Index

AACAP (American Academy of Child and Adolescent Psychiatry),

205

AAP (American Academy of Pediatrics),

205

Abandonment, definition of,

42

ACEs (Adverse childhood experiences),

51–52

Acquaintance rape, definition of,

99

ADHD (attention-deficit/hyperactivity disorder),

180

Adolescents

dual systems model of risk taking,

6

risk-taking behavior,

6, 15–16

Adverse childhood experiences (ACEs),

51–52

Aggression

bullying and,

70

channeling feelings of,

4

determining subtypes of,

15

maladaptive,

4, 6, 13, 14

premeditated acts of,

14

reactive,

14

in sports,

4, 5

subtypes of, xxvi,

13–15, 15

in threat assessment,

149

Alcohol,

99–100

Allan L. Beane Bullying Prevention Program,

79

Al’s Pals: Kids Making Healthy Choices,

79

American Academy of Child and Adolescent Psychiatry (AACAP),

205

American Academy of Pediatrics (AAP),

205

American Association of University Women survey,

94–95

Americans with Disabilities Act of 1990,

181–182

Amphetamines,

99

Anger, bullying and,

70

Arrests,

26–27

ASCS (Authoritative School Climate Survey),

195

Attention-deficit/hyperactivity disorder (ADHD),

180

Authoritative School Climate Survey (ASCS),

195

Autism spectrum disorders, school shootings and,

118

Behavior

. See also Aggression; Juvenile stalking

antisocial,

27

bullying and,

70

changes in emotions,

45–46

conduct problems,

170

externalizing,

70

history of violent behavior in violence risk assessment,

168–169

internalizing,

70

reported,

34

reward-seeking,

15

socioeconomic and cultural structure and,

21

Benzodiazepines,

99

Blueprints for Healthy Youth Development,

78

Brief strategic family therapy,

188

Broader Urban Involvement and Leadership Development (BUILD) Violence Intervention Curriculum,

128

Brown v. Entertainment Merchants Association,

205

BUILD (Broader Urban Involvement and Leadership Development) Violence Intervention Curriculum,

128

Bully Busters,

77–78, 79

Bullying,

17–19, 5, 63–89. See also Case law; Cyberbullying

anger, aggression, and impulsivity and,

70

antibullying programs,

75–78, 79

bystanders/observers,

19

case law,

73–75

characteristics of bullies and victims,

68–71

conduct disorder and,

171

contributing factors of,

68

definitions of,

64–67, 65

forms of,

18, 65

physical,

66, 65

psychological,

65, 66

sexual,

66, 65

verbal,

66, 65

girls versus boys,

67

health consequences of,

63–64, 80

at home,

69

outcomes of,

71–72, 71

peer status and,

71

perpetrators/bullies,

18

prevalence of,

67–68

risk factors for,

69

school-based interventions,

75–78

Bully Busters,

77–78, 79

effective versus ineffective interventions,

77

Olweus Bullying Prevention Program,

77, 78, 79

research-informed interventions,

79

in school settings,

68

school system participation in,

19

sexual orientation and,

70

social status and,

80

strategies to address at school,

72–73

targets/victims,

18–19

as a vicious cycle,

69–70

victims of,

68–71, 71

vulnerability of,

19

Cannabis,

173

CAPS (Chicago Alternative Policing Strategy),

128

CAPTA (Child Abuse Prevention and Treatment Act),

43

Case law

Brown v. Entertainment Merchants Association,

205

Davis v. Monroe County Board of Education,

74–75

Kowalski v. Berkeley County School District,

73–74

Lipari v. Sears, Roebuck and Co.,

153

People v. Marquan,

74

Rodriguez v. Inglewood Unified School District,

7

Roper v. Simmons,

11

State v. Bishop,

74

Tarasoff v. Regents of University of California,

152–153, 158

Tinker v. Des Moines Independent Community School District,

73

Volk v. Demeerleer,

153

Case vignettes

of child abuse,

39, 44, 52

of cyberbullying,

63

of fear,

113–114, 121–122

of gang violence,

161

of PTSD,

174

of profiling,

25–26, 35–36

of school violence,

11–12, 35–36

of sexual violence,

91–92

of threat assessment,

135–136, 155–156, 156

of violence and the media,

203–204, 206

of violence interventions,

179–180, 189–190, 190

of violence risk assessment,

161, 173–174

Caught in the Crossfire,

128

Centers for Disease Control and Prevention-Kaiser Permanente Adverse Childhood Experiences Study,

