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• W1569183725 abstract "SCHOOL VIOLENCE: ASSESSMENT, MANAGEMENT, PREVENTION. Edited by Shafii, M and Shafii, S.L. Washington, D.C. American Psychiatric Publishing, Inc. 2001. 322 pages. Reviewed by Kenyon C. Knapp It is sadly ironic that the two-year anniversary, April 20th, of the Columbine High School massacre passed while reviewing this text. That day was a Pearl Harbor experience for many in the educational community, yet only the magnitude of the killing that day was new. Between 1992 and 2000, there were 279 violent deaths in schools, and teachers on average experience 16,000 serious violent crimes each year in the U.S. The need and rationale for youth violence research is widely accepted, and the authors delivered a broad and fairly comprehensive academic reponse. This book is divided into four sections: contributing factors, assessment and management, legal aspects, and prevention. The editors' stated purpose was understanding, improving management and treatment, and implementing effective prevention programs, which the authors generally accomplished. Chapter one by James Garbarino was well placed. He gave pithy sociological data on trends in youth violence, noting how overall youth violence is decreasing, while it is increasing in more rural areas. Garbarino also confronts the reader with the fact that youth violence is not a new phenomenon, however it has received more public attention since infiltrating white, middle-class, suburban areas. The most useful concept by Garbarino is that of viewing youth violence as a contagious disease epidemic. Garbarino says of violent youth, lost their way in the pervasive experience of vicarious violence, crude sexuality, shallow materialism, competitiveness, and spiritual emptiness that affects us all to some degree but poison these especially vulnerable kids (p. 21). Chapter two by Lois Flaherty contains an excellent review of the magnitude and breadth of youth violence, as well as compelling research from a social learning perspective. Flaherty covers a large number of factors empirically correlated with school violence such as school size, overcrowding, changes in leadership, prevalence of gangs, drugs and guns, public vs. private schools, percent of minority enrollment, and arrest histories. Flaherty also discusses data on various types of teachers, and which of those types is most likely to be attacked in school. The teacher type research illustrated convincingly three teacher types; apathy and aloofness, sporadic strictness, or they can model consistent, caring toughness. Flaherty found that the consistent, caring tough teachers were least likely to be attacked, while the other two types were more likely to be attacked. Flaherty also discussed the profile of a classroom avenger (p. 46) who like many of the well-known recent high school shooters, is extracting perceived justifiable revenge. Chapter three by Paul Kettl verged on suggesting a brave new world explanation for youth violence, with Kettl stating, So far, neuroimaging studies or neurochemical measurements cannot identify violent individuals (p. 60). However, Kettl also offered cogent social modeling theories as well. Most useful was Kettl's discourse on the 'contagion' effect with youth violence, suicides, and other emotionally dramatic events. Kettl joins with Fisher in chapter four to give information in current trends in youth violence. They noted dramatic increases in female youth violence, the prevalence of gang activity, and multiple victim school violence, yet at the same time noting that school violence only accounts for about 1% of youth violence, with the other 99% being outside of school. Chapter five, written by the editors, used a clever approach of a psychological autopsy of school violence. This great beginning, however, turned into a standard training chapter on how to conduct a psychiatric intake assessment. Some promising youth violence assessment instruments were described, which would be of interest to all researchers in this field. …" @default.
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