The Wiley Handbook on Violence in Education : Forms, Factors, and Preventions.

Intro -- Title Page -- Copyright Page -- Contents -- Notes on the Editors -- Notes on Contributors -- Acknowledgments -- Introduction: Context, Form, Prevention, and Response: A Multidisciplinary Approach to Violence in Education -- Section 1 School Shootings -- Section 1 Introduction: Broadening the Context, Refocusing the Response -- Chapter 1 The Menace of School Shootings in America: Panic and Overresponse -- The Changing Landscape -- Perception and Reality of School Violence -- Fear and Overresponse -- Target Hardening -- Zero Tolerance -- School Resource Officers -- Preparing for the Worst -- Armed Protection -- Bullying -- School Size and Climate -- Discussion -- References -- Chapter 2 Threat Assessment -- Programs and Evaluations: Threat Assessment -- Prevalence of Threats and Violence in Schools -- Consequences of School Violence Fear -- Violence Prevention versus Prediction -- Virginia Student Threat Assessment Guidelines -- Research on the Virginia Student Threat Assessment Guidelines -- References -- Chapter 3 School Shootings, Societal Violence and Gun Culture -- Crises in Masculinities -- Guns in America, School Shootings, and Media Spectacle -- Beyond the Culture of Male Violence and Rage -- Gun Safety and the Hopes for a More Secure Future -- References -- Chapter 4 Learning to Be a Rampage Shooter: The Case of Elliot Rodger -- Alienated American Men Learn to Kill -- Rodger's Day of Retribution -- Precursors to the Rampage -- Learning the Basic Social Categories -- Sex and Sexism -- From Misogynist to Misanthrope -- Discussion and Conclusion -- References -- Chapter 5 The Logic of the Exception: Violence Revisited -- "Form-of-Life," Bare Life, and Sovereign Power -- State of Exception -- From Gun Culture to the Gun Lobby to the Shooter's Exceptionality -- Divine Violence -- Conclusion: Education and the "Real State of Exception".

References -- Chapter 6 Student Profiling and Negative Implications for Students with Disabilities -- Popular Media and the Urge to Profile -- History of Profiling and Violent Acts in Schools -- Student Profiling in Educational Institutions -- Effects of Profiling Rhetoric on Mental Health Stigmatization -- How Profiling in Schools Furthers Stigmatization of Mental Health -- Solutions to Help Prevent Violence Without Profiling Students -- Discourse Surrounding School Violence and Mental Health: Next Steps to Prevent Further Stigma -- References -- Chapter 7 Aftermath of School Shootings: A Model for Relational Aesthetic Response, Reconstruction, and Associated Living -- Introduction -- Purpose -- Significance -- Research Questions -- Background and Summary Literature Review -- Theoretical Framework -- Model for Aesthetic Response -- Methods of Inquiry -- Results -- Conclusion -- References -- Section 2 Group and Gang Violence in Education -- Section 2 Introduction: Group and Gang Violence in Education -- Chapter 8 The Distinguishing Features, Trends, and Challenges of Group and Gang Violence in Education -- Introduction -- Particular Challenges -- Trends in Gang Prevalence -- Studies Examining Gangs and School Crime -- Distinguishing Features of Gangs and Gang Membership -- Conclusion -- References -- Chapter 9 Socio-Ecological Risk and Protective Factors for Youth Gang Involvement -- Introduction -- Theoretical Framework -- Addressing Definitional Issues -- Youth Gang Involvement and Individual Factors -- Youth Gang Involvement and Peer Influences -- Youth Gang Involvement and Family Factors -- Youth Gang Involvement and Community Factors -- Youth Gang Involvement and School Factors -- Implications for Educational Practitioners -- Implications for Educational Researchers -- References.

Chapter 10 School of Hard Knocks: Gangs, Schools, and Education in the United States -- Introduction -- Gangs and Gang Membership in the United States -- Gang Membership, Schooling, and Educational Attainment -- Gangs, Violence, and Fear of Victimization in Schools -- Zero Tolerance Policies and Gang Legislation -- Prevention and Intervention -- Conclusion -- References -- Chapter 11 Do School Policies and Programs Improve Outcomes by Reducing Gang Presence in Schools? -- Gangs and Violence -- Gangs and Substance Use -- Gangs and Perceptions of Safety -- Gang Prevention Policies -- Gang Prevention Programs -- Method -- Measures -- Data Analysis -- Results -- Discussion -- Limitations -- Conclusion -- References -- Chapter 12 An Historical Account of the Discursive Construction of Zero Tolerance in Print Media -- Introduction -- Review of Literature -- Theoretical Framework -- Methodology -- Overview of Findings -- Discussion and Conclusion -- Appendix A: Articles Included within the Data Set -- References -- Chapter 13 School Surveillance and Gang Violence: Deterrent, Criminalizing, or Context-Specific Effects -- Background -- Research Questions -- Methods -- Results -- Discussion -- Conclusion -- Acknowledgments -- References -- Chapter 14 When Gangs Are in Schools: Expectations for Administration and Challenges for Youth -- Discipline in Schools -- Gangs and School Pushout -- Shifting Disciplinary Policies to Treatment Policies -- Implications for Teachers and Administrators -- Conclusions -- References -- Chapter 15 Short School-based Interventions to Reduce Violence: A Review -- Introduction -- History of Brief and Select Short Interventions -- School-based Brief Interventions to Reduce Violence -- Criteria to Determine Best Practices -- Cost-Benefit Analysis -- Methodological and Programmatic Directions for the Future -- Conclusions.

