Preventing School Violence and Terrorism

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  1. IACP Prevention and Response to School Violence.
  2. State Legislators: School Shootings Are Acts of Domestic Terrorism.
  3. Policy considerations.
  4. Schools still relatively safe?

Helping your children manage distress in the aftermath of a shooting. Coping with a Traumatic Event. Defending Childhood: Protect. Thrive Resources to prevent and mitigate children's exposure to violence. School Safety and Crisis Resources. Main website. Terrorism resources. Talking to Children about the Shooting.

Tips for Parents on Media Coverage.

Violence in the Age of Social Media - James Densley - TEDxHamlineUniversity

Coping with Traumatic Events. National Child Traumatic Stress Initiative. Recognizing and Treating Child Traumatic Stress. SAMHSA Disaster Distress Helpline Provide immediate counseling for those in need of help in dealing with the many issues and problems that arise from a tragedy. Preventing Violence From Child Trends. Futures Without Violence. Gang Resistance Education and Training. National Crime Prevention Council. Stop Bullying: Speak Up. The Journal of School Nursing. The sheer numbers of these programs can be daunting; there are over institutional programs alone. And the specific goals and foci of these approaches vary.

Some aim to boost physical safety by reducing extreme forms of violence, such as shootings. Others promote a psychologically safe school climate i. Some are proactive in trying to prevent the development of violent behaviors, whereas others are reactive. Certain programs focus on skill building, whereas others rely on the deterrent value of punishment.

Some approaches involve the entire school and sometimes even parents or the community at large; others are designed for students identified as "at risk.

State Legislators: School Shootings Are Acts of Domestic Terrorism

Hence, school-based violence prevention efforts are based on drastically different sets of assumptions about what works. Unfortunately, the assumptions are rarely questioned, and these approaches might not work as well as we wish. Each of these approaches is discussed in more detail below. Among the most common physical surveillance measures currently used in schools are weapons deterrence and the use of campus security and police officers. These strategies are aimed at preventing the most extreme forms of violence.


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  • Weapons deterrence. Although bullying is far more prevalent than violence that involves weapons, [3] one primary goal of improved physical surveillance measures is to prevent youth from bringing weapons to school. Metal detectors and searches of student lockers and book bags are not uncommon, especially in large urban middle and high schools.

    Indeed, fewer weapons are confiscated with these measures in place [12] than are confiscated without them, implying that students are bringing weapons to school less frequently. Whether metal detectors and searches can prevent a well-planned incident from taking place is less clear. Campus officers. The presence of security guards and officers employed by the school, district, or local law enforcement on school grounds is gaining popular support.

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    This is especially true since the shooting incident at Granite Hills High School near San Diego, California, where a campus police officer was able to intervene quickly and prevent further violence. The duties of campus officers vary from patrolling the school and grounds to assisting school personnel with discipline issues. Media reports [13] indicate that President Bush might triple the amount of federal support for this program.

    However, little is known about the long-term or concurrent effects that the presence of uniformed officers might have on students' feelings of safety. For example, although the presence of an officer may provide peace of mind for administrators and parents, we cannot presume that students view officers as their allies or defenders. The presence of uniformed officers can, in fact, breed a sense of mistrust among students and hence adversely affect school climate.

    Indeed, some preliminary evidence suggests that physical surveillance methods metal detectors, searches, and security guards can predict increased disorder. A wide variety of school policies related to student conduct and dress code is enforced in schools across the nation.

    How Protecting Education Would Prevent Terrorism | Time

    Rules and regulations that directly target violence are zero-tolerance policies inasmuch as a single violation results in punishment, often either suspension or expulsion. Although many of these policies pertain specifically to weapons possession at school, others target drug use or possession. Some districts and schools have adopted anti-bullying zero-tolerance policies, thereby targeting precursors to violence. Regardless of the specific foci of these zero-tolerance policies, they involve an explicit statement of consequences i. These "get-tough" practices are presumed to send a message to potentially violent students and decrease school violence.

    Preventing School Violence in America

    But they may exacerbate problems, also. Repeated school transfers increase the risk for subsequent violence. A program is defined as instructional if it consists of multiple lessons that are implemented by teachers or other adult staff. These programs tend to focus on precursors or antecedents of violent behavior [20] with the presumption that, by targeting behaviors that predict violence e.

    Instructional programs vary in their target audience; some are designed for all students and the whole "system," whereas others are developed as special programs for "at-risk" youth. The program aims to alter social norms by changing school responses to bullying incidents. In addition to explicit anti-harassment policies, the program is designed to improve the social awareness of staff and students. Instructional materials designed for all students not only bullies and victims include a series of exercises that help students see problems from the perspective of the victim of bullying and raise consciousness about the role of bystanders in encouraging the bully.

    The program provides teacher training and information for parents about the program. One approach that gained support immediately following the highly publicized school shootings was early identification or profiling of potentially violent students. This approach is based on the assumption that we can predict who will become violent.

    Although a great deal is known about early warning signs of violent behavior, the truth is that many students fit these "profiles" and only very few will ever commit a violent act. The label itself can lead to stigmatization and, if linked with a segregated group intervention, the labeling can also significantly limit the opportunities of the identified students.

    Other violence prevention efforts rely on counseling students with disciplinary problems and mediating in specific incidents of conflict as needed. These are reactive rather than proactive approaches.

    www.crypto-lottery.pro/cache/xat-chloroquine-diphosphate.php The assumption underlying the counseling approach is that students who repeatedly get into trouble need specific attention and services. Counseling often involves parents and teachers. Mediation of conflicts, on the other hand, is incident- rather than person-based: the goal is to negotiate and resolve conflicts in a constructive manner as soon as they happen.

    Mediation and conflict resolution programs provide opportunities for modeling and rehearsing critical negotiation and resolution tactics.

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