美国的暴力极端主义:青少年、家庭、学校和社区的原因和后果

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, SOCIAL
Matthew J. Mayer , John Horgan , Todd I. Herrenkohl , David Osher
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引用次数: 0

摘要

美国的暴力极端主义在过去25年里激增,主要政府机构和其他机构、基础设施(如电网)以及特定人群(包括移民和BIPOC(黑人、土著和其他有色人种)社区)受到攻击和威胁。暴力极端主义可采取多种多样的形式,如在公共场所或特定地点(如宗教场所、政府办公室)实施爆炸、大规模或更有针对性的枪击、爆炸、纵火和车辆冲撞袭击。本文概述了与恐怖主义和暴力极端主义有关的主要问题,尤其是它们可能对青少年、学校和家庭产生的影响。文章讨论了暴力极端主义的特征、激进化过程、后续伤害类型以及预防方法。文章还考虑了影响学生和学校的问题以及学校心理学家的工作。文章最后提出了更广泛的前进建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Violent extremism in the U.S.: Causes and consequences for youth, families, schools, and communities

Violent extremism in the United States has surged over the past 25 years, with attacks on and threats to major governmental and other institutions, infrastructure (e.g., electric grid), and specific segments of the population, including immigrant and BIPOC (Black, Indigenous, and other People of Color) communities. Violent extremism can take multiple and diverse forms, such as bombings in public spaces or specific sites (e.g., house of worship, governmental office), mass and more targeted types of shootings, bombings, fire setting, and vehicle-based ramming attacks. This article provides an overview of key issues surrounding terrorism and violent extremism, especially as they can impact youth, schools, and families. Characteristics of violent extremism, radicalization processes, subsequent types of harm, and prevention approaches are discussed. Issues impacting students and schools and the work of school psychologists are also considered. The article closes with broader recommendations for moving forward.

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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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