References -- Section 3 Bullying, Sexual Violence, and Suicide in Education -- Section 3 Introduction: Bullying, Sexual Violence, and Suicide in Education -- Chapter 16 Bullying and Cyberbullying Prevalence as a Form of Violence in Education -- Research Trends -- Legislation -- National Initiatives -- Definition and Distinguishing Features -- Prevalence -- Impact -- Risk and Protective Factors -- Challenges in Understanding and Addressing Bullying and Cyberbullying -- Conclusion -- Acknowledgment -- References -- Chapter 17 School Climate and Bullying Prevention Programs -- Prevalence, Types, and Characteristics of Bullying and Peer Victimization -- Components of the School Climate -- Bullying Prevention Programs and the School Climate -- Conclusion -- References -- Chapter 18 Sexual Violence in K-12 Settings -- Sexual Harassment during Early Adolescence -- Types of Sexual Harassment in K-12 Settings -- Locations of Sexual Harassment in K‐12 Settings -- Race, Sex, Disability, and Grade Differences in Sexual Harassment Victimization Experiences -- Social Connectedness -- Homophobic Teasing -- Considerations for Implementing Prevention Programs -- School Policies, Procedures, and Guidelines -- Conclusion -- References -- Chapter 19 Violence against LGBTQ Students: Punishing and Marginalizing Difference -- Methods -- Breaking Down the Bullying Discourse -- Addressing Bullying and Harassment In Schools -- Rethinking LGBTQ Bullying and Interventions -- Rethinking Violence against LGBTQ Students -- About QuERI -- References -- Chapter 20 Intimate Partner Violence in Higher Education: Integrated Approaches for Reducing Domestic Violence and Sexual Assault on Campus -- Understanding IPV and Domestic Violence -- IPV and Domestic Violence in Higher Education -- Experiences of IPV on Campus -- Federal Policy and IPV on Campus.

Shortcomings of Federal Policy Implementation on Campuses -- Challenging Rape Culture on Campus -- Coordinated Campus Resources Focused on Survivor Needs -- Preventions: Social Policies and Institutional Best Practices -- Best Practice Suggestions -- References -- Chapter 21 Researching Sexual Violence with Girls in Rural South Africa: Some Methodological Challenges in Using Participatory Visual Methodologies -- Introduction -- On Girl-Method in Addressing Sexual Violence -- The Project: Networks for Change and Well‐being -- One Field Site -- Methodology -- Discussion -- Broader Implications of Networks for Change -- Conclusions -- Acknowledgments -- References -- Chapter 22 Bullying, Suicide, and Suicide Prevention in Education -- Bullying -- Suicide -- Association between Bullying Involvement and Suicide -- Suicide Prevention in Schools -- Addressing Both Bullying and Suicide in Prevention Efforts -- Conclusion -- References -- Section 4 Structural and Symbolic Violence in Education -- Section 4 Introduction: Structures of Violence in Education -- Chapter 23 Why Schools? Coercion, Refuge, and Expression as Factors in Gun Violence -- Micro-aggression and Symbolic Violence -- Thwarted Expectations -- Schools as Stages for Individual Expression -- Conclusion -- References -- Chapter 24 "Don't Feed the Trolls": Violence and Discursive Performativity -- Introduction -- Violence -- Trollers, Bullies, and Haters -- Citing Injurious Speech -- Anita Sarkeesian -- Mary Beard -- Violence and the Body in Gendertrolling -- Violence as Illocutionary and Perlocutionary Effect -- The Public Pedagogy of Insurrectionary Speech -- References -- Chapter 25 Gender as a Factor in School Violence: Honor and Masculinity -- What Is Honor? -- Honor and Agency -- Gun Violence and the Crisis in Masculinity -- Women and Honor and Human Beings -- References.

Chapter 26 Radical Truth Telling from the Ferguson Uprising: An Educational Intervention to Shift the Narrative, Build Political Efficacy, Claim Power, and Transform Communities.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.