Pub Date : 2022-09-26DOI: 10.1080/15388220.2021.1985322
Yung-lien Lai
ABSTRACT Given the rapid increase in school violence-related incidents at all levels in Taiwan over the past several decades, researchers and policymakers have paid a close attention to the phenomenon of school violence, specifically bullying. This review of relevant literature starts with the definition and scope of school violence in Taiwan followed by reported official statistics, types and characteristics of school violence. This review further analyzes the data to show that the number of school violence incidents reported to Taiwanese Ministry of Education has moderately increased for the past five years. Finally, studies on this topic are systematically summarized and specific strategies to deal with school violence are discussed to offer a broader understanding of efforts to prevent school violence in Taiwan.
{"title":"Review of School Violence in Taiwan: Prevalence, Types, and Strategies","authors":"Yung-lien Lai","doi":"10.1080/15388220.2021.1985322","DOIUrl":"https://doi.org/10.1080/15388220.2021.1985322","url":null,"abstract":"ABSTRACT Given the rapid increase in school violence-related incidents at all levels in Taiwan over the past several decades, researchers and policymakers have paid a close attention to the phenomenon of school violence, specifically bullying. This review of relevant literature starts with the definition and scope of school violence in Taiwan followed by reported official statistics, types and characteristics of school violence. This review further analyzes the data to show that the number of school violence incidents reported to Taiwanese Ministry of Education has moderately increased for the past five years. Finally, studies on this topic are systematically summarized and specific strategies to deal with school violence are discussed to offer a broader understanding of efforts to prevent school violence in Taiwan.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"21 1","pages":"530 - 535"},"PeriodicalIF":2.4,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45462056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-21DOI: 10.1080/15388220.2022.2126850
James Tuttle, Gregorio Gimenez, Beatriz Barrado
ABSTRACT The present study examines cross-national variation in school-based bullying victimization. Specifically, we address whether decommodification, a concept implicated in Institutional Anomie Theory that measures the degree of a society’s social welfare protection, is a protective factor against school-based bullying victimization. To test this theory, we retrieve data from the Programme for International Student Assessment (PISA) questionnaire and combine this data with other sources capturing cross-national factors hypothesized to impact bullying victimization. The sample consists of 286,871 adolescents (with an average age of 15 years) attending 14,192 schools nested within 55 high-and-middle-income countries. We estimate multilevel regression models with three levels of analysis (student, school, and country), finding that countries with a greater degree of decommodification have lower rates of school-based bullying. Overall, our findings illustrate that the national level of social welfare protection, which had been previously neglected in this research literature, is a robust predictor of bullying victimization.
{"title":"The Societal Context of School-Based Bullying Victimization: An Application of Institutional Anomie Theory in a Cross-National Sample","authors":"James Tuttle, Gregorio Gimenez, Beatriz Barrado","doi":"10.1080/15388220.2022.2126850","DOIUrl":"https://doi.org/10.1080/15388220.2022.2126850","url":null,"abstract":"ABSTRACT The present study examines cross-national variation in school-based bullying victimization. Specifically, we address whether decommodification, a concept implicated in Institutional Anomie Theory that measures the degree of a society’s social welfare protection, is a protective factor against school-based bullying victimization. To test this theory, we retrieve data from the Programme for International Student Assessment (PISA) questionnaire and combine this data with other sources capturing cross-national factors hypothesized to impact bullying victimization. The sample consists of 286,871 adolescents (with an average age of 15 years) attending 14,192 schools nested within 55 high-and-middle-income countries. We estimate multilevel regression models with three levels of analysis (student, school, and country), finding that countries with a greater degree of decommodification have lower rates of school-based bullying. Overall, our findings illustrate that the national level of social welfare protection, which had been previously neglected in this research literature, is a robust predictor of bullying victimization.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"28 - 43"},"PeriodicalIF":2.4,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46165417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-09DOI: 10.1080/15388220.2022.2121714
Chenghui Zhang, Caihong R. Li, D. Follingstad, Jaspreet K. Chahal
ABSTRACT Assessing change in campus interpersonal violence over time is an important step to understand the nature and prevalence of students’ victimization experiences. Using a repeated cross-sectional campus survey of interpersonal violence from a large southern university, this article tracks the change of students’ victimization experiences over a three-year period for two identified undergraduate student cohorts and offers empirical evidence to determine the best time in a college student’s career to initially launch a campus interpersonal violence survey and how often such data should be collected. Controlling for demographic characteristics, the results indicate that both administration-year-effect and cohort-effect exist. The results further suggest that yearly campus interpersonal violence surveys would be most beneficial to track campus interpersonal violence change.
