Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-1088-8.CH010
P. Barone
This chapter purports that there are sociological environments, interactions and theoretical reasons as to why some juveniles, as they develop and mature in life, transform from being law abiding juveniles into law breaking juvenile delinquents. Information is presented in this chapter regarding the various environments juveniles live through and what they experience from the people functioning within these environments. There is an examination of how the people, who are models working and living in these environments, influence and shape the behavior of the juveniles. Various theories are presented and discussed as well as the relevance of their value in explaining how observation, processing of information, learning of observed behavior and then replication of behavior with positive reinforcement all contribute to the transformation of a juvenile into a juvenile delinquent.
{"title":"Defining and Understanding the Development of Juvenile Delinquency from an Environmental, Sociological, and Theoretical Perspective","authors":"P. Barone","doi":"10.4018/978-1-5225-1088-8.CH010","DOIUrl":"https://doi.org/10.4018/978-1-5225-1088-8.CH010","url":null,"abstract":"This chapter purports that there are sociological environments, interactions and theoretical reasons as to why some juveniles, as they develop and mature in life, transform from being law abiding juveniles into law breaking juvenile delinquents. Information is presented in this chapter regarding the various environments juveniles live through and what they experience from the people functioning within these environments. There is an examination of how the people, who are models working and living in these environments, influence and shape the behavior of the juveniles. Various theories are presented and discussed as well as the relevance of their value in explaining how observation, processing of information, learning of observed behavior and then replication of behavior with positive reinforcement all contribute to the transformation of a juvenile into a juvenile delinquent.","PeriodicalId":345126,"journal":{"name":"Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126371387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-3001-5.CH006
C. Barruel, M. Nissanka
The 2016 evaluations of New Zealand's Cool Schools and the leadership through peer mediation (LtPM) programs revealed positive results regarding improved self-esteem among peer mediators, increased perceptions of safety in the schooling environment, and increased conflict resolution and interpersonal communication skills. This chapter highlights the contribution of these peer-mediation programs. The authors then turn to problems, inequalities, and peace education practices within the New Zealand schooling environment to explain how the Cool Schools and LtPM programs are relevant in solving wider societal problems. The chapter finally focuses on examining the drivers of success in both programs and the broader ethos of the Peace Foundation Aotearoa/New Zealand, which enables its success.
{"title":"Examining the Drivers of Success in the Peace Foundation Aotearoa/New Zealand Peer-Mediation Programs","authors":"C. Barruel, M. Nissanka","doi":"10.4018/978-1-5225-3001-5.CH006","DOIUrl":"https://doi.org/10.4018/978-1-5225-3001-5.CH006","url":null,"abstract":"The 2016 evaluations of New Zealand's Cool Schools and the leadership through peer mediation (LtPM) programs revealed positive results regarding improved self-esteem among peer mediators, increased perceptions of safety in the schooling environment, and increased conflict resolution and interpersonal communication skills. This chapter highlights the contribution of these peer-mediation programs. The authors then turn to problems, inequalities, and peace education practices within the New Zealand schooling environment to explain how the Cool Schools and LtPM programs are relevant in solving wider societal problems. The chapter finally focuses on examining the drivers of success in both programs and the broader ethos of the Peace Foundation Aotearoa/New Zealand, which enables its success.","PeriodicalId":345126,"journal":{"name":"Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121790385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-0113-9.ch017
Howard A. Kurtz
The question “will teachers shoot?” is a neglected issue central to the discussions of how to make our schools safer. Arming faculty may seem like a cheap solution, but it is one that needs refinement and a deeper understanding. What if research shows that most faculty will not shoot no matter the threat or that only certain people will under certain circumstances? This of course says nothing about their level of expertise or non-existent predictions about positive and negative outcomes. Teachers are the experts in this area and their voices need to be heard. Some portray teachers as protective, loving, self-sacrificing heroes who will willingly put their lives on the line for their students. A more realistic view may be one of teachers as professional employees who are under no obligation to risk their lives for the students they teach or the institutions they serve.
