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Journal of School Violence最新文献

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Can School Lockdowns Save Lives? An Assessment of Drills and Use in Real-World Events 学校封锁能拯救生命吗?在真实世界事件中演练和使用的评估
IF 2.4 3区 心理学
Journal of School Violence Pub Date : 2023-01-06 DOI: 10.1080/15388220.2022.2162533
J. Schildkraut, E. Greene-Colozzi, Amanda B. Nickerson, Allyson Florczykowski
{"title":"Can School Lockdowns Save Lives? An Assessment of Drills and Use in Real-World Events","authors":"J. Schildkraut, E. Greene-Colozzi, Amanda B. Nickerson, Allyson Florczykowski","doi":"10.1080/15388220.2022.2162533","DOIUrl":"https://doi.org/10.1080/15388220.2022.2162533","url":null,"abstract":"ABSTRACT Mass shootings in schools raise important questions about how best to keep individuals safe and increase survivability in such situations. One of the most common techniques used is lockdown drills, which train individuals to build time and space between them and the threat. Despite their use in 95% of public K-12 schools nationwide, their efficacy is regularly called into question. The present two-pronged study examines the role of lockdowns both in practice (via drills) and in real-world events to answer this question. Findings indicate that continued training and drills builds and maintains skill mastery relative to correct deployment of the lockdown procedure, while the use of these tools in real-world events like mass school shootings can have a protective effect, leading to fewer injuries and deaths. Based on these findings, implications for policymakers and school administrators tasked with keeping students and staff safe are offered.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"167 - 182"},"PeriodicalIF":2.4,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47983731","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}
引用次数: 2
Middle School Students' Experiences with Cyberbullying and Perspectives Toward Prevention and Bystander Intervention in Schools. 中学生遭受网络欺凌的经历以及对学校预防和旁观者干预的看法。
IF 2.4 3区 心理学
Journal of School Violence Pub Date : 2023-01-01 Epub Date: 2023-03-02 DOI: 10.1080/15388220.2023.2186417
Candice Biernesser, Mary Ohmer, Lisa Nelson, Elizabeth Mann, Rosta Farzan, Beth Schwanke, Ana Radovic
{"title":"Middle School Students' Experiences with Cyberbullying and Perspectives Toward Prevention and Bystander Intervention in Schools.","authors":"Candice Biernesser, Mary Ohmer, Lisa Nelson, Elizabeth Mann, Rosta Farzan, Beth Schwanke, Ana Radovic","doi":"10.1080/15388220.2023.2186417","DOIUrl":"10.1080/15388220.2023.2186417","url":null,"abstract":"<p><p>Cyberbullying is a growing problem for middle school students. Bystander interventions that train witnesses to positively intervene can prevent cyberbullying. Through six focus groups, we explored forty-six middle school students' experiences with cyberbullying and opportunities for school-based prevention programs to encourage positive bystander behavior. Focus groups were recorded, transcribed, and analyzed using content analysis. Students viewed cyberbullying as an important problem with significant consequences. They noted hesitancy in reporting to parents and school personnel and felt more comfortable discussing cyberbullying with a near-peer (e.g., older sibling or friend). Students desired combining school-based and online programming with near-peer mentorship. This study suggests need for targeted prevention programs that center middle school students' lived experiences with cyberbullying and their preferences for learning and utilizing positive bystander strategies.</p>","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 3","pages":"339-352"},"PeriodicalIF":2.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10292780/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9755391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Anxiety Sensitivity and Internalizing Symptoms: Co-Predictors of Persistent Peer Victimization in Elementary School Children 焦虑敏感性与内化症状:小学儿童持续同伴伤害的共同预测因子
IF 2.4 3区 心理学
Journal of School Violence Pub Date : 2023-01-01 DOI: 10.1080/15388220.2022.2162532
Jake C. Steggerda, Julia L. Kiefer, Ishan N Vengurlekar, Jasmine Blake, Juventino Hernandez Rodriguez, Freddie A. Pastrana Rivera, T. Cavell
