Mass_Violence_in_America_8-6-19

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VENUES OF MASS VIOLENCE Many studies have found negative outcomes to suspension (Fabelo et al., 2011; Morgan, Salomen, Plotkin, & Cohen, 2014; Noltemeyer, Ward, & Mcloughlin, 2015). Students who are suspended often fall behind in their classes, even if their work is sent home. They may return to school feeling alienated and rejected, and rather than improve their behavior, they are more likely to misbehave and be suspended again. They are at increased risk of dropping out of school. These conclusions have prompted a national movement away from the use of school suspension. In addition, school suspension has a disproportionate impact on minority students, who are often suspended at higher rates than white students (Fabelo et al., 2011; Losen & Martinez, 2013). Racial disparities in suspensions are seen across the country. Minority students are generally suspended for less serious, more subjective offenses, like disorderly conduct or disrespect, rather than more serious offenses such as drug possession or weapons possession, which were the original basis for zero tolerance. A burgeoning industry of school security leads to what some consider to be excessive security measures, including bulletproof building entrances, electronic door locks, metal detectors and panic rooms with video monitors and ventilation systems. All are expensive, and, when money is tight, student support services and preventive interventions suffer. A final practice that has grown in the wake of school shootings is the use of school-shooter drills. Although fire drills are conducted in a calm and low-key manner, shooting drills have become increasingly dramatic. Some involve student roleplaying, with students made up to look like they have been shot. Students are taught to attack armed shooters with anything they have at hand. In some cases, drills are not announced in advance and there are situations where deception is used so that students, and sometimes staff, are led to believe that an active shooting is occurring, rather than a drill. Though some safety drills are warranted, those that evoke fear and create trauma do more harm than good (Schonfeld, Rossen, & Woodard, 2017; Rich & Cox, 2018). The goal is to prevent shootings and not simply prepare for them. To that end, many school systems around the country are focused on creating a safe and supportive school environment and establishing threat assessment and management teams. Both are lynchpins in violence prevention initiatives. A Safe, Supportive School Environment A safe, supportive school environment is one in which students forge connections with adults and create positive ties with their peers. Key elements include: • Respect and emotional support within educational institutions. • Positive adult (teachers, advisors) role models. • Constructive communication between adults and students. • Equivalent attention to emotional needs as to academic needs. • Bullying prevention. Breaking the code of silence is critical. Students should feel safe reporting their concerns about their fellow classmates, which assumes the school has procedures in place to handle these concerns (see discussion of threat assessment in the next section). They must be willing to seek help for themselves or others. Every student must feel that he or she has a trusting relationship with at least one adult in a position of responsibility at their school. Research reveals that these kinds of trusting relationships can be formed but usually are not (Williams, Horgan, & Evans, 2016; The Federal Commission on School Safety, 2018; Pollack, Modzeleski, & Rooney, 2008). MASS VIOLENCE IN AMERICA 30
VENUES OF MASS VIOLENCE Students who feel that they are in a safe school and have an adult they can go to are more likely to report a potentially threatening situation (Pollack, Modzeleski, & Rooney, 2008). They will become an upstander rather than standing by. This requires that staff be trained to properly respond to students who provide them with information about a threatening or disturbing situation, as well as to deal with actual threats. Research in Virginia schools found that students are the most frequent reporters of a student’s threat to harm someone (Cornell et al., 2016). Threat Assessment and Management in Schools Threat assessment is a strategy to prevent violence by identifying and assisting