51–52, 53, 58

Character education programs,

196

Chicago Alternative Policing Strategy (CAPS),

128

Child, definition of,

41

Child abuse

. See also Zero-tolerance policies

case vignette,

39, 44, 52

definition of,

41

identifying children at risk for,

40–43

impact of trauma and,

46, 51–52

mandating reporting,

43–44, 58

trauma symptoms of,

45–46

Child Abuse Prevention and Treatment Act (CAPTA),

43

Child neglect, definition of,

41

Child protective services (CPS),

25, 43, 185

Children’s Health Act of 2000,

55

Cocaine,

99

Cold aggression,

13, 14

College students

example of threat assessment questions for,

221–224

threat assessment process with,

154, 155

Columbine High School, xxv,

204

Communication of threats,

147, 148

Conduct disorder, DSM-5 diagnostic criteria for,

170, 171

Consent

. See Sexual consent

CPS (child protective services),

25, 43, 185

CPTED (crime prevention through environmental design),

116–117

Crime prevention through environmental design (CPTED),

116–117

Culture, gang violence and,

19

Cutting,

91–92

Cyberbullying,

63–89, 66, 65. See also Bullying; Case law

case vignette,

63

description of,

18

examples of,

66

strategies to address at school,

72–73

Cybersuicide,

66

Danger

. See Violence

Date rape,

98–100, 108. See also Drug-facilitated sexual assault

definition of,

99

models of date and acquaintance rape perpetration,

99

prevalence of,

99

tips for dating abuse prevention,

101

Dating Matters,

106

Dating violence,

98–100

Davis v. Monroe County Board of Education,

74–75

Developmental disabilities,

184

Digital dating abuse,

100–101

DOE (U.S. Department of Education),

26, 117, 194

School Climate Surveys,

194

Drug-facilitated sexual assault,

99–100. See also Date rape; Substance abuse

DSM-5

diagnostic criteria for conduct disorder,

170, 171

diagnostic criteria for PTSD,

47–51

Dual systems model of adolescent risk-taking,

15–16

Dunedin Multidisciplinary Health and Development Study,

27–28

groups identified from,

28

EDSCLS (School Climate Surveys),

194

Education Amendments of 1972,

96

Elementary schools

example of threat assessment questions for,

213–215

threat assessment process in,

153–154, 154

Emotional abuse, definition of,

41

Every Student Succeeds Act,

194

Evidence-Based Practices Resource Center,

78

“Facts for Families,”