{"title":"Will Teachers Shoot?","authors":"Howard A. Kurtz","doi":"10.4018/978-1-7998-0113-9.ch017","DOIUrl":"https://doi.org/10.4018/978-1-7998-0113-9.ch017","url":null,"abstract":"The question “will teachers shoot?” is a neglected issue central to the discussions of how to make our schools safer. Arming faculty may seem like a cheap solution, but it is one that needs refinement and a deeper understanding. What if research shows that most faculty will not shoot no matter the threat or that only certain people will under certain circumstances? This of course says nothing about their level of expertise or non-existent predictions about positive and negative outcomes. Teachers are the experts in this area and their voices need to be heard. Some portray teachers as protective, loving, self-sacrificing heroes who will willingly put their lives on the line for their students. A more realistic view may be one of teachers as professional employees who are under no obligation to risk their lives for the students they teach or the institutions they serve.","PeriodicalId":345126,"journal":{"name":"Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122129802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-1700-9.CH004
Jerome Miller-Vaz
The increase of violence among young people in the high school environment has become a concern among parents and educators alike. A study was designed to address whether there is a relationship between the leadership styles of principals and violence in secondary schools in rural Jamaica. Based on a correlational design survey of 414 teachers from 61 schools in five parishes, seven leadership styles were correlated with the amount of violence at each school. The result showed that there was a statistically significant positive correlation (r = 0.88) at the p < .05 level was observed in autocratic leadership in the Parish of St. Ann. A moderate significant correlation was recorded in St. Catherine in democratic leadership (r = -52) at the level of p < 0.01.
高中环境中年轻人暴力行为的增加已成为家长和教育工作者关注的问题。一项研究旨在解决牙买加农村中学校长的领导风格与暴力之间是否存在关系。根据对来自五个教区61所学校的414名教师的相关设计调查，七种领导风格与每所学校的暴力数量相关。结果表明，圣安教区的专制领导存在显著的正相关(r = 0.88)， p < 0.05。圣凯瑟琳在民主领导方面有中度显著相关(r = -52)， p < 0.01。
{"title":"Do Jamaican Principals' Leadership Styles Correlate to Violence in School?","authors":"Jerome Miller-Vaz","doi":"10.4018/978-1-5225-1700-9.CH004","DOIUrl":"https://doi.org/10.4018/978-1-5225-1700-9.CH004","url":null,"abstract":"The increase of violence among young people in the high school environment has become a concern among parents and educators alike. A study was designed to address whether there is a relationship between the leadership styles of principals and violence in secondary schools in rural Jamaica. Based on a correlational design survey of 414 teachers from 61 schools in five parishes, seven leadership styles were correlated with the amount of violence at each school. The result showed that there was a statistically significant positive correlation (r = 0.88) at the p < .05 level was observed in autocratic leadership in the Parish of St. Ann. A moderate significant correlation was recorded in St. Catherine in democratic leadership (r = -52) at the level of p < 0.01.","PeriodicalId":345126,"journal":{"name":"Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125472455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-5360-2.CH023
R. McNeal, Susan M. Kunkle, M. Schmeida
The United States has a federal system. One advantage of a federal system is that it can encourage competition among the states resulting in the testing of new policy solutions and the diffusion of best practices. This holds true for online aggression policy, particularly those addressing cyberbullying. This chapter begins with a discussion of the literature on strategies being adopted at the school board level to limit the spread of cyberbullying. It concludes with an overview of current evaluation research comparing recent policies being implemented by local schools.
{"title":"Community Programs","authors":"R. McNeal, Susan M. Kunkle, M. Schmeida","doi":"10.4018/978-1-7998-5360-2.CH023","DOIUrl":"https://doi.org/10.4018/978-1-7998-5360-2.CH023","url":null,"abstract":"The United States has a federal system. One advantage of a federal system is that it can encourage competition among the states resulting in the testing of new policy solutions and the diffusion of best practices. This holds true for online aggression policy, particularly those addressing cyberbullying. This chapter begins with a discussion of the literature on strategies being adopted at the school board level to limit the spread of cyberbullying. It concludes with an overview of current evaluation research comparing recent policies being implemented by local schools.","PeriodicalId":345126,"journal":{"name":"Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions","volume":"2007 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125619643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-0113-9.ch020
Kweilin T. Lucas, Reneè D. Lamphere
There is an increased concern for school violence, particularly instances of mass shootings, which has led researchers to respond by examining both the causes and consequences of this behavior. What is often missing from the discussion on mass shootings in school settings, however, is the role of teachers and school leaders. Because these individuals are on the front line when school shootings occur, their ability to influence and enforce school policies must be taken into consideration. The mission of this chapter is to provide an overview of the vital role that teachers and school leaders play in mass shootings and incidents of multiple victim violence. This chapter is essential for any text exploring the issues surrounding mass shootings in school settings.