{"title":"The Importance of Recurring Campus Surveys of Interpersonal Violence: An Analysis of Period and Cohort Effects","authors":"Chenghui Zhang, Caihong R. Li, D. Follingstad, Jaspreet K. Chahal","doi":"10.1080/15388220.2022.2121714","DOIUrl":"https://doi.org/10.1080/15388220.2022.2121714","url":null,"abstract":"ABSTRACT Assessing change in campus interpersonal violence over time is an important step to understand the nature and prevalence of students’ victimization experiences. Using a repeated cross-sectional campus survey of interpersonal violence from a large southern university, this article tracks the change of students’ victimization experiences over a three-year period for two identified undergraduate student cohorts and offers empirical evidence to determine the best time in a college student’s career to initially launch a campus interpersonal violence survey and how often such data should be collected. Controlling for demographic characteristics, the results indicate that both administration-year-effect and cohort-effect exist. The results further suggest that yearly campus interpersonal violence surveys would be most beneficial to track campus interpersonal violence change.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"14 - 27"},"PeriodicalIF":2.4,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43678898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-05DOI: 10.1080/15388220.2022.2119570
Rebecca Malinski, T. Holt, Jesse Cale, Russell Brewer, A. Goldsmith
ABSTRACT Juvenile populations face a substantial risk of emotional, physical, and psychological harm as a result of bullying and cyberbullying experiences. As a result, there is a need to assess the situational and individual factors contributing to the risk of bullying victimization. There is, however, little research examining cyberbullying victimization using frequency-based measures of victimization. To address this gap in the literature, this study utilized a sample of over 37,000 youth from South Australia to explore the risk factors associated with cyberbullying victimization through a routine activities framework while controlling for verbal, social, and physical bullying. The findings noted partial support for the routine activities theory framework to account for cyberbullying victimization. Additionally, the study found differences in cyberbullying risk factors relative to the frequency with which it was reported, as well as the role of school support from peers and adults in increasing risks.
{"title":"Applying Routine Activities Theory to Assess On and Offline Bullying Victimization among Australian Youth","authors":"Rebecca Malinski, T. Holt, Jesse Cale, Russell Brewer, A. Goldsmith","doi":"10.1080/15388220.2022.2119570","DOIUrl":"https://doi.org/10.1080/15388220.2022.2119570","url":null,"abstract":"ABSTRACT Juvenile populations face a substantial risk of emotional, physical, and psychological harm as a result of bullying and cyberbullying experiences. As a result, there is a need to assess the situational and individual factors contributing to the risk of bullying victimization. There is, however, little research examining cyberbullying victimization using frequency-based measures of victimization. To address this gap in the literature, this study utilized a sample of over 37,000 youth from South Australia to explore the risk factors associated with cyberbullying victimization through a routine activities framework while controlling for verbal, social, and physical bullying. The findings noted partial support for the routine activities theory framework to account for cyberbullying victimization. Additionally, the study found differences in cyberbullying risk factors relative to the frequency with which it was reported, as well as the role of school support from peers and adults in increasing risks.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"1 - 13"},"PeriodicalIF":2.4,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49489092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-26DOI: 10.1080/15388220.2022.2114490
Timothy I. Lawrence
ABSTRACT Ample evidence suggests that exposure to family violence associates with bullying perpetration (BP).However, much is unknown about the underlying mechanism such as depressive symptoms and the moderating role of school bonding in these relationships. Thus, this study first examined the link between exposure to family violence and BP. Second, the mediating role of depressive symptoms on the relationship between exposure to family violence and BP. Third, this study explored whether school bonding moderated the relationships among exposure to family violence, depressive symptoms, and BP while controlling for substance use (N = 2,273). Results suggest that exposure to family violence is positively associated with BP. Mediation results suggest that depressive symptoms explained relationship between exposure to family violence and BP. Moderation results suggest school bonding did not buffer the association between exposure to family violence and depressive symptoms. However, school bonding weakened the relationship between exposure to family violence and BP. Practical and theoretical implications are discussed.
