Table Of ContentSchool Violence and Primary Prevention
Thomas W. Miller
Editor
School Violence and
Primary Prevention
Prof. Thomas W. Miller
Department of Psychiatry
College of Medicine
University of Kentucky, KY
USA
[email protected]
ISBN: 978-0-387-75660-8 e-ISBN: 978-0-387-77119-9
DOI: 10.1007/978-0-387-77119-9
Library of Congress Control Number: 2008921387
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It is to the victims and families of victims
and perpetrators of school related violence,
that this volume is dedicated. May we
provide herein, important steps toward the
prevention and elimination of school
violence and violence at all levels.
Contents
Contributors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
List of Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxi
List of Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxiii
1 School-Related Violence and Prevention:
Editorial Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Thomas W. Miller
I Theory, Assessment, and Forms of School Violence
2 School-Related Violence: Definition, Scope,
and Prevention Goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Thomas W. Miller and Robert F. Kraus
3 The Neurobiology of Violence and Victimization. . . . . . . . . . . . . . . . . 25
William P. French
4 Threat Assessment in School Violence. . . . . . . . . . . . . . . . . . . . . . . . . . 59
Connie Callahan
5 Social Information Processing and Aggression
in Understanding School Violence: An Application
of Crick and Dodge’s Model. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Amy Nigoff
6 The Roles of Morality Development and Personal
Power in Mass School Shootings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Ken Kyle and Stephen Thompson
vii
viii Contents
7 Multiple Contextual Levels of Risk for Peer
Victimization: A Review with Implications
for Prevention and Intervention Efforts . . . . . . . . . . . . . . . . . . . . . . . 125
Noel A. Card, Jenny Isaacs, and Ernest V. E. Hodges
8 Assessment of Childhood Sexual Abuse:
Clinical Measures, Evaluation, and Treatment . . . . . . . . . . . . . . . . . 155
Mark V. Sapp
9 Impact of Trauma in School Violence on the Victim
and the Perpetrator: A Mental Health Perspective . . . . . . . . . . . . . . 185
Lane J. Veltkamp and Amy Lawson
10 Boundary Violations: Harassment, Exploitation,
and Abuse. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Thomas W. Miller and Lane J. Veltkamp
11 Cliques and Cults as a Contributor to Violence
in the School Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Thomas W. Miller, Thomas F. Holcomb, and Robert F. Kraus
II Treatment and Prevention of Violence in the Schools
12 Violence in Our Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229
Matt Thompson, Bobbie Burcham, and Kathy McLaughlin
13 The Role of Teachers in School Violence
and Bullying Prevention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
Jina S. Yoon and Elizabeth Barton
14 Developmental Issues in the Prevention of Aggression
and Violence in School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277
Paul Boxer, Andrew Terranova, Sarah Savoy,
and Sara E. Goldstein
15 Bullies and Victims at School: Perspectives
and Strategies for Primary Prevention . . . . . . . . . . . . . . . . . . . . . . . . 295
Christian Berger, Ramin Karimpour, and Philip C. Rodkin
16 The Psychiatrist’s Role After a School Shooting:
The Emergency Room and Beyond . . . . . . . . . . . . . . . . . . . . . . . . . . . 323
Elissa P. Benedek and Praveen Kambam
17 Current Perspectives on Linking School Bullying
Research to Effective Prevention Strategies . . . . . . . . . . . . . . . . . . . . 335
Dorothy L. Espelage and Susan M. Swearer
Contents ix
18 School Shootings in Middle School, High School,
and College: Clinical Management and School
Interventions for High-Risk Students . . . . . . . . . . . . . . . . . . . . . . . . . 355
Thomas W. Miller, William Weitzel, and Janet Lane
19 Character Education as a Prevention Strategy
for School-Related Violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377
Thomas W. Miller, Robert F. Kraus, and Lane J. Veltkamp
20 The Bully Free Program: A Profile for Prevention
in the School Setting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391
Allan Beane, Thomas W. Miller, and Rick Spurling
21 A Series of Culturally Relevant Models to Prevent
School-Age Youth Violence: A 4-Year (2001–2005)
Family and Community Violence Prevention Study . . . . . . . . . . . . . 407
Laxley W. Rodney, Rameshwar P. Srivastava, and Dana L. Johnson
22 Prevention of School Violence: Directions,
Summary, and Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431
J. Robert McLaughlin and Thomas W. Miller
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445
Contributors
Elizabeth A. Barton, Ph.D., is an Assistant Professor (Research) and Associate
Director of the Center for Peace and Conflict Studies at Wayne State University.
