A Retrospective Study of School Safety Conditions in High Schools Using the Virginia Threat Assessment Guidelines versus Alternative Approaches

Autor/inn/en	Cornell, Dewey; Sheras, Peter; Gregory, Anne; Fan, Xitao
Titel	A Retrospective Study of School Safety Conditions in High Schools Using the Virginia Threat Assessment Guidelines versus Alternative Approaches
Quelle	In: School Psychology Quarterly, 24 (2009) 2, S.119-129 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/a0016182
Schlagwörter	High Schools; Violence; Crime; Bullying; School Safety; Prevention; School Size; Program Effectiveness; Guidelines; Grade 9; Help Seeking; Student Attitudes; Educational Environment; Caring; Suspension; Minority Groups; Socioeconomic Status; Neighborhoods; Discipline Policy; Virginia + Suchen Sie Ihr Suchwort? High school; Oberschule; Gewalt; Crimes; Delict; Delicts; Delikt; Mobbing; Prävention; Vorbeugung; Richtlinien; School year 09; 9. Schuljahr; Schuljahr 09; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Care; Pflege; Sorge; Betreuung; Ausschluss; Schulausschluss; Ethnische Minderheit; Socio-economic status; Sozioökonomischer Status; Neighbourhoods; Nachbarschaft; Disziplinarmaßnahme
Abstract	Threat assessment has been widely recommended as a violence prevention approach for schools, but there are few empirical studies of its use. This nonexperimental study of 280 Virginia public high schools compared 95 high schools using the Virginia threat assessment guidelines (Cornell & Sheras, 2006), 131 following other (i.e., locally developed) threat assessment procedures, and 54 not using a threat assessment approach. A survey of 9th grade students in each school obtained measures of student victimization, willingness to seek help for bullying and threats of violence, and perceptions of the school climate as caring and supportive. Students in schools using the Virginia threat assessment guidelines reported less bullying, greater willingness to seek help, and more positive perceptions of the school climate than students in either of the other 2 groups of schools. In addition, schools using the Virginia guidelines had fewer long-term suspensions than schools using other threat assessment approaches. These group differences could not be attributed to school size, minority composition or socioeconomic status of the student body, neighborhood violent crime, or the extent of security measures in the schools. Implications for threat assessment practice and research are discussed. (Contains 2 tables.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10