{"title":"Anxiety Sensitivity and Internalizing Symptoms: Co-Predictors of Persistent Peer Victimization in Elementary School Children","authors":"Jake C. Steggerda, Julia L. Kiefer, Ishan N Vengurlekar, Jasmine Blake, Juventino Hernandez Rodriguez, Freddie A. Pastrana Rivera, T. Cavell","doi":"10.1080/15388220.2022.2162532","DOIUrl":"https://doi.org/10.1080/15388220.2022.2162532","url":null,"abstract":"ABSTRACT Previous research suggests both social contextual and individual difference variables contribute to chronic peer victimization. We tested whether two individual difference variables – anxiety sensitivity (AS) and internalizing symptoms (IS) – predicted persistent peer victimization in elementary school children. Participants were 677 fourth-grade students (51.8% girls) from 10 public elementary schools. We hypothesized that persistent victims would report the highest levels of AS and IS. We also expected that IS would mediate the link between AS and persistent peer victimization. Results indicated that persistent victims reported significantly higher levels of AS and IS than transient or limited victims, and we found evidence that IS functioned as an intermediate variable between AS and persistent peer victimization status. Implications and directions for research are discussed.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"153 - 166"},"PeriodicalIF":2.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41930454","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}
引用次数: 0
Can a Technology-Amplified Bystander Effect Impede the Prevention of Campus Sexual Assault? Findings from an Experimental Vignette Study 技术放大的旁观者效应能否阻碍校园性侵的预防？Vignette实验研究结果
IF 2.4 3区 心理学
Journal of School Violence Pub Date : 2022-12-19 DOI: 10.1080/15388220.2022.2155831
Heather Hensman Kettrey, M. Thompson
{"title":"Can a Technology-Amplified Bystander Effect Impede the Prevention of Campus Sexual Assault? Findings from an Experimental Vignette Study","authors":"Heather Hensman Kettrey, M. Thompson","doi":"10.1080/15388220.2022.2155831","DOIUrl":"https://doi.org/10.1080/15388220.2022.2155831","url":null,"abstract":"ABSTRACT The present study aimed to determine whether greater levels of mobile connectivity, such as that afforded by campus safety apps, are associated with lower levels of bystander intervention into campus sexual assault incidents. We employed an experimental vignette design with a sample of college students to determine whether greater levels of mobile connectivity are associated with lower bystander intentions to intervene. We randomly assigned participants to read one of four sexual assault vignettes, manipulating the level of mobile connectivity and measuring participants’ intent to help the victim, confront the perpetrator, and contact outside resources. We found no significant differences in any outcomes based on vignette condition. This suggests safety apps do not impede intervention. Yet, future research should determine safety app effects on sexual assault prevention before widespread uptake is recommended.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"138 - 151"},"PeriodicalIF":2.4,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49623365","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}
引用次数: 0
Public Perceptions of Campus Sexual Assault Mandatory Reporting Policy Approaches: Considering the Consequences on Victim-Survivors 公众对校园性侵的看法强制性报告政策方法：考虑对受害者幸存者的影响
IF 2.4 3区 心理学
Journal of School Violence Pub Date : 2022-12-13 DOI: 10.1080/15388220.2022.2155830
Kristen M. Budd, Shelby Frye
{"title":"Public Perceptions of Campus Sexual Assault Mandatory Reporting Policy Approaches: Considering the Consequences on Victim-Survivors","authors":"Kristen M. Budd, Shelby Frye","doi":"10.1080/15388220.2022.2155830","DOIUrl":"https://doi.org/10.1080/15388220.2022.2155830","url":null,"abstract":"ABSTRACT Mandatory reporting (MR) policies have been implemented at universities and colleges across the US. While described as a tool to combat campus sexual assault, there is great concern about MR policies which require responsible employees to report to a university official and its adverse effects on victim-survivors. Using a survey of the general public, this research analyzes public perceptions evaluating three types of MR policy approaches – universal, selective, and student-directed. Descriptively, over half of the respondents said they supported universal MR followed by student-directed MR. Multinomial logistic regression results showed that when the public considers the consequences of MR on victim-survivors, the odds of supporting universal MR decrease while the odds of supporting student-directed MR increases. Findings suggest the public is more nuanced in their assessment of MR policy approaches when asked to consider the implications of those policies on victim-survivors.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"122 - 137"},"PeriodicalIF":2.4,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48524762","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}
