School 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 © 2008 Springer Science+Business Media, LLC All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science + Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Printed on acid-free paper 9 8 7 6 5 4 3 2 1 springer.com 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