{"title":"Family Violence, Depressive Symptoms, School Bonding, and Bullying Perpetration: An Intergenerational Transmission of Violence Perspective","authors":"Timothy I. Lawrence","doi":"10.1080/15388220.2022.2114490","DOIUrl":"https://doi.org/10.1080/15388220.2022.2114490","url":null,"abstract":"ABSTRACT Ample evidence suggests that exposure to family violence associates with bullying perpetration (BP).However, much is unknown about the underlying mechanism such as depressive symptoms and the moderating role of school bonding in these relationships. Thus, this study first examined the link between exposure to family violence and BP. Second, the mediating role of depressive symptoms on the relationship between exposure to family violence and BP. Third, this study explored whether school bonding moderated the relationships among exposure to family violence, depressive symptoms, and BP while controlling for substance use (N = 2,273). Results suggest that exposure to family violence is positively associated with BP. Mediation results suggest that depressive symptoms explained relationship between exposure to family violence and BP. Moderation results suggest school bonding did not buffer the association between exposure to family violence and depressive symptoms. However, school bonding weakened the relationship between exposure to family violence and BP. Practical and theoretical implications are discussed.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"21 1","pages":"517 - 529"},"PeriodicalIF":2.4,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41320631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-24DOI: 10.1080/15388220.2022.2114487
Steven Sheridan, Laura K. Clary, Lindsey Webb, E. Stuart, T. Mendelson
ABSTRACT While prior studies have addressed bullying experienced during school, limited research exists on the associations between participation in school-sponsored extracurricular activities and bullying victimization risk. The current study utilized data from the 2013, 2015, and 2017 National Crime and Victimization Survey’s School Crime Supplement (n = 13,376) to examine the associations between participation in different types of extracurricular activities and three types of bullying victimization (physical, verbal, and relational) among middle and high school students. Results indicated that participation in performing arts, service clubs, and “other” activities was associated with all three types of victimization. Additionally, participation in athletics was associated with decreased risk for verbal victimization. Prevention strategies and implications for schools regarding how to reduce bullying among middle and high school students, especially in the context of extracurricular activities, are discussed.
{"title":"Associations of extracurricular activity participation with bullying victimization among U.S. middle and high school students: A nationally representative sample","authors":"Steven Sheridan, Laura K. Clary, Lindsey Webb, E. Stuart, T. Mendelson","doi":"10.1080/15388220.2022.2114487","DOIUrl":"https://doi.org/10.1080/15388220.2022.2114487","url":null,"abstract":"ABSTRACT While prior studies have addressed bullying experienced during school, limited research exists on the associations between participation in school-sponsored extracurricular activities and bullying victimization risk. The current study utilized data from the 2013, 2015, and 2017 National Crime and Victimization Survey’s School Crime Supplement (n = 13,376) to examine the associations between participation in different types of extracurricular activities and three types of bullying victimization (physical, verbal, and relational) among middle and high school students. Results indicated that participation in performing arts, service clubs, and “other” activities was associated with all three types of victimization. Additionally, participation in athletics was associated with decreased risk for verbal victimization. Prevention strategies and implications for schools regarding how to reduce bullying among middle and high school students, especially in the context of extracurricular activities, are discussed.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"21 1","pages":"475 - 490"},"PeriodicalIF":2.4,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46656648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-23DOI: 10.1080/15388220.2022.2114489
L. Dardas, Ghada Shahrour, Amjad Al-Khayat, Nadia J. Sweis, Wei Pan
ABSTRACT This study examined whether family environment and coping strategies mediate the relationship between adolescents’ bullying involvement (being a bully or victim) and severity of depression. The study utilized a nationally representative school survey and gathered data from 1083 school adolescents (mean age 15.0 ± 1.4 years; 66% females; 46% from the central urban region; 71% had very good to excellent school GPA). The relationship between bullying involvement and depression was partially mediated by family environment and emotion-focused coping. No mediating effect was revealed for problem-focused coping in this relationship. Findings from this study might help understand how the effect of bullying transmits on adolescents’ psychological health, allowing us to supply more in-depth information about the bullying phenomenon than what can be explained by direct effects alone. Family environment and coping strategies used by adolescents seemed to play a critical role in shaping their bullying experience and thus, incorporating these factors into available effective anti-bullying programs can be promising.