102

Family, and conflict and bullying,

69

Family-based interventions,

187–188, 189

FBI (Federal Bureau of Investigation),

26, 137

Fear,

113–131. See also School shootings

case vignette,

113–114, 121–122

Federal Bureau of Investigation (FBI),

26, 137

Firearms

gun violence restraining orders,

121

in the home,

120

red flag laws,

121

restrictions for purchase of,

121

Flunitrazepam (Rohypnol),

99

4-H program,

197

Functional family therapy,

187

Gamma hydroxybutyric acid,

99

Gang Rescue and Support Project (GRASP),

127

Gang Resistance and Education Training (GREAT),

186, 128

Gang violence,

19–20, 124–127. See also Violence

case vignette,

161

consequences of participation in,

126

culture and,

19

definition of,

125

overview,

125–126

prevention and intervention programs,

126–127, 128

resources for families,

127

Garrity, Sawyer, xxiii, xxiv

Gender

role socialization,

98

sexual assault and,

95, 96

Giffords Law Center to Prevent Gun Violence,

120

Good Behavior Game,

79

GRASP (Gang Rescue and Support Project),

127

GREAT (Gang Resistance and Education Training),

186, 128

Grit,

196

Group violence,

5

Group Violence Intervention (GVI),

128

Gun Control Act of 1968,

120

Gun violence restraining orders,

121

GVI (Group Violence Intervention),

128

Hardcore Gang Investigations Unit—Los Angeles County District Attorney’s Office,

128

Hare Psychopathy Checklist (PCL),

166

Hare Psychopathy Checklist-Revised (PCL-R),

166

Hare Psychopathy Checklist: Youth Version (PCL:YV),

164, 166–167

Harm,

5–6

Hazing,

5

HBSC (Health Behaviors in School-age Children),

67

Health Behaviors in School-age Children (HBSC),

67

High schools

example of threat assessment questions for,

221–224

threat assessment process in,

154, 155

Home

bullying at,

69

firearms in,

120

Hot aggression,

14

IACP (International Association of Chiefs of Police),

116

IACP Guide,

122

Best Practice Considerations for Schools in Active Shooter and Other Armed Assailant Drills,

117

IDEA (Individuals with Disabilities Education Act),

180–181

IEP

. See Individualized Education Program

Guiding Principles: A Resource Guide for Improving School Climate and Discipline,

194

Impulsivity, bullying and,

70

Individualized Education Program (IEP),

25, 44, 181–183

types of related services and,

182

Individuals with Disabilities Education Act (IDEA),

180–181

Inglewood High School,

7

International Association of Chiefs of Police (IACP),

116

Interpersonal violence,

16, 44–46

Interventions,

13

Interviews, for violence risk assessment,

172

Iowa Civil Liberties Union,

73

Juvenile justice and probation,

185

Juvenile sexual violence,

30–31, 36

profiling,

31

recidivism,

31

risk factors for,

31

subtypes,

30–31

Juvenile stalking,

33–36. See also Behavior

Juvenile violence

overview,

26–30

sexual violence,

30–31

Kaiser Family Foundation survey,

93

KiVa,

79

Kowalski v. Berkeley County School District,

73–74

Law enforcement, as part of the threat assessment team,

140

Leakage, in school shootings,

33, 147, 148

Legislation

Americans with Disabilities Act of 1990,

181–182

California Civil Code 43.92,

153

Child Abuse Prevention and Treatment Act,

43

Children’s Health Act of 2000,

55

Education Amendments of 1972,

96

Every Student Succeeds Act,

194

Giffords Law Center to Prevent Gun Violence,

120

Gun Control Act of 1968,

120

gun violence restraining orders,

121

Individuals with Disabilities Education Act,

181

red flag laws,

121

Rehabilitation Act of 1973,

181

Title IX,

96, 97, 107

“Yes Means Yes,”

