policing, surveillance, and zero-tolerance policies. I consider my experience as a researcher in this area and conclude with modest suggestions for guiding policy development to mitigate the problem of violence in schools.

Practicing School Psychologists' Perceived Role in Prevention of School Violence

2004 ◽  
Vol 94 (1) ◽  
pp. 243-250 ◽  
Author(s):  
Vincent J. Dean ◽  
Matthew K. Burns
Keyword(s):  
Risk Factors ◽  
Special Education ◽  
Violence Prevention ◽  
School Violence ◽  
School Psychologists ◽  
School Shootings ◽  
Leadership Role ◽  
Self Perceptions ◽  
School Violence Prevention ◽  
Perceptions Of Leadership

School psychologists have been called upon to take a leadership role in school-violence prevention, but little is known about their involvement in this issue, especially in states where school shootings have occurred. The current study surveyed 258 Michigan school psychologists about their role in prevention of school violence. Analysis suggested respondents felt prepared to address violence prevention but do not have a leadership role and are not sought for advice about prevention. The number of annual special education evaluations was significantly associated with frequency of being sought for advice on violence prevention but was not related to perceptions of leadership or preparedness. Modest relationships were noted between feeling prepared, knowledge of risk factors, and self-perceptions of a leadership role. Suggestions for research are included.

Dewey, School Violence, and Aesthetic Response

2017 ◽  
pp. 237-266
Author(s):  
Patricia Louise Maarhuis ◽  
A. G. Rud
Keyword(s):  
School Violence ◽  
School Shootings ◽  
Gun Violence ◽  
Aesthetic Response ◽  
Relational Identity ◽  
Aesthetic Responses ◽  
Art Works ◽  
Made In ◽  
Sandy Hook

Since the tragic shootings at Sandy Hook Elementary in 2012 there have been at least 159 school shootings in America (Everytown, n.d.). This chapter focuses on application of Deweyan thought to school shootings and aesthetic responses. Educational and aesthetic theories are used to understand the effects of school violence and inquiry includes analysis of artful works made in response to shootings. Common themes are noted across all 3 sites in various aesthetic responses and the steps toward reconstruction of associated living. Findings suggest engagement in responsive art works may ameliorate the disruption and trauma of school shootings. Within aesthetic response, there is potential for reclamation, restoration, and re-presentation of experience through the doubled reconstruction of communal spaces/places and of relational identity after shooting incidents. Considerations include the use of aesthetic response and associated living practices by activist and educators as a potential means to understand and work against gun violence.

School Violence among Children and Adolescents in Rural Communities

2016 ◽  
pp. 78-94
Author(s):  
Michelle F. Wright
Keyword(s):  
Rural Communities ◽  
School Districts ◽  
Children And Adolescents ◽  
School Violence ◽  
Urban Areas ◽  
The United States ◽  
Rural School ◽  
School Shootings ◽  
Future Research ◽  
Rural School Districts

School violence gained increased attention after highly publicized school shootings occurred in a variety of different school districts across the United States. Some of these school shootings occurred in nonurban communities, suggesting that such violence can occur in all areas, even those originally thought to be immune to such violence. As a result of these incidences, more research was conducted on school violence in nonurban communities and it quickly became clear that children and adolescents from rural school districts were often exposed to school violence at similar levels as those children and adolescents from urban areas. The aim of this chapter was to review research concerning school violence among children and adolescents in rural school districts, and to make recommendations for policy and school violence reduction programs as well as future research.

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