{"title":"Family Environment and Coping Strategies as Mediators of School Bullying Involvement","authors":"L. Dardas, Ghada Shahrour, Amjad Al-Khayat, Nadia J. Sweis, Wei Pan","doi":"10.1080/15388220.2022.2114489","DOIUrl":"https://doi.org/10.1080/15388220.2022.2114489","url":null,"abstract":"ABSTRACT This study examined whether family environment and coping strategies mediate the relationship between adolescents’ bullying involvement (being a bully or victim) and severity of depression. The study utilized a nationally representative school survey and gathered data from 1083 school adolescents (mean age 15.0 ± 1.4 years; 66% females; 46% from the central urban region; 71% had very good to excellent school GPA). The relationship between bullying involvement and depression was partially mediated by family environment and emotion-focused coping. No mediating effect was revealed for problem-focused coping in this relationship. Findings from this study might help understand how the effect of bullying transmits on adolescents’ psychological health, allowing us to supply more in-depth information about the bullying phenomenon than what can be explained by direct effects alone. Family environment and coping strategies used by adolescents seemed to play a critical role in shaping their bullying experience and thus, incorporating these factors into available effective anti-bullying programs can be promising.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"21 1","pages":"504 - 516"},"PeriodicalIF":2.4,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48516734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-23DOI: 10.1080/15388220.2022.2114488
Anett Wolgast, Saskia M. Fischer, L. Bilz
ABSTRACT Relational bullying is still underappreciated by teachers. Based on the theoretical model of teachers’ intervention competence in bullying, the aim of the current research was to gain insights into the concurrent relationships between teachers’ empathy, understanding of violence, and likelihood of intervention. In this study, n = 556 teachers (79.4% female, M age = 50.6) indicated on a questionnaire their empathy, understanding of relational violence, and likelihood of intervention in a relational bullying situation. The relationships were simultaneously estimated in a structural equation model. The results suggest significantly positive concurrent relations between these variables. We conclude that the effectiveness of teacher trainings could be increased through such elements as cognitive empathy training, raising awareness of violence, and teaching appropriate interventions in relational bullying situations.
{"title":"Teachers’ Empathy for Bullying Victims, Understanding of Violence, and Likelihood of Intervention","authors":"Anett Wolgast, Saskia M. Fischer, L. Bilz","doi":"10.1080/15388220.2022.2114488","DOIUrl":"https://doi.org/10.1080/15388220.2022.2114488","url":null,"abstract":"ABSTRACT Relational bullying is still underappreciated by teachers. Based on the theoretical model of teachers’ intervention competence in bullying, the aim of the current research was to gain insights into the concurrent relationships between teachers’ empathy, understanding of violence, and likelihood of intervention. In this study, n = 556 teachers (79.4% female, M age = 50.6) indicated on a questionnaire their empathy, understanding of relational violence, and likelihood of intervention in a relational bullying situation. The relationships were simultaneously estimated in a structural equation model. The results suggest significantly positive concurrent relations between these variables. We conclude that the effectiveness of teacher trainings could be increased through such elements as cognitive empathy training, raising awareness of violence, and teaching appropriate interventions in relational bullying situations.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"21 1","pages":"491 - 503"},"PeriodicalIF":2.4,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41962111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-21DOI: 10.1080/15388220.2022.2105856
E. Warren, G. Melendez‐Torres, C. Bonell
ABSTRACT Learning Together is a whole-school intervention, evaluated using a randomized controlled trial in southeast England, which reduced bullying and improved physical and mental health. This paper examines trial data using fuzzy-set qualitative comparative analysis to test hypotheses derived from embedded qualitative research about potential causal pathways. Analyses suggested that the intervention worked via three mechanisms: improving student commitment to school; improving student pro-social skills; and de-escalating conflict and bullying. Evidence also suggests that these mechanisms may have been activated via other resources in schools not receiving Learning Together resources. The analysis suggests which contextual features may be important for activating these mechanisms.