引用次数: 0
Teacher Perceptions of School Resource Officers and Associations with School Safety 教师对学校资源官员的看法及其与学校安全的关系
IF 2.4 3区 心理学
Journal of School Violence Pub Date : 2022-11-29 DOI: 10.1080/15388220.2022.2146127
Jennifer L. Maeng, D. Cornell, Francis L. Huang
{"title":"Teacher Perceptions of School Resource Officers and Associations with School Safety","authors":"Jennifer L. Maeng, D. Cornell, Francis L. Huang","doi":"10.1080/15388220.2022.2146127","DOIUrl":"https://doi.org/10.1080/15388220.2022.2146127","url":null,"abstract":"ABSTRACT This study investigated teacher perceptions of school resource officers (SROs) and their associations with school safety. The sample consisted of 10,668 teachers in 404 middle schools and 11,900 teachers in 284 high schools. Most middle (86.5%) and high (85.5%) school teachers agreed that the SRO makes them feel safer; however, endorsement differed by race, gender, and teaching experience. Regression analyses found favorable teacher perceptions of their SRO were associated with a greater feeling of safety and security, higher job commitment, and lower teacher victimization. Although correlational, these results add a missing teacher perspective that should be considered in policy debates over the role of SROs in schools.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"105 - 121"},"PeriodicalIF":2.4,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43914973","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}
引用次数: 0
Importance of Emotional Intelligence in Order to Reduce Suicidal Ideation in Adolescents’ Bullying Victims: A Mediation and Moderation Model 情绪智力对减少青少年欺凌受害者自杀意念的重要性:一个中介与调节模型
IF 2.4 3区 心理学
Journal of School Violence Pub Date : 2022-11-17 DOI: 10.1080/15388220.2022.2146126
Héctor Galindo-Domínguez, Daniel Losada Iglesias
{"title":"Importance of Emotional Intelligence in Order to Reduce Suicidal Ideation in Adolescents’ Bullying Victims: A Mediation and Moderation Model","authors":"Héctor Galindo-Domínguez, Daniel Losada Iglesias","doi":"10.1080/15388220.2022.2146126","DOIUrl":"https://doi.org/10.1080/15388220.2022.2146126","url":null,"abstract":"ABSTRACT The objective of this study has been to analyze the impact of emotional intelligence (EI), interpersonal difficulties and life satisfaction in the relationship between victimization and suicidal ideation. For this purpose, a total of 898 adolescents responded to the Peer School Victimization Scale, Wong-Law Emotional Intelligence Scale and Suicide Risk Inventory for Adolescents. Results from the mediation analysis revealed how EI, interpersonal difficulties and life satisfaction mediated the relationship between bullying victimization and suicidal ideation. Moreover, the moderation analyses revealed that the association between EI and suicidal ideation was moderated by gender and by age. Finally, from the moderated moderation analyses, it was observed how in cases of relational victimization, EI helped to reduce suicidal ideation to a greater degree in students that had never retaken a course than in students with this feature.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"89 - 104"},"PeriodicalIF":2.4,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43889195","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}
引用次数: 3
Fear and Consent: An Exploratory Study of Fear of False Accusations of Sexual Assault and Consent-Seeking Practices 恐惧与同意:对性侵犯虚假指控和寻求同意行为的恐惧的探索性研究
IF 2.4 3区 心理学
Journal of School Violence Pub Date : 2022-10-29 DOI: 10.1080/15388220.2022.2138410
Ashley K. Fansher, Tumelo Musamali, Madison Self
{"title":"Fear and Consent: An Exploratory Study of Fear of False Accusations of Sexual Assault and Consent-Seeking Practices","authors":"Ashley K. Fansher, Tumelo Musamali, Madison Self","doi":"10.1080/15388220.2022.2138410","DOIUrl":"https://doi.org/10.1080/15388220.2022.2138410","url":null,"abstract":"ABSTRACT The rise in highly publicized cases of sexual assault, along with offenders in these cases alluding that those alleged victims were being untruthful about their claims, has fostered myths about false reporting of sexual assault, increasing discussions over fears of being falsely accused. This study uses an exploratory approach to identify the prevalence of and variables that are related to fear of false accusations amongst college students. Gender, acceptance of rape myths, and decreased programming were associated with fears of being falsely accused of sexual assault. Further, a relationship was found between fears of false allegations and affirmative consent-seeking. Policies are suggested that directly correlate with promoting consent and decreasing fear of being falsely accused. Individuals acquiring knowledge of consent and discussing the effects of fear of false accusations, aims to decrease fear, while emphasizing the importance of healthy relationships and responses when engaging in sexual intimacy.