The Handbook of School Violence and School Safety: International Research and Practice has become the premier resource for educational and mental health professionals and policymakers seeking to implement effective prevention and intervention programs that reduce school violence and promote safe and effective schools. It covers the full range of school violence and safety topics from harassment and bullying to promoting safe, secure, and peaceful schools. It also examines existing school safety programs and includes the multi-disciplinary research and theories that guide them. Examinations of current issues and projections of future research and practice are embedded within each chapter. This volume maps the boundaries of this rapidly growing and multidisciplinary field of study. Key features include...
Comprehensive Coverage – The chapters are divided into three parts: Foundations; Assessment and Measurement; Prevention and Intervention Programs. Together they provide a comprehensive review of what is known about the types, causes, and effects of school violence and the most effective intervention programs that have been developed to prevent violence and promote safe and thriving school climates.
Evidence-based Practice – Avoiding a one-size-fits-all approach to prevention and intervention, the focus throughout is on the application of evidence-based practice to address factors most commonly associated with school violence and safety.
Implications for Practice – Each chapter bridges the research-to-practice gap, with a section delineating implications for practice of the foregoing research.
Chapter Structure – To ensure continuity and coherence across the book, each chapter begins with a brief abstract and ends with a table showing the implications for practice.
International Focus – Acknowledging the fact that school violence and safety is a global concern, this edition has increased its focus on insights learned from cross-national research and practice outside the USA.
Expertise – The editors and authors are experienced researchers, teachers, practitioners, and leaders in the school violence field, their expertise includes their breadth and depth of knowledge and experience, bridging research, policy, and practice and representing a variety of international organizations studying school violence around the world.
Table of Contents
I. Foundations Of School Violence And Safety 1. Conceptual Foundations for Understanding Youth Engaged in Antisocial and Aggressive Behaviors Shane R. Jimerson, Shelley R. Hart, & Tyler L. Renshaw 2. Making the Case for an International Perspective on School Violence: Implications for Theory, Research, Policy, and Assessment Rami Benbenishty & Ron Avi Astor 3. Developing Safe, Supportive, and Effective Schools: Facilitating Student Success to Reduce School Violence David Osher, Kevin Dwyer, Shane R. Jimerson & Jacqueline A. Brown 4. A Problem-Solving Approach to School Violence Prevention Jim Larson & R. T. Busse 5. Social Support in the Lives of Students involved in Aggressive and Bullying Behaviors Michelle Kilpatrick Demaray, Christine Kerres Malecki, Lyndsay N. Jenkins, & Lauren D. Westermann 6. Coercion and Contagion in Family and School Environments: Implications for Educating and Socializing Youth Gregory M. Fosco, Jennifer L. Frank, & Thomas J. Dishion 7. On the Personality Mechanisms Leading to Violence Guido Alessandri, Michele Vecchione, & Gian Vittorio Caprara 8. Cyberbullying and Cyber Aggression Peter Smith 9. Addressing the Needs of Marginalized Youth at School Tracey G. Scherr 10. Toward an Understanding of Gang Involvement: Implications for Schools Dana Peterson & Kirstin Morgan 11. Juvenile Delinquency in Cyprus: The role of Gender, Ethnicity and Family Status Ernestina Sismani Papacosta 12. A Synthetic Approach for the Study of Aggression and Violence in Greek Schools Chryse Hatzichristou, Fotini Polychroni, Philia Issari, & Theodora Yfanti 13. Bullying in Perú: A Code of Silence? César Merino Soto, Julio Carozzo Campos, & Luis Benites Morales 14. Exploring School Violence in the Context of Turkish Culture and Schools Sefa Bulut & Samettin Gündüz 15. The Association of Perceived Parental Understanding with Bullying Among Adolescents in Ghana, West-Africa Andrew Owusu, Aleesha Hoag, Norman L. Weatherby, & Minsoo Kang 16. Monitoring School Violence in Israel, National Studies and Beyond: Implications for Theory, Practice, and Policy Rami Benbenishty & Ron Avi Astor 17. Youth Suicidal Behavior in the Context of School Violence David Miller 18. World Report on Violence and Health: International Insights Shane R. Jimerson, Jacqueline A. Brown, Skye Stifel, & Matthew A. Ruderman II. Assessment And Measurement 19. Evidence-Based Standards and Methodological Issues in School Violence and Related Prevention Research in Education and the Allied Disciplines Matthew J. Mayer 20. An Overview of Measurement Issues in School Violence and School Safety Research Jill D. Sharkey, Erin Dowdy, Jennifer Twyford, & Michael J. Furlong 21. Using Self-Report Anger Assessments in School Settings Douglas C. Smith, Michael J. Furlong, Peter Boman, & Victoria Gonzalez 22. Assessment of Bullying Dewey Cornell & Joanna C. M. Cole 23. Using Office Discipline Referrals and School Exclusion Data to Assess School Discipline Kent McIntosh, Emily S. Fisher, Kelly S. Kennedy, Calli B. Craft, & Gale M. Morrison24. Gauging the System: Trends in School Climate Measurement and Intervention Meagan O’Malley, Kristin Ritchey, Tyler Renshaw, & Michael Furlong III. Research-Based Prevention And Intervention Programs 25. A Socio-Ecological Model for Bullying Prevention and Intervention in Early Adolescence Susan M. Swearer, Dorothy L. Espelage, Brian Koenig, Brandi Berry, Adam Collins, & Paige Lembeck 26. Critical Characteristics of Effective Bullying Prevention Programs Richard J. Hazler & JoLynn V. Carney 27. The Olweus Bullying Prevention Program: An Overview of Its Implementation and Research Basis Susan P. Limber 28. Reducing Bullying and Contributing Peer Behaviors: Addressing