{"title":"Using fuzzy-set qualitative comparative analysis to explore causal pathways to reduced bullying in a whole-school intervention in a randomized controlled trial","authors":"E. Warren, G. Melendez‐Torres, C. Bonell","doi":"10.1080/15388220.2022.2105856","DOIUrl":"https://doi.org/10.1080/15388220.2022.2105856","url":null,"abstract":"ABSTRACT Learning Together is a whole-school intervention, evaluated using a randomized controlled trial in southeast England, which reduced bullying and improved physical and mental health. This paper examines trial data using fuzzy-set qualitative comparative analysis to test hypotheses derived from embedded qualitative research about potential causal pathways. Analyses suggested that the intervention worked via three mechanisms: improving student commitment to school; improving student pro-social skills; and de-escalating conflict and bullying. Evidence also suggests that these mechanisms may have been activated via other resources in schools not receiving Learning Together resources. The analysis suggests which contextual features may be important for activating these mechanisms.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"21 1","pages":"381 - 396"},"PeriodicalIF":2.4,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48953412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-10DOI: 10.1080/15388220.2022.2108434
Dorie Ross, Nathaniel P. von der Embse, Jessica L. Andrews, M. Headley, Caroline Mierzwa
ABSTRACT To promote school safety across K-12 settings, one preventative approach to school violence is school-based threat assessment. The current study utilizes a systematic review of empirical threat assessment investigations to inform evidence-based practices for school threat assessment. Twenty-three articles met inclusion criteria for the review. The primary threat assessment framework utilized within the identified studies was the Virginia School Threat Assessment Guidelines and its revised version, the Comprehensive School Threat Assessment Guidelines. Despite evidence supporting the use of CSTAG in schools, limitations include racial disproportionality within disciplinary outcomes and threat identification. Overall, there was minimal evidence of implementation fidelity of the threat assessment frameworks, highlighting the need for fidelity measures to evaluate threat assessment implementation in schools. Future research and implications are discussed.
{"title":"A systematic review of threat assessment in K-12 schools: Adult and child outcomes","authors":"Dorie Ross, Nathaniel P. von der Embse, Jessica L. Andrews, M. Headley, Caroline Mierzwa","doi":"10.1080/15388220.2022.2108434","DOIUrl":"https://doi.org/10.1080/15388220.2022.2108434","url":null,"abstract":"ABSTRACT To promote school safety across K-12 settings, one preventative approach to school violence is school-based threat assessment. The current study utilizes a systematic review of empirical threat assessment investigations to inform evidence-based practices for school threat assessment. Twenty-three articles met inclusion criteria for the review. The primary threat assessment framework utilized within the identified studies was the Virginia School Threat Assessment Guidelines and its revised version, the Comprehensive School Threat Assessment Guidelines. Despite evidence supporting the use of CSTAG in schools, limitations include racial disproportionality within disciplinary outcomes and threat identification. Overall, there was minimal evidence of implementation fidelity of the threat assessment frameworks, highlighting the need for fidelity measures to evaluate threat assessment implementation in schools. Future research and implications are discussed.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"21 1","pages":"444 - 458"},"PeriodicalIF":2.4,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45657487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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