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|a 9781118966686
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|a 371.782
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|a UAMI
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|a Shapiro, Harvey.
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|a The Wiley Handbook on Violence in Education.
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|a Newark :
|b John Wiley & Sons, Incorporated,
|c 2018.
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|a 1 online resource (642 pages)
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|a text
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|a Intro; Title Page; Copyright Page; Contents; Notes on the Editors; Notes on Contributors; Acknowledgments; Introduction: Context, Form, Prevention, and Response: A Multidisciplinary Approach to Violence in Education; Section 1 School Shootings; Section 1 Introduction: Broadening the Context, Refocusing the Response; Chapter 1 The Menace of School Shootings in America: Panic and Overresponse; The Changing Landscape; Perception and Reality of School Violence; Fear and Overresponse; Target Hardening; Zero Tolerance; School Resource Officers; Preparing for the Worst; Armed Protection; Bullying.
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|a School Size and ClimateDiscussion; References; Chapter 2 Threat Assessment; Programs and Evaluations: Threat Assessment; Prevalence of Threats and Violence in Schools; Consequences of School Violence Fear; Violence Prevention versus Prediction; Virginia Student Threat Assessment Guidelines; Research on the Virginia Student Threat Assessment Guidelines; References; Chapter 3 School Shootings, Societal Violence and Gun Culture; Crises in Masculinities; Guns in America, School Shootings, and Media Spectacle; Beyond the Culture of Male Violence and Rage.
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|a Gun Safety and the Hopes for a More Secure FutureReferences; Chapter 4 Learning to Be a Rampage Shooter: The Case of Elliot Rodger; Alienated American Men Learn to Kill; Rodger's Day of Retribution; Precursors to the Rampage; Learning the Basic Social Categories; Sex and Sexism; From Misogynist to Misanthrope; Discussion and Conclusion; References; Chapter 5 The Logic of the Exception: Violence Revisited; "Form-of-Life," Bare Life, and Sovereign Power; State of Exception; From Gun Culture to the Gun Lobby to the Shooter's Exceptionality; Divine Violence.
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|a Conclusion: Education and the "Real State of Exception"References; Chapter 6 Student Profiling and Negative Implications for Students with Disabilities; Popular Media and the Urge to Profile; History of Profiling and Violent Acts in Schools; Student Profiling in Educational Institutions; Effects of Profiling Rhetoric on Mental Health Stigmatization; How Profiling in Schools Furthers Stigmatization of Mental Health; Solutions to Help Prevent Violence Without Profiling Students; Discourse Surrounding School Violence and Mental Health: Next Steps to Prevent Further Stigma; References.
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|a Chapter 7 Aftermath of School Shootings: A Model for Relational Aesthetic Response, Reconstruction, and Associated LivingIntroduction; Purpose; Significance; Research Questions; Background and Summary Literature Review; Theoretical Framework; Model for Aesthetic Response; Methods of Inquiry; Results; Conclusion; References; Section 2 Group and Gang Violence in Education; Section 2 Introduction: Group and Gang Violence in Education; Chapter 8 The Distinguishing Features, Trends, and Challenges of Group and Gang Violence in Education; Introduction; Particular Challenges.
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|a Trends in Gang Prevalence.
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|a ProQuest Ebook Central
|b Ebook Central Academic Complete
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|a The Wiley handbook on violence in education (Text)
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|t Wiley Handbook on Violence in Education.
|d Newark : John Wiley & Sons, Incorporated, ©2018
|z 9781118966679
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