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"75 - 88"},"PeriodicalIF":2.4,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45775642","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}
引用次数: 0
Arming Teachers as a Response to School Violence: Using a Risk Assessment Model to Understand Student Perceptions 武装教师作为对校园暴力的回应:使用风险评估模型来理解学生的看法
IF 2.4 3区 心理学
Journal of School Violence Pub Date : 2022-10-07 DOI: 10.1080/15388220.2022.2132505
Timothy McCuddy, Faraneh Shamserad, Finn Esbensen
{"title":"Arming Teachers as a Response to School Violence: Using a Risk Assessment Model to Understand Student Perceptions","authors":"Timothy McCuddy, Faraneh Shamserad, Finn Esbensen","doi":"10.1080/15388220.2022.2132505","DOIUrl":"https://doi.org/10.1080/15388220.2022.2132505","url":null,"abstract":"ABSTRACT Arming teachers remains a divisive issue in the United States. Since one goal of this policy is to improve perceptions of safety, it is important to understand how arming teachers impacts students. Using survey data from six Midwestern school districts, we apply Ferraro’s risk assessment model to explore how individual and school conditions impact feelings of safety if teachers carry guns in school. We find perceived risk of victimization decreases feelings of safety if teachers are armed, which is driven by self-reported and vicarious victimization. Self-reported delinquency, in contrast, is directly related to feeling safer if teachers are armed. We conclude that arming teachers may mitigate efforts to help students feel safe in school by increasing fear among those with victimization experiences.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"61 - 74"},"PeriodicalIF":2.4,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45804931","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}
引用次数: 0
Graduate Students are “Making a Big Fuss”: Responding to Institutional Betrayal Around Campus Sexual Violence and Sexual Harassment 研究生们“小题大做”:应对校园性暴力和性骚扰的制度性背叛
IF 2.4 3区 心理学
Journal of School Violence Pub Date : 2022-10-06 DOI: 10.1080/15388220.2022.2130346
Brittnie E. Bloom, C. R. Sorin, L. Oaks, Jennifer A. Wagman
{"title":"Graduate Students are “Making a Big Fuss”: Responding to Institutional Betrayal Around Campus Sexual Violence and Sexual Harassment","authors":"Brittnie E. Bloom, C. R. Sorin, L. Oaks, Jennifer A. Wagman","doi":"10.1080/15388220.2022.2130346","DOIUrl":"https://doi.org/10.1080/15388220.2022.2130346","url":null,"abstract":"ABSTRACT Research on sexual violence and sexual harassment (SVSH) in academia has grown since the 1980s; however, the needs of graduate student survivors have received comparably little attention, which contributes to forms of institutional betrayal that specifically impact graduate students. As part of a multi-campus study on experiences of SVSH and campus resources, graduate student researchers conducted in-depth interviews and focus group discussions with 43 fellow graduate students. Using thematic analysis, we identify three mechanisms that lead to graduate students’ feelings of institutional betrayal: “passing the harasser;” shifting responsibilities for SVSH-related prevention and response onto graduate students; and inadequate resources for preventing and responding to SVSH. Building on combined analytical frameworks, the Socio-Ecological Model and Whole School Approach, we offer student-centered and evidence-based multi-level imperatives for combatting graduate student SVSH and reducing institutional betrayal. Finally, we share a flowchart we designed to model how individuals can respond to SVSH within university settings.","PeriodicalId":47428,"journal":{"name":"Journal of School Violence","volume":"22 1","pages":"44 - 60"},"PeriodicalIF":2.4,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45272610","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}
引用次数: 2
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