94

Lesbian, gay, bisexual, or transgender (LGBT) youth

bullying and,

70

same-gender sexual harassment,

95

LGBT

. See Lesbian, gay, bisexual, or transgender youth

LifeSkills Training,

79, 186

Lipari v. Sears, Roebuck and Co.,

153

Maladaptive aggression,

4, 6, 14

description of,

13

profiling and,

36

subtypes of,

21

types of,

14

Marijuana,

25, 99

Marjory Stoneman Douglas High School, xxiii

Media

bullying and,

64

case vignette,

203–204, 206

digital dating abuse,

100–101

role of,

206–208

school shootings and,

32

sexual violence and,

108

social media violence,

100–103

implications and outcomes of,

101–102

scope and prevalence of,

100–101

tips for educating youth about sexting,

103

violence and,

203–209, 208

violent,

204–206

Mental health

community services for,

183

evaluation,

167–168

Middle schools

example of threat assessment questions for,

217–220

threat assessment process in,

154–155, 154

Model Programs Guide,

78

Models

of adolescent risk-taking,

6, 15–16

assault perpetration models,

96–98

of bully/victim,

67

of date and acquaintance rape perpetration,

99

dual systems model of adolescent risk-taking,

21

harassment perpetration models,

95

of Malamuth et al.,

98

Office of Juvenile Justice and Delinquency Prevention Comprehensive Gang Model,

127

Olweus Bullying Prevention Program,

77, 78, 79

risk-need-responsivity model,

163–164

sociological model of school violence,

16

Virginia Model for Student Threat Assessment guidelines,

137–138, 141, 158

Multisystemic therapy,

188

NASP

. See National Association of School Psychologists

NASRO (National Association of School Resource Officers),

116

National Association of School Psychologists (NASP),

117, 118

tip sheets for talking to children about violence,

124

National Association of School Resource Officers (NASRO),

116

National Center for Education Statistics (NCES),

18

National Center on Safe Supportive Learning Environments (NCSSLE),

194

National Child Traumatic Stress Network,

54–55

National Crime Victimization Survey,

67

National Gang Center,

127

National Instant Criminal Background Check System,

120

National Survey of Children’s Exposure to Violence,

40

National Youth Risk Behavior Survey,

27

NCES (National Center for Education Statistics),

18

NCSSLE (National Center on Safe Supportive Learning Environments),

194

Neglect, definition of,

41

Net Gen,

66

OBPP

. See Olweus Bullying Prevention Program

Office of Juvenile Justice and Delinquency Prevention Comprehensive Gang Model,

127

Olweus Bullying Prevention Program (OBPP),

77–78, 78, 79

Open Circle,

79

Opportunity theory,

95

Paraphilic disorders,

30–31

Parental substance abuse

bullying and,

69

definition of,

42

Parent management training,

187, 190

PATHS (Promoting Alternative Thinking Strategies),

185–186

Pathways to Desistance Study,

28–29

group trajectories identified from,

29

PCL (Hare Psychopathy Checklist),

166

PCL-R (Hare Psychopathy Checklist-Revised),

166

PCL:YV (Hare Psychopathy Checklist: Youth Version),

164, 166–167

PeaceBuilders,

79

Peers

social status and bullying,

71

status of,

18

Peña, Andrea, xxiii, xxiv

People v. Marquan,

74

Perpetrators

victims and,

34, 35

of violence,

6

Physical abuse

definition of,

41

risk factors for,

42–43

Physical bullying, description of,

18

PIP

. See Planned, instrumental, and predatory aggression

Planned, instrumental, and predatory (PIP) aggression,

13, 21

callous-unemotional traits of,

14

description of,

13–14, 14

Positive Action,

186

Positive behavioral interventions and support,

196, 197

Positive youth development programs,

196, 197

Posttraumatic stress disorder (PTSD)

