The Practice of Campus-Based Threat Assessment: An Overview

This article provides an overview of threat assessment and management as implemented on campuses of higher education. Standards of practice and state calls for implementation are cited. An overview of some of the basic principles for threat assessment and management implementation is accompanied by examples of how they are utilized. Pitfalls inherent to threat assessment and management and suggested remedies are outlined. Finally, there is a brief introduction for the articles that follow in this special section.     

Violence in German schools — what school counsellors can do

This article describes child and adolescent violence in variousforms in Germany today. Sociological and psychological research provides variousexplanations, but a more comprehensive systemic approach seems to be necessary inorder to develop multi-modal methods of prevention and intervention.Twelve basic methods of prevention are briefly described as well as variousimportant therapeutic approaches. A model case is used to explain threelevels of prevention/intervention which school counsellors can apply: (a)client-centered counselling with various alternatives for the change ofperception, self-concepts and motives of people involved, (b) combinations of educationalmethods of prevention in a particular school according to circumstances, and(c) therapeutic intervention by counsellors themselves or in cooperation withexternal specialists. Competent counsellors who know their limits and are able tocooperate can play a key role in the prevention of violence and in aggression therapy.     

Reported Occurrence and Perceptions of Violence in Middle and High Schools

The purpose of this study was to document and compare rates of reported and perceived crime and violence within schools. With highly publicized acts of school violence prevalent in the minds of the American public, there is a perception that schools are unsafe. Reports of school crime and violence from teachers, administrators, and students differ in severity and in nature from what is perceived by the public. Few studies are available on the frequency of these or other types of reported violence or the relationship between actual and perceived violence in schools. Extant data on reported violence in schools from the database of North Carolina were analyzed and compared to data reflecting perceptions of violence. The public perceptions of the types of school crime and violent acts differed greatly from actual occurrences reported by school administrators. Limitations and implications for research and practice are discussed.     

心理干预与预防校园暴力

心理干预在预防校园暴力方面有着重要的意义与作用。从心理干预的角度看,可以从建立校园暴力行为的心理预示机制,建立校园暴力危机的心理防范机制,建立校园心理健康的长效机制等三方面来预防校园暴力。     

Suicide prevention: Guidelines for schools

Adolescent suicide is escalating, especially among White male teenagers who use drugs and/or alcohol, are depressed or cognitively rigid, have maladaptive families, have experienced recent loss, misunderstand death, and know a suicide victim. Teachers can foster suicide resistance by developing teens' cognitive deterrents and encouraging adaptive coping strategies. Recommended assessment tools for potentially suicidal children and teens include the Reasons for Living Inventory and the Suicidal Behaviors Questionnaire. For teachers, intervention strategies include listening empathically, asking directly about potential suicide, and breaking confidentiality in cases of an actively suicidal child or teenager. Administratively, helpful strategies are hot lines, suicide prevention training modules, and publicity of popular students' adaptive responses to stress such as drug rehabilitation or therapy. After suicide, administrators should work to diminish survivor guilt, minimize scapegoating, and prevent contagion.     

Violence and schools in the USA: implications for counseling

This article focuses on school violence in the UnitedStates, kindergarten (k) through 12^th grade, andit addresses the following topics: (a) a briefbackground of school violence in the USA, (b) etiologyand consequences of school violence, (c) preventionprograms and efforts, (d) preventive counseling andconsultation, (e) counseling the violence prone andviolence victim, (f) international and cross-culturalimplications, and (g) discussion.     

Promoting Peace in a Place Called School

The purpose of this study was to investigate subtle aspects of the school environment in a city school, where teachers and students had previously implemented activities to increase awareness of peace as a means of promoting a change in behavior. Responses to the School-Level Environmental Questionnaire (SLEQ) indicated that teachers wanted more student support, more resources, and less work pressure. Teachers chose the area of student support on which to focus in developing action plans. An interview with the assistant principal provided perspective on progress made after implementing the action plans.     

美国学校暴力干预方案评析

日益泛滥的学校暴力使未成年人的身心健康受到严重威胁,研究并建立科学有效的学校暴力干预方案已成为各国教育界的迫切需要.本文回顾了上世纪90年代以来美国学校暴力研究的发展历程、分析了美国学校暴力研究的发展趋势和新特点,介绍了和平缔造者方案和快速成长方案这两个典型的成功方案,最后指出美国学校暴力研究的经验得失.