{"title":"The Role of Teachers and School Leaders in Mass Shootings and Multiple Victim Violence","authors":"Kweilin T. Lucas, Reneè D. Lamphere","doi":"10.4018/978-1-7998-0113-9.ch020","DOIUrl":"https://doi.org/10.4018/978-1-7998-0113-9.ch020","url":null,"abstract":"There is an increased concern for school violence, particularly instances of mass shootings, which has led researchers to respond by examining both the causes and consequences of this behavior. What is often missing from the discussion on mass shootings in school settings, however, is the role of teachers and school leaders. Because these individuals are on the front line when school shootings occur, their ability to influence and enforce school policies must be taken into consideration. The mission of this chapter is to provide an overview of the vital role that teachers and school leaders play in mass shootings and incidents of multiple victim violence. This chapter is essential for any text exploring the issues surrounding mass shootings in school settings.","PeriodicalId":345126,"journal":{"name":"Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125223661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-6246-7.CH007
Maria Ray Langheim, Ann M. McCaughan
Between January 1, 2012 and January 30, 2018 alone there were 27 school shooting incidents, accounting for 62 victim deaths, 108 victims injured, countless witness and community members affected, and 10 assailants who committed suicide or were killed by a police officer during the attack, at schools or campuses across the United States (U.S.). Clearly, further intervention and prevention strategies are necessary for school personnel and law enforcement, as well as our greater communities, in reducing instances of school violence. Identification of individuals and groups who are at higher risk for violence toward self or others is one essential step in prevention. When prevention is unsuccessful, a student may begin down a path toward violence, eventually posing a threat to the extent that identifying and intervening becomes necessary. Encouraging law enforcement and school personnel to become well-versed in both, so that they might successfully support each other's efforts and develop common goals, is essential to successful communication regarding students and groups of concern.
{"title":"Tightening the Gap","authors":"Maria Ray Langheim, Ann M. McCaughan","doi":"10.4018/978-1-5225-6246-7.CH007","DOIUrl":"https://doi.org/10.4018/978-1-5225-6246-7.CH007","url":null,"abstract":"Between January 1, 2012 and January 30, 2018 alone there were 27 school shooting incidents, accounting for 62 victim deaths, 108 victims injured, countless witness and community members affected, and 10 assailants who committed suicide or were killed by a police officer during the attack, at schools or campuses across the United States (U.S.). Clearly, further intervention and prevention strategies are necessary for school personnel and law enforcement, as well as our greater communities, in reducing instances of school violence. Identification of individuals and groups who are at higher risk for violence toward self or others is one essential step in prevention. When prevention is unsuccessful, a student may begin down a path toward violence, eventually posing a threat to the extent that identifying and intervening becomes necessary. Encouraging law enforcement and school personnel to become well-versed in both, so that they might successfully support each other's efforts and develop common goals, is essential to successful communication regarding students and groups of concern.","PeriodicalId":345126,"journal":{"name":"Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121287492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-5360-2.ch039
A. Sánchez, Luis Eduardo Veloza Chamucero
Education in today's society has meant that new challenges arise, including training on coexistence and a culture of peace in technological media. This article presents the results of a study that aimed to identify how information and communications technology (ICT) can support training in conflict resolution in Colombian public education. To address the use of technology for training in conflict resolution in this experience, the authors took into account the following categories of analysis: peaceful strategies or techniques for conflict resolution; methods and models for conflict resolution; and best practices with ICT. The research results helped identify the relevance of the use of technological tools for education in conflict resolution at an early age and the importance of providing training for teachers in these cross-sectional areas of school contexts.
