By Jonathan Page, Jeffrey A. Daniels, Steven J. Craig

This forward-looking monograph distills the present wisdom base on deadly college shootings for college execs invested in enhancing college defense. Divided among correlates, interventions, and prevention, it starts with the Virginia Tech bloodbath as exemplifying the categories of private, environmental and social dynamics that normally bring about deadly violence on campus. Bullying as a causal consider institution violence is a selected concentration of the findings, together with fast and long term unwanted effects, psychology of bullies and sufferers and concerns concerning cyber bullying. And really expert chapters supply info on Trauma-Focused Cognitive Behavioral remedy for victimized kids and early life, remedy probabilities for bullies and an empirically-supported application for combating extra deadly occasions.

Featured during this reference:

  • Case examine: Cho Seung-Hui.
  • Correlates of faculty violence: bullying, psychopathy, ethnic and gender concerns and more.
  • Anti-bullying interventions.
  • Treatment of traumatized children.
  • Averted college shootings and resolved institution hostage events.
  • The secure colleges groups version for violence prevention.

For execs operating in and with faculties in a number of capacities, optimizing safeguard is a best precedence. Violence in Schools provides these readers transparent course towards attaining this significant aim.

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In addition, one SRO talked about internal struggles he experienced during the standoff. This was a student whom he knew, but he also had to plan for a tactical resolution (likely causing bodily harm) should the student attempt to harm any of the captives. Daniels et al. (2011) also identified emotional preparations and responses of the SROs related to internal struggles. The officers’ training and previous violent encounters were included in emotional preparation. Emotional responses included arousal and relief when the captives were able to leave the room.

The multicultural support for TF-CBT is also well documented. King et al. (2000) found that the results of TF-CBT were generalized across racial, ethnic, and geographical boundaries. Cohen and Mannarino (1998) revealed that TF-CBT showed greater benefits to preschool and school-age children in overcoming PTSD, depression, sexual behavior problems, and general behavior problems, as compared to passage of time and nondirective community treatments. Parental involvement, behavioral rehearsal, and homework improved children’s acquisition of personal safety skills (Deblinger et al.

Other means by which plots were discovered included alert school personnel who uncovered the plots, the police received tips, notes or email messages were intercepted, school personnel overheard rumors and investigated, and specific threats were issued. A third finding from the Daniels et al. (2007) study is that schools took a number of steps to resolve the issue before a shooting occurred. First was the immediate response, which included calling the police, calling for a lockdown, following established safety procedures, and searching lockers and book bags.

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Violence in Schools by Jonathan Page, Jeffrey A. Daniels, Steven J. Craig
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