The Handbook of School Violence and School Safety: From Research to Practice, Volume 346

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Shane R. Jimerson, Michael J. Furlong
Lawrence Erlbaum Associates, 2006 - Education - 688 pages
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Periodic, high-profile incidents of school violence both in the United States and around the world have understandably resulted in public demand for increased school safety. This demand has, in turn, led to school safety policies and practices that have raced ahead of empirical research. This situation is now changing. In both the United States and across the world a continuing flow of government-funded research studies now make it possible for schools and communities to implement school safety programs that are founded on sound scientific research.
 
This 41-chapter handbook is the first attempt to comprehensively profile (on a worldwide basis) the emerging field of school violence and safety research and practice. It covers the full range of school violence from harassment and bullying to serious physical assault. It also examines existing school safety programs and the research and theories that guide them. Examinations of current issues and projections of future research and practice are embedded within the discussions. In short, it helps map the boundaries of this rapidly growing, multidisciplinary field of study.  Key features of this important new book include: 
*Balance of Breadth and Depth–Coverage includes 41 chapters that provide an  in-depth profile of the following aspects of school violence and school safety: 1. foundations 2. assessment and measurement 3. prevention and intervention, and 4. implementation. 
*Evidence-based Practice–Avoiding a one-size-fits-all approach to prevention and intervention, the focus throughout is on the application of evidence-based practice to those factors most commonly associated with school violence and safety.  
*Implications for Practice–A critical component of each chapter is a summary table delineating the implications for practice of the foregoing research. 
The Handbook of School Violence and School Safety is an indispensable reference volume for scholars, college administration faculty and graduate students, in-service school administrators and safety officers, policymakers, and academic libraries serving these groups. It is also appropriate for graduate level courses wholly or partly devoted to the study of school violence and school safety.

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About the author (2006)

Shane R. Jimerson, PhD is an Associate Professor of Counseling, Clinical, and School Psychology Program and Associate Professor of Child and Adolescent Development at the University of California, Santa Barbara. Among over 100 professional publications, he is a co-author of a five-book grief support group curriculum series (The Mourning Child Grief Support Group Curriculum), a co-editor of Best Practices in School Crisis Prevention and Intervention, co-author of Identification, Assessment, and Treatment of Autism at School, and the lead editor of The Handbook of School Violence and School Safety. He serves as the Editor of The California School Psychologist journal, Associate Editor of the School Psychology Review journal, and is on the editorial boards of the Journal of School Psychology and School Psychology Quarterly. Dr. Jimerson has chaired and served on numerous boards and advisory committees at the state, national, and international levels. Dr. Jimerson received the Best Research Article of the year award from the Society for the Study of School Psychology, in 1998 and then again in 2000. He also received the 2001 Outstanding Article of the Year Award from the National Association of School Psychologists, School Psychology Review. Dr. Jimerson s scholarly efforts were also recognized by the American Educational Research Association with the 2002 Early Career Award in Human Development. He and his UCSB research team received the 2003 and 2004 Outstanding Research Award from the California Association of School Psychologists. Also during 2003, Dr. Jimerson received the Lightner Witmer Early Career Contributions Award from Division 16 (School Psychology) of the American Psychological Association. His scholarship continues to highlight the importance of early experiences on subsequent development and emphasize the importance of research informing professional practice to promote the social and cognitive competence of children.

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