case vignette,

174

DSM-5 diagnostic criteria for,

47–51

Proactive aggression, profiling and,

27

Profiling,

25–38

case vignette,

25–26, 35–36

effectiveness of,

36

juvenile sexual offenders,

31

maladaptive aggression and,

36

stereotype of shooter,

119

students,

26

targeted school violence,

32

threats and,

26

Promoting Alternative Thinking Strategies (PATHS),

185–186

PTSD

. See Posttraumatic stress disorder

Race,

55, 140

RADI

. See Reactive, affective, defensive, and impulsive aggression

Rape,

99–100

Rape myths,

100

Reactive, affective, defensive, and impulsive (RADI) aggression,

13, 21, 149, 195

description of,

14, 14

profiling and,

27

Red flag laws,

121

Rehabilitation Act of 1973,

181

Relational aggression,

15

Restraining orders,

34

Risk,

157

definition of,

157

description of,

136–137

versus threat,

136

Risk-need-responsivity (RNR) model,

163–164

Risk-taking,

6

dual systems model of adolescent risk-taking,

15–16, 21

Risk-need-responsivity model,

163–164

Rodriguez v. Inglewood Unified School District,

7

Rohypnol (flunitrazepam),

99

Roper v. Simmons,

11

Safe Dates,

105

Safe School Ambassadors,

79

Safe School Initiative,

137, 157

SAMHSA

. See Substance Abuse and Mental Health Services Administration

San Diego County Breaking Cycles,

128

Sandy Hook, xxv

S.A.S.H. (“Students Against Sluts Herpes”),

73–74

SAVRY

. See Structured Assessment of Violence Risk in Youth

School-Age Trauma Training, xxv

School climate,

193–201

addressing,

195

approaches to changing,

195–198

character education programs,

196

positive behavioral interventions and support,

197

positive youth development programs,

197

restorative practices,

197–198

school development program,

198

social-emotional learning,

196–197

description of,

194

guides for improving,

199

measuring,

194–195

trauma-informed approach intervention,

198

School Climate Surveys (EDSCLS),

194

School Crime Supplement (SCS),

67

School Development Program (SDP),

196, 198

School Discipline Consensus Project,

195–196

School resource officers,

116

as part of the threat assessment team,

140

School shootings,

20, 204, 207

apparent contagion effect of,

207

autism spectrum disorders and,

118

generalized imitation of,

207

homicides and,

114

intervention plan,

123

leakage,

33, 147, 148

media and,

32

metal detectors and,

116

motives for,

33

occurrence of,

129

options-based approaches to,

117–118

profiling school shooters,

20, 31–33

responding to active shooting,

122–124

restriction of access to firearms,

120–122

retrospective analysis of,

119

risk assessment,

115–117, 123

role of mental health system in,

118–119

school lockdown,

117

screening to detect potential

shooters,

115

shooter drills for prevention of,

117–118

stereotype of shooter,

119

victims of,

20

School violence

bullying,

17–19

case vignettes,

11–12

gang violence,

19–20

interventions,

13, 180–183

occurrence,

12

overview,

3–10

prevention of,

6–8

developmental differences,

7–8

zero-tolerance policies,

6–7

school climate,

193–201

screening students,

6

shootings,

6, 20

sociological model of,

16

student conflicts,

17

targeted,

32

types of,

5–6, 5

SCS (School Crime Supplement),

67

SDP (School Development Program),

196, 198

Second Step Bullying Prevention Unit,

79

Semiautomatic rifle, xxiii

Sexting,

101–102

motivation for,

102

tips for educating youth about,

103

Sexual abuse, definition of,

41

Sexual assault,

108

assault perpetration models,

96–98

on campus,

96–98

definition and prevalence of,

96

drug-facilitated,

98–100

prevention approaches to,

98

Sexual consent,

93–94, 107

age of,

93

substance abuse and,

94

Sexual harassment,

66, 94–96, 107

definition of,

94

deliberate indifference,

75

education within the school system,

95–96

harassment perpetration models,

95

implications of,

95–96

opportunity theory,

95

response to at school,

97

scope and prevalence of,

94–95

tips for prevention at school,

97

Sexual offenders

assessment of,

104–105

categorization of,

103–104

Sexual orientation, bullying and,

70

Sexual violence,

91–111

case vignette,

91–92

versus consent,

93–94

definition of,

30

in juveniles,

30–31

prevention interventions

for students,

105–106

for teachers,

106–107

Shifting Boundaries,

105–106

“Shine” (song), xxiii, xxiv

Social affiliation,

5–6, 5

Social bullying,

17

Social-emotional learning,

196–197

Social media

. See Media

Sports, aggression in,

4, 5

Stalking

. See also Tarasoff v. Regents of University of California

definition of,

33

by juveniles,

33–36

State v. Bishop,

74

Stranger rape, definition of,

99

Structural violence, description of,

16

Structured Assessment of Violence Risk in Youth (SAVRY),

164–165

in risk formulation,

172

Students

conflicts among,

17

rights of,

7

screening for propensity for violence,

6

screening to detect potential shooters,

115

“Students Against Sluts Herpes (S.A.S.H.),”

