了解和预防学校环境中的暴力极端主义

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, SOCIAL
John Horgan , Carrie Lorig , Randy Borum , Clare S. Allely , Todd I. Herrenkohl
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引用次数: 0

摘要

暴力极端主义(VE,即恐怖主义)是一个与学校环境日益相关的问题。在世界范围内,恐怖主义分子越来越多地以在校青少年为目标,通过袭击使其成为受害者,并使其激进化,招募他们加入自己的队伍。尽管暴力极端主义作为一种以意识形态为动机的行为可以与学校环境中的大规模枪击事件区分开来,因为大多数基于学校的大规模枪击事件并非以意识形态为动机,但两者之间存在明显的重叠。然而,暴力极端主义的威胁也是一个独特的问题,值得学校专业人员加强关注。我们先概述了几个相关问题,然后探讨了减轻学校环境中有针对性暴力威胁的策略,包括学校人员协助识别、评估和管理暴力极端主义威胁的机会。在最后一节中,我们将特别关注学校心理学家如何提高意识,并帮助实现个人和系统的变革,以防止校园暴力极端主义的发生。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Understanding and preventing violent extremism in school settings

Violent extremism (VE; i.e., terrorism) is an issue of increasing relevance in school settings. Worldwide, terrorist actors have increasingly targeted youth in schools both for victimization via attacks as well for radicalization and recruitment to their ranks. Although violent extremism as an ideologically motivated act can be distinguished from mass shootings in school settings in that most school-based mass shootings are not ideologically motivated, there is obvious overlap. The threat of violent extremism, however, also represents a distinct issue that warrants increased attention from school professionals. We present an overview of several related issues before exploring strategies to mitigate the threat of targeted violence in school settings, including opportunities for school personnel to assist in identifying, assessing, and managing threats of violent extremism. In the final section, we focus specifically on ways that school psychologists can increase awareness and help bring about individual and systemic changes to prevent violent extremism in schools.

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来源期刊
Journal of School Psychology
Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
6.70
自引率
8.00%
发文量
71
期刊介绍: The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.
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