{"title":"Education in Conflict Resolution Using ICT","authors":"A. Sánchez, Luis Eduardo Veloza Chamucero","doi":"10.4018/978-1-7998-5360-2.ch039","DOIUrl":"https://doi.org/10.4018/978-1-7998-5360-2.ch039","url":null,"abstract":"Education in today's society has meant that new challenges arise, including training on coexistence and a culture of peace in technological media. This article presents the results of a study that aimed to identify how information and communications technology (ICT) can support training in conflict resolution in Colombian public education. To address the use of technology for training in conflict resolution in this experience, the authors took into account the following categories of analysis: peaceful strategies or techniques for conflict resolution; methods and models for conflict resolution; and best practices with ICT. The research results helped identify the relevance of the use of technological tools for education in conflict resolution at an early age and the importance of providing training for teachers in these cross-sectional areas of school contexts.","PeriodicalId":345126,"journal":{"name":"Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions","volume":"16 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114109482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-2906-4.CH015
Georgios A. Kougioumtzis, Joanne Verykiou, Afroditi Mallouchou
In this chapter, the phenomenon of bullying is being approached. A phenomenon which is an internationally recognized problem, with multifactorial etiology. As this phenomenon manifests itself in various cruel forms, its functions are particularly aggravating and affect the mental health of children and adolescents during their school life. In order to address this phenomenon, the dire need of advocacy is proposed by the authors. Advocacy is an interdisciplinary field of many different acting individuals, aiming to influence social / educational systems and institutions. Their ultimate objective is to fight against discriminations, stigmatization and social exclusion of any vulnerable persons or groups, with the ultimate aim of promoting equality, social justice, inclusive education and the defending of human rights. In order for us to have an effective modern school and be able to alleviate any potential conflicts, all parties involved – teachers, students, parents and the wider community – ought to advocate safeguarding the rights of all students through a wider culture change.
{"title":"School Bullying and Advocacy","authors":"Georgios A. Kougioumtzis, Joanne Verykiou, Afroditi Mallouchou","doi":"10.4018/978-1-5225-2906-4.CH015","DOIUrl":"https://doi.org/10.4018/978-1-5225-2906-4.CH015","url":null,"abstract":"In this chapter, the phenomenon of bullying is being approached. A phenomenon which is an internationally recognized problem, with multifactorial etiology. As this phenomenon manifests itself in various cruel forms, its functions are particularly aggravating and affect the mental health of children and adolescents during their school life. In order to address this phenomenon, the dire need of advocacy is proposed by the authors. Advocacy is an interdisciplinary field of many different acting individuals, aiming to influence social / educational systems and institutions. Their ultimate objective is to fight against discriminations, stigmatization and social exclusion of any vulnerable persons or groups, with the ultimate aim of promoting equality, social justice, inclusive education and the defending of human rights. In order for us to have an effective modern school and be able to alleviate any potential conflicts, all parties involved – teachers, students, parents and the wider community – ought to advocate safeguarding the rights of all students through a wider culture change.","PeriodicalId":345126,"journal":{"name":"Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123518560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-5670-1.CH004
Sarah E. Daly
This chapter examines biographical information about the shooters in the context of Bronfenbrenner's ecological systems theory. By using a qualitative approach to search for patterns and themes, this study offers a comprehensive evaluation of the presence or absence of many important factors that are found in the reporting of active and mass shooters. Rather than focusing on one major contributing factor, this chapter describes a number of factors, offers descriptive, specific accounts about individual shooters, and organizes a wealth of information from over 1200 news articles, books, and journals into a concise study for future research and evaluation.
{"title":"A Qualitative Approach to Understanding Active Shooters","authors":"Sarah E. Daly","doi":"10.4018/978-1-5225-5670-1.CH004","DOIUrl":"https://doi.org/10.4018/978-1-5225-5670-1.CH004","url":null,"abstract":"This chapter examines biographical information about the shooters in the context of Bronfenbrenner's ecological systems theory. By using a qualitative approach to search for patterns and themes, this study offers a comprehensive evaluation of the presence or absence of many important factors that are found in the reporting of active and mass shooters. Rather than focusing on one major contributing factor, this chapter describes a number of factors, offers descriptive, specific accounts about individual shooters, and organizes a wealth of information from over 1200 news articles, books, and journals into a concise study for future research and evaluation.","PeriodicalId":345126,"journal":{"name":"Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131218993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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