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School Violence Intervention : A Practical Handbook, Second Edition
Conoley, Jane Close, PhD, and Arnold P. Goldstein, PhD (Eds)
Guilford Publications / Hardcover / 2004-06-01 / 1572306718
Violence / School-Oriented
reg price: $110.50 our price: $ 93.93 (may be subject to change)
540 pages
Not in stock - ships in one week.

Now in a revised and updated second edition, this highly informative volume provides empirically based models for intervening with students at risk for aggression and protecting school safety overall. Current advances in research and practice are reflected in the book's detailed coverage of effective intervention approaches at the student, school, and system levels. Presented are strategies for reducing violence risks in Pre-K-12 classrooms, managing problem behavior in a range of settings and among diverse student populations, conducting academic and curriculum interventions, developing crisis management and safety plans, building successful partnerships with families and outside agencies, and more. Contributors include leading scientist-practitioners as well as experienced educators and policymakers. Special features of the second edition include new chapters on legal issues and on creating a climate for change in the schools.

Critical Acclaim:

“School Violence Intervention, Second Edition, provides a comprehensive look at a very serious and complex issue for today's educators. This important resource offers an analysis of the many facets of school violence, explores its causes, and presents research-based interventions to address this problem. The interventions are practical in design and can be useful to school psychologists, counselors, school administrators, and classroom teachers. With an ever-increasing awareness of the importance of school safety, educators must be ready to take a proactive stance on this crucial issue. This up-to-date volume will allow them to do just that.” -Janice E. Miller, MEd, Elementary School Counselor, Allentown, Pennsylvania

"This volume represents a giant step forward in understanding and confronting school violence. Over the past few decades, experiences of violence in the schools have taught us a great deal. This up-to-date second edition offers a well-organized synthesis of what we have learned. Provided is the current, comprehensive, and practical information needed for schools to effectively confront the critical and complex task of creating healthy school environments. A most valuable resource for mental health professionals, administrators, teachers, and community leaders, now and for years to come." -Gayle Pitcher, PhD, Department of Psychological Services, Cypress-Fairbanks Independent School District, Houston, Texas

“As thorough a treatment as I have ever seen. This book offers a comprehensive historical overview of the subject of school violence, and, more importantly, describes literally hundreds of holistic, mutually complementary interventions at all levels: country, state, community, school, classroom, and family. This book should be used by university programs in education, administration, and school psychology as the text for courses on interventions to prevent school violence. In addition, every professional, school, and school district will want to have this book on hand as a reference guide to inform prevention, training, and crisis response.” -Virginia Shrader, MSEd, NCSP, NBCT, School Psychologist, International School of San Pedro Sula, Honduras

Table of Contents:

I. Introduction
1. Student Aggression: Current Status,
Goldstein and Conoley
II. Practitioners' Perspectives
2. The Low-Aggression Classroom: A Teacher's View, Striepling-Goldstein
3. Creating Safe Schools: A Practitioner's Perspective, Braaten
4. The State Department of Education's Role in Creating Safe Schools, Grady, Haar, and Losh
III. Student-Oriented Interventions
5. Preschool Interventions, Carey
6. Classroom-Based Approaches, Keller
and Tapasak
7. School Crisis Teams, Poland
8. Interventions for Aggressive Students in a Public School Day Treatment Program, Oestmann
9. Gang-Oriented Interventions, Kodluboy
IV. School-Oriented Interventions
10. Academic and Curriculum Interventions, Sullivan and Conoley
11. The Safe School: Integrating the School Reform Agenda to Prevent Disruption and Violence at School, Morrison, Furlong, D'Incau, and Morrison
12. Security Policy, Personnel, and Operations, Trump
13. Controlling Vandalism: The Person-Environment Duet, Goldstein
V. System-Oriented Interventions
14. Families with Aggressive Children and Adolescents, Christenson, Anderson, and Hirsch
15. Coping with the Consequences of School Violence, Garbarino and deLara
16. The Real World: Good Ideas Are Never Enough, Conoley and Sullivan
VI. Special Topics
17. School Violence and Cultural Sensitivity, Gwendolyn Cartledge and Carolyn Talbert Johnson
18. Victims and Victimizers: The Two Faces of Violence, Hyman, Mahon, Cohen, Snook, Britton,
and Lurkis
19. Law and School Safety, Rozalski and Yell
VII. Summary and Challenges for the Future
20. The Known, Unknown, and Future of Violence Reduction, Conoley and Goldstein