Transactional Relationships Within the School Social Ecology Karin S. Frey, Jodi Burrus Newman, Susan Bobbitt Nolen, & Miriam K. Hirschstein 29. What Schools May Do to Reduce Bullying Ken Rigby 30. Youth Anger Management Treatment for School Violence Prevention Eva L. Feindler & Meghann F. Gerber 31. Social and Emotional Skills Training with Second Step: A Violence Prevention Curriculum Pam Dell Fitzgerald & Leihua Edstrom 32. The PATHS Curriculum: Promoting Emotional Literacy, Prosocial Behavior, and Caring Classrooms Carol A. Kusché & Mark T. Greenberg 33. Schoolwide Positive Behavioral Supports Jeffrey R. Sprague & Robert H. Horner 34. Preventing, Preparing for, and Responding to School Violence With the PREPaRE Model Stephen E. Brock, Shane R. Jimerson, Shelley R. Hart, & Amanda B. Nickerson 35. Enhancing School Connectedness to Prevent Violence and Promote Wellbeing Ian M. Shochet & Coral L. Smith 36. The United States Safe Schools/Healthy Students Initiative: Turning a National Initiative into Local Action Jill D. Sharkey, Michael J. Furlong, Erin Dowdy, & Erika D. Felix, Lindsey M. O'Brennan, & Kristin Ritchey 37. Student Threat Assessment as a Strategy to Reduce School Violence Dewey Cornell & Farah Williams 38. Reforming School Discipline and Reducing Disproportionality in Suspension and Expulsion Russell J. Skiba, Lauren A. Shure, Laura V. Middelberg, & Timberly L. Baker 39. The Impact of Safe Schools/Healthy Students Funding on Student Wellbeing:A California Consortium Cross-Site Analysis Tom Hanson, Amy Jane Griffiths, & Michael Furlong 40. School Violence in South Korea: An Overview of School Violence and Intervention Efforts Seung-yeon Lee & Insoo Oh 41. Preventive Programme of Tolerance Against Violence at Schools in Slovakia Eva Gajdosova & Zita Rijakova 42. Preventing Youth Gang Involvement with G.R.E.A.T. Dana Peterson & Finn-Aage Esbensen 43. Cognitive-Behavioral Intervention for Anger and Aggression: The Coping Power Program John E. Lochman, Caroline L. Boxmeyer, & Nicole P. Powell 44. Meta-analysis and Systematic Review of the Effectiveness of School-Based Programs to Reduce Multiple Violent and Antisocial Behavioral Outcomes Aaron A. Alford & James Derzon
Shane R. Jimerson, Ph.D. is a Professor at the University of California, Santa Barbara. Dr. Jimerson is the co-founder of the International Institute of School Psychology (http://education.ucsb.edu/jimerson/IISP). Among numerous publications, he is the lead-editor of The Handbook of Bullying in Schools: An International Perspective (2010, Routledge) and The Handbook of School Violence and School Safety: From Research to Practice (2006, Lawrence Earlbaum, Inc), a co-editor of Best Practices in School Crisis Prevention and Intervention (2002, National Association of School Psychologists), and the lead editor of The Handbook of International School Psychology (2007, SAGE Publishing), and The Handbook of Response to Intervention: The Science and Practice of Assessment and Intervention (2007, Springer Science). He is also co-author of School Crisis Prevention and Intervention: The PREPaRE Model (2009, National Association of School Psychologists), The Mourning Child Grief Support Group Curriculum (2001, Taylor and Francis), Identifying, Assessing, and Treating Autism at School (2006, Springer Science), Identifying, Assessing, and Treating Conduct Disorder at School (2008, Springer Science), Identifying, Assessing, and Treating PTSD at School (2008, Springer Science), Identifying, Assessing, and Treating ADHD at School (2009, Springer Science), and Promoting Positive Peer Relationships (P3R): Bullying Prevention Program (2008, Stories of Us).Amanda B. Nickerson, PhD, is an Associate Professor and Director of the Jean M. Alberti Center for the Prevention of Bullying Abuse and School Violence in the Department of Educational and Counseling Psychology at the University at Buffalo, the State University of New York (SUNY). She was previously at the University at Albany, SUNY, where her research focused on school crisis prevention and intervention, with an emphasis on violence and bullying prevention. She has also written on the critical role of schools, parents, and peers in promoting social-emotional strengths and competencies of children and adolescents. Dr. Nickerson is the lead author of Assessing, Identifying, and Treating Posttraumatic Stress Disorder at School (2009, Springer) and co-author of School Crisis Prevention and Intervention: The PREPaRE Model (2009, National Association of School Psychologists). She reviews for several major journals and is on the editorial board of School Psychology Quarter, Psychology in the Schools, and the Journal of School Violence.
Matthew J. Mayer, PhD, is an Associate Professor in the Department of Educational Psychology in the Graduate School of Education at Rutgers, the State University of New Jersey. Dr. Mayer’s research includes analyzing national level data and modeling processes associated with school violence and disruption and related prevention programming. He also has written on cognitive-behavioral interventions and methodological issues in structural equation modeling and evidence-based standards in education and the allied professions. He reviews for several major journals and is an editorial board member of the journals Behavioral Disorders and Journal of School Violence. Dr. Mayer currently serves as President of the Consortium to Prevent School Violence, a national group dedicated to disseminating evidence-based violence prevention best practices to schools and allied youth agencies.
Michael J. Furlong, PhD, is a Professor in the Counseling, Clinical, and School Psychology Department, Gevirtz Graduate School of Education, University of California Santa Barbara. He is a member of the Society for the Study of School Psychology and a fellow of the American Psychological Association (Division 16) and the American Education Research Association. He is the Editor of the Journal of School Violence and the Director of the Center for School-Based Youth Development.