troubled individuals about their potential for violence. The FBI, Secret Service and U.S. Department of Education recommended a threat assessment approach nearly 20 years ago (O’Toole, 2000; Vossekuil, Fein, Reddy, Borum, & Modzeleski, 2004). Threat assessment must be adapted for schools, recognizing developmental issues in young people and the social context of the school. Unlike threat assessment for protecting public figures, school threat assessment must recognize the overarching goal of helping all students to be successful in their education and development. In school settings, threat assessment is a problem-solving approach to violence prevention that involves assessment and intervention with students who have threatened or pose a threat of violence in some way (Cornell et al., 2018b). The threat assessment team identifies threats made by students, as well as indicators that a student poses a threat in the absence of an explicit threat; evaluates the seriousness of the threat and the danger it poses to others, recognizing that all threats are not the same; intervenes to reduce the risk of violence; and follows up to assess the intervention results. In the most serious cases, protective action is taken. Threat assessment is part of a comprehensive appproach Intensive Intervention Students with very serious behavior problems At-Risk Students Students with some problem behaviors Schoolwide Prevention All students • Intensive monitoring and supervision • Ongoing counseling • Community-based treatment • Alternative school placement • Special education evalution and services • Social skills groups • Short-term counseling • Mentoring and after-school programs • Tutoring and other academic support • Special education evaluation and services • Clear and consistent discipline • Positive behavior support system • School security program • Programs for bullying and teasing • Character development and curriculum • Conflict resolution for peer disputes Dewey Cornell, Ph.D., Curry School of Education, University of Virginia www.youthviolence.edschool.virginia.edu MASS VIOLENCE IN AMERICA 31
Page 1: SAN FRANCISCO • THOUSAND OAKS •
Page 4 and 5: The goal of this paper is to examin
Page 6 and 7: EXECUTIVE SUMMARY incomprehensible
Page 8 and 9: EXECUTIVE SUMMARY But subject matte
Page 10 and 11: EXECUTIVE SUMMARY • Create a stan
Page 12 and 13: TABLE OF CONTENTS Recommendations f
Page 14 and 15: INTRODUCTION Moreover, the number k
Page 16 and 17: INTRODUCTION identify people at gre
Page 18 and 19: SCOPE OF THE PROBLEM Rates of Homic
Page 20 and 21: SCOPE OF THE PROBLEM Data indicates
Page 22 and 23: SCOPE OF THE PROBLEM and personaliz
Page 24 and 25: SCOPE OF THE PROBLEM Ideological or
Page 26 and 27: SCOPE OF THE PROBLEM Overall, while
Page 28 and 29: SCOPE OF THE PROBLEM was the precip
Page 30 and 31: IDENTIFYING HIGH-RISK PERSONS facto
Page 32 and 33: IDENTIFYING HIGH-RISK PERSONS Schou
Page 34 and 35: METHODS OF MASS VIOLENCE U.S. homic
Page 36 and 37: METHODS OF MASS VIOLENCE TABLE 2: M
Page 38 and 39: METHODS OF MASS VIOLENCE Number of
Page 40 and 41: METHODS OF MASS VIOLENCE Descriptiv
Page 44 and 45: VENUES OF MASS VIOLENCE The goal of
Page 46 and 47: VENUES OF MASS VIOLENCE It is impor
Page 48 and 49: VENUES OF MASS VIOLENCE “Somethin
Page 50 and 51: A PUBLIC HEALTH MODEL OF PREVENTION
Page 58 and 59: IMPACT ON COURTS AND LAW ENFORCEMEN
Page 60 and 61: IMPACT ON COURTS AND LAW ENFORCEMEN
Page 62 and 63: MEDIA AND MASS VIOLENCE MEDIA AND M
Page 64 and 65: MEDIA AND MASS VIOLENCE Working wit
Page 66 and 67: CONCLUSIONS CONCLUSIONS The followi
Page 68 and 69: RECOMMENDATIONS • Provide trainin
Page 70 and 71: RECOMMENDATIONS The National Associ
Page 72 and 73: RECOMMENDATIONS (“if you see some
Page 74 and 75: RECOMMENDATIONS Recommendations for
Page 76 and 77: SUMMATION SUMMATION Mass violence i
Page 78 and 79: REFERENCE LIST Choe, J. Y., Teplin,
Page 80 and 81: REFERENCE LIST Fox, J., DeLateur, M
Page 82 and 83: REFERENCE LIST National Threat Asse
Page 84 and 85: REFERENCE LIST Swanson, J. W., Nork
Page 86 and 87: EXPERT PANEL Jeremy Romo Lieutenant
Page 88 and 89: ONLINE RESOURCES Responding to a Hi
Page 90 and 91: RESOURCES RESOURCES Offering Suppor
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RESOURCES References Alexander, D.
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RESOURCES MASS VIOLENCE IN AMERICA
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