Contributors:

Amy R. Anderson, Department of Educational Psychology, University of Minnesota, Minneapolis, MN
Sheldon Braaten, PhD, Department of Special Education, Ball State University, Muncie, IN
Gretchen Britton, MEd, School District of Philadelphia, Philadelphia, PA
Karen T. Carey, PhD, Department of Psychology, California State University, Fresno, CA
Gwendolyn Cartledge, PhD, School of Physical Activity and Special Services, Ohio State University, Columbus, OH
Sandra L. Christenson, PhD, Department of Educational Psychology, University of Minnesota, Minneapolis, MN
Ian Cohen, MEd, Department of Psychological Studies in Education, Temple University, Philadelphia, PA
Jane Close Conoley, PhD, College of Education and Human Development, Texas A&M University, College Station, TX
Ellen deLara, PhD, School of Social Work, Syracuse University, Syracuse, NY
Barbara D'Incau, PhD, Counseling/Clinical/School Psychology Program, Graduate School of Education, University of California, Santa Barbara, CA
Michael J. Furlong, PhD, Counseling/Clinical/School Psychology Program, Graduate School of Education, University of California, Santa Barbara, CA
James Garbarino, PhD, Department of Human Development, Cornell University, Ithaca, NY
Arnold P. Goldstein, PhD-at his death, Center for Research on Aggression, Syracuse, NY
Marilyn L. Grady, PhD, Department of Educational Administration, University of Nebraska, Lincoln, NE
Jean M. Haar, PhD, Department of Educational Leadership, Minnesota State University, Mankato, MN
Julie A. Hirsch, PhD, Minneapolis Public Schools, Minneapolis, MN
Irwin Hyman, EdD, Department of Psychological Studies in Education, Temple University, Philadelphia, PA
Carolyn Talbert Johnson, PhD, Department of Teacher Education, University of Dayton, Dayton, OH
Harold R. Keller, PhD, Department of Psychological and Social Foundations, University of South Florida, Tampa, FL
Donald W. Kodluboy, PhD, Minneapolis Public Schools, Minneapolis, MN
Mary Ann Losh, PhD, Staff Development and Instructional Issues, Nebraska Department of Education, Lincoln, NE
Louisa Lurkis, PhD, Department of Psychological Studies in Education, Temple University, Philadelphia, PA
Matthew Mahon, MEd, Department of Psychological Studies in Education, Temple University, Philadelphia, PA
Gale M. Morrison, PhD, Counseling/Clinical/School Psychology Program, Graduate School of Education, University of California, Santa Barbara, CA
Richard L. Morrison, EdD, Ventura Unified School District, Ventura, CA
Jerry Oestmann, PhD, Lincoln Public Schools, Lincoln, NE
Scott Poland, EdD, Cypress-Fairbanks Independent School District, Houston, TX
Michael E. Rozalski, PhD, Ella Cline Shear School of Education, State University of New York, Geneseo, NY
Pamela Snook, PhD, Department of Psychological Studies in Education, Temple University, Philadelphia, PA
Susan H. Striepling-Goldstein, MS, Senior Education Specialist, Syracuse, NY
Jeremy R. Sullivan, PhD, Department of Psychological Services, Cypress-Fairbanks Independent School District, Houston, TX
Renee C. Tapasak, PhD, Tampa, FL
Kenneth S. Trump, MPA, National School Safety and Security Services, Cleveland, OH
Mitchell L. Yell, PhD, College of Education, University of South Carolina, Columbia, SC

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