73–74

Substance abuse

. See also Drug-facilitated sexual assault

community services for,

183–184

parental,

42

in risk assessment of violence,

170

sexual consent and,

94

violence risk and,

175

Substance Abuse and Mental Health Services Administration (SAMHSA),

56–57, 198

principles of a trauma-informed setting,

56, 57

Suicide, cyberbullying and,

66

Support School Discipline Initiative,

195–196

Tarasoff v. Regents of University of California,

152–153, 158

Targeted school violence,

136

definition of,

32

profiling,

32

Teachers, as part of the threat assessment team,

140

Texting,

18. See also Cyberbullying

Third National Juvenile Online Victimization Study,

102

Threat assessment, xxiv,

135–159

analyzing interacting factors during,

144

case vignette,

135–136, 155–156, 156

confidentiality and,

150, 153

content of,

144–150

collateral reports,

149–150

components and sample questions,

145–146

details,

148–149

emotional intensity and types of aggression,

149

motivations,

147

physical evidence,

147

plan,

148

precipitating events,

147

prior communication of threats,

147, 148

targets,

148

weapons,

148

current,

168

examples of questions

for college students,

221–224

for elementary school students,

213–215

for high school students,

221–224

for middle school students,

217–220

levels of risk surrounding,

150, 151

objectives of,

136

overview,

137–138

process of,

138–156

with elementary school students,

153–154, 154

with high school or college students,

154, 155

with middle school students,

154–155, 154

developmental considerations and,

153, 154

school mental health provider’s duty to protect,

150, 152–153

stepwise approach to,

141–144, 141

conducting a safety evaluation for substantive threats,

142–143

evaluating the threat,

141

implementing and monitoring the safety plan,

144

resolving transient threat,

141–142

responding to substantive threat,

142

team,

139–140

law enforcement team members,

140

school team members,

139–140

teachers,

140

types of threats,

143

Threats,

157

assessment of, xxiv,

135–159

profiling and,

26

versus risk,

136

Tinker v. Des Moines Independent Community School District,

73

Title IX,

96, 97, 107

Trauma

impact of,

46, 51–52

implementation of trauma-informed care,

56–57

internalizing,

45

symptoms of,

45–46, 45

externalizing,

45

trauma-informed/trauma-sensitive schools,

52, 54–55, 58

United States Secret Service,

137

U.S. Department of Education (DOE),

26, 117, 194

School Climate Surveys,

194

U.S. Department of Homeland Security, xxv

U.S. Secret Service,

26

Verbal bullying, description of,

18

Victims,

4

of bullying,

68–71, 71

perpetrators and,

34, 35

Video games,

204, 205

Vietnam War,

73

Violence

. See also Gang violence; Juvenile violence; Media; School violence

arrests for,

26–27

definition of,

5

exposure to,

57

fantasy,

204–205

interventions, xxvi

case vignette,

179–180, 189–190, 190

for children with developmental disabilities,

181, 184

child welfare system,

185

community services,

183–184

for mental health,

183

for substance use,

183–184

family-based,

187–188, 189

brief strategic family therapy,

188

functional family therapy,

187

multisystemic therapy,

188

parent management training,

187

juvenile justice and probation,

185

preventative,

185–186

Gang Resistance and Education Training,

186

LifeSkills Training,

186

Positive Action,

186

Promoting Alternative Thinking Strategies,

185–186

school climate,

193–201

school services,

180–183

treatment description,

180

juvenile, xxiii–xxiv

outside school,

39–61

perpetrators of,

6

risk assessment, xxvi,

161–176

actuarial assessments,

163, 174

case vignette,

161, 173–174

clinical judgment and,

162–163

collateral interviews,

172

conducting a developmentally attuned risk assessment,

167–172

conduct problems,

170, 171

current threat or violent event,

168

exposure to violence and trauma,

169

future risk factors,

172

overview,

167–168

past history of violent behaviors,

168–169

psychiatric history,

170, 172

substance use,

170

topics explored in violence risk assessments,

169

weapons history,

169

dynamic,

162, 174

evidence-based,

9

instruments,

164–167

Hare Psychopathy Checklist,

166–167

Structured Assessment of Violence Risk in Youth,

164–165

Youth Level of Service,

165–166

overview,

162–164

protective factors,

174

risk factors for sexually aggressive youth,

31

risk formulation,

172–173

static,

162, 174

structured professional judgment,

163, 174

treatment plan,

173–174

threat assessment, xxiv

types of,

16–17

victim of,

4

Virginia Model for Student Threat Assessment guidelines,

137–138, 141, 158

Virginia Secondary School Climate Survey,

195

Virginia Tech, xxv

Volk v. Demeerleer,

153

Weapons, history of,

169

Yale Child Study Center,

198

“Yes Means Yes,”

94

YLS/CMI 2.0 (Youth Level of Service/Case Management Inventory 2.0),

164, 165–166

Youth Level of Service/Case Management Inventory 2.0 (YLS/CMI 2.0),

164, 165–166

Youth Risk Behavior Surveillance System (YRBSS),

67

Zero-tolerance policies,

6–7

failure of,

55–56