Barton is an internationally and nationally recognized trainer on violence by, toward,
and against youth and on cross-cultural conflict. She is the author of numerous publi-
cations, including Leadership Strategies for Safe Schools and Bully Prevention: Tips
and Strategies for School Leaders and Classroom Teachers. She currently implements
comprehensive violence prevention program in 17 Detroit Public Schools and directs
a statewide assessment of youth violence prevention programs in Michigan.
Allan L. Beane, Ph.D., is an internationally recognized expert, speaker, and author
on bullying. His first book, The Bully Free Classroom, has been published in eight
languages. He has over 30 years experience in education, which includes teaching
special education, teaching regular education, serving as vice president of a
university, and serving as Director of a School Safety Center. He has served as an
expert witness in criminal cases involving bullying and has served as a consultant in
law suites involving bullying. His program The Bully Free Program (www.bullyfree.
com) has been adopted around the USA.
Elissa P. Benedek, M.D., is Professor of Psychiatry at the University of Michigan,
School of Medicine. She is a consultant for the Center for Forensic Psychiatry (Ann
Arbor, Michigan), is an examiner for the American Board of Psychiatry and
Neurology, and has a private practice in child, adolescent, and forensic psychiatry.
She served as president of the American Psychiatric Association from 1990 to 1991
and as Director of Research and Training at the Center for Forensic Psychiatry from
1980 to 1997. Dr. Benedek has published six books, written more than 60 papers,
and led over 300 presentations at scientific meetings. Having authored or edited
over 100 publications, including Principles and Practice of Child and Adolescent
Forensic Psychiatry, and led over 300 presentations at scientific meetings,
Dr. Benedek is a distinguished expert in child and adolescent forensic psychiatry.
She served as a past president of the American Psychiatric Association and as
training director for the Center for Forensic Psychiatry in Michigan for over 20
years. Currently, she is in private practice, remaining a consultant to the Center for
Forensic Psychiatry, a mentor for trainees, and now an Adjunct Clinical Professor
at the University of Michigan.
xi
xii Contributors
Christian Berger, M.S., is Assistant Professor in the School of Psychology at
Universidad Alberto Hurtado, Chile. He is currently a doctoral candidate in
e ducational psychology at the University of Illinois at Urbana-Champaign. His
research focuses on the role that aggression plays within peer ecologies in a dolescent
populations, and particularly its associations with the social standing of the individual
within his or her social context. He has served as consultant for several Chilean
educational institutions regarding school climate improvement and staff training on
well-being promotion.
Paul Boxer, Ph.D., is Assistant Professor of Psychology at Rutgers University in
Newark, New Jersey. He received his Ph.D. in Clinical Psychology from Bowling
Green State University after completing internship training at Wayne State
University. Boxer directs the Social Development Research Program at Rutgers.
Research in this program focuses on the development and prevention of antisocial
behavior under high-risk environmental conditions and in atypical populations.
Boxer’s current projects examine relations between aggressive behavior and
social–contextual risk, with an emphasis on the effects of exposure to violence in
the community and in the media and the experience of maltreatment.
Bobbie Burcham, Ph.D., is currently employed as a school psychologist for the
Fayette County Public Schools in Lexington, Kentucky, and is an Adjunct Professor
at Georgetown College in Georgetown, Kentucky. She earned a master’s degree at
Ohio University and the doctoral degree at the University of Kentucky. In addition
to serving in the public schools since 1979, she was employed for 4 years at the
University of Kentucky Medical Center, Department of Outpatient Psychiatry,
where, in addition to clinical work, she developed and directed a summer program
for children with disruptive behavior disorders. Dr. Burcham has seven publications
and has directed two grants from the Office of Special Education Programs, US
Department of Education, focused on interventions for children and youth with
disruptive behavior.
Connie Callahan, Ph.D., holds a doctorate in Counseling from the University of
New Mexico and a master’s degree in Psychology from Pittsburg State University.
From 1987 through the present, she has practiced as a Licensed Professional
Clinical Counselor and as a university professor. She is currently a full professor
and the Chair of the Counseling and Educational Psychology at Eastern Kentucky
University. Dr. Callahan has taught 57 different university and college courses and
publishes and presents nationally on a variety of topics.
Noel A. Card, Ph.D., is an Assistant Professor in the Division of Family Studies
and Human Development at the University of Arizona. He received his Ph.D. in
Clinical Psychology from St. John’s University and completed a postdoctoral
fellowship in quantitative and developmental psychology at the University of
Kansas. His research focuses on social development during childhood and adoles-
cence, especially on peer relations and aggressive behavior, and has been published
in Developmental Psychology, International Journal of Behavioral Development,
and Social Development. His quantitative interests are in structural equation
