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A developmental perspective on the Virginia Student Threat Assessment Guidelines
In: New directions for youth development: theory, research, and practice, Band 2011, Heft 129, S. 43-59
ISSN: 1537-5781
AbstractThe Virginia Student Threat Assessment Guidelines were developed to help multidisciplinary school‐based teams use a decision tree to evaluate student threats and take appropriate preventive action. A main goal of this approach is to allow school‐based teams to recognize and respond to the developmental complexities of children and adolescents without resorting to the use of zero tolerance discipline. The model takes a triage approach that involves progressively more extensive assessment and intervention according to the severity of the threat and the student's intentions. The article summarizes two field test studies of the model, a study of training effects on staff attitudes and knowledge about violence prevention, and a quasi‐experimental study showing that secondary schools using the model enjoyed a more positive school climate characterized by less bullying and greater willingness among students to seek help for threats of violence.
The relationship of school climate with out-of-school suspensions
In: Children and youth services review: an international multidisciplinary review of the welfare of young people, Band 94, S. 378-389
ISSN: 0190-7409
Issue editors' notes
In: New directions for youth development: theory, research, and practice, Band 2011, Heft 129, S. 1-6
ISSN: 1537-5781
Student attitudes and behaviors as explanations for the Black-White suspension gap
In: Children and youth services review: an international multidisciplinary review of the welfare of young people, Band 73, S. 298-308
ISSN: 0190-7409
Student homicidal violence in schools: An international problem
In: New directions for youth development: theory, research, and practice, Band 2011, Heft 129, S. 13-30
ISSN: 1537-5781
AbstractSchool homicides have been become a worldwide phenomenon. In the decade following the Columbine shooting there have been at least forty similar events in other countries. This article addresses the international scope of this problem and some of the complex conceptual issues that make student homicidal violence difficult to define and study. Meaningful research on risk and protective factors that can inform evidence‐based preventive models is summarized.
Recurrent issues in efforts to prevent homicidal youth violence in schools: Expert opinions
In: New directions for youth development: theory, research, and practice, Band 2011, Heft 129, S. 113-128
ISSN: 1537-5781
AbstractDevelopmental research on social influences on adolescents can guide practices aimed to prevent homicidal youth violence. School shootings have repeatedly raised questions about the contributory role of bullying and entertainment violence, how news media publicity might produce copycat crimes, and whether stiffer criminal sanctions might have a deterrent effect. This article presents the thoughts and recommendations of a group of experts on these topics summarizing the current knowledge base. In brief, bullying reduction programs may be a useful early prevention effort. Television and video games with violent themes can encourage aggressive behavior, but these media can be used to teach more prosocial behavior as well. The potential copycat effects of highly publicized crimes might be diminished with more restrained reporting, although more research is needed. Finally, there is substantial evidence that increased criminal sanctions for youthful offenders have not had a deterrent effect.