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School Shootings: International Research, Case Studies, and Concepts for Prevention

NCJ Number
241355
Editor(s)
N. Böckler, T. Seeger, P. Sitzer, W. Heitmeyer
Date Published
2013
Length
543 pages
Annotation
This collection of works presents an interdisciplinary view of school shootings, highlighting both complementary opinions and controversies; examines the response to and influences on school shootings by the media; and presents new strategies for prevention and intervention.
Abstract
The expert research of School Shootings: International Research, Case Studies, and Concepts for Prevention goes beyond simple "violent teen culture creates violent students" constructs to present current theories and findings, a diverse range of case studies, and examples of successful prevention programs. (Instructive cases that fall outside the general template, such as an early female shooter and a Samurai sword attack, are also included for additional insights.) Contributors from a variety of disciplines thoughtfully explore the role of media in conceptualizing school shootings and shooters for the public, the social nuances of "cool kids" versus outsiders, and the construction of male socialization for multifaceted coverage of this growing phenomenon. Among the featured topics: the relevance of fantasy in school shootings; thirty-five school shootings, trends, patterns, and typology; legitimated adolescent violence, lessons from Columbine; school shooters and their followers on the Web; the Virginia Student Threat Assessment Guidelines, a science-based prevention strategy; and school-level crisis management when a shooting incident occurs. A groundbreaking work that opens up possibilities for future studies and interdisciplinary and cross-cultural collaboration, School Shootings is imperative reading for researchers in criminology and criminal justice, especially with an interest in life-course studies and violence prevention/intervention. It will also be of considerable interest to researchers in youth-related fields, including child and school psychology, and education. (Publisher Abstract)