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Pullmann MD, Gaias LM, Duong MT, Gill T, Curry C, Cicchetti C, Raviv T, Kiche S, Cook CR. Reducing racial and ethnic disproportionality in school discipline through an assessment‐to‐intervention process: A framework and process. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22651] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Michael D. Pullmann
- University of Washington School of Medicine, School of Mental Health Assessment Research and Training (SMART) Center Seattle Washington USA
| | | | | | - Tara Gill
- Ann & Robert H. Lurie Children's Hospital of Chicago Chicago Illinois USA
| | - Caryn Curry
- Ann & Robert H. Lurie Children's Hospital of Chicago Chicago Illinois USA
| | - Colleen Cicchetti
- Ann & Robert H. Lurie Children's Hospital of Chicago Chicago Illinois USA
| | - Tali Raviv
- Ann & Robert H. Lurie Children's Hospital of Chicago Chicago Illinois USA
| | - Sharon Kiche
- University of Washington School of Medicine, School of Mental Health Assessment Research and Training (SMART) Center Seattle Washington USA
| | - Clayton R. Cook
- Department of Educational Psychology University of Minnesota Minneapolis Minnesota USA
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Cornell D. Reflections on school safety from a threat assessment perspective. INTERNATIONAL JOURNAL OF APPLIED PSYCHOANALYTIC STUDIES 2021. [DOI: 10.1002/aps.1720] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Dewey Cornell
- School of Education and Human Development University of Virginia Charlottesville Virginia USA
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Zimmerman MA, Astor RA. Racism Obstructs the Path to School Safety and Educational Equity: The Need for an Anti-Racism Focus in School Violence Prevention. THE JOURNAL OF SCHOOL HEALTH 2021; 91:443-446. [PMID: 33843066 DOI: 10.1111/josh.13018] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2021] [Revised: 01/25/2021] [Accepted: 01/27/2021] [Indexed: 06/12/2023]
Affiliation(s)
- Marc A Zimmerman
- Department of Health Behavior and Health Education, University of Michigan, 1415 Washington Heights, Ann Arbor, MI, 48109-2029
| | - Ron A Astor
- University of California-Los Angeles, Luskin School of Public Affairs, 3250 Public Affairs Building - Box 951656, Los Angeles, CA, 90095-1656
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Gregory A, Osher D, Bear GG, Jagers RJ, Sprague JR. Good Intentions Are Not Enough: Centering Equity in School Discipline Reform. SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2020.1861911] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Cornell DG, Mayer MJ, Sulkowski ML. History and Future of School Safety Research. SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2020.1857212] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Bohnenkamp JH, Schaeffer CM, Siegal R, Beason T, Smith-Millman M, Hoover S. Impact of a School-Based, Multi-Tiered Emotional and Behavioral Health Crisis Intervention on School Safety and Discipline. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2021; 22:492-503. [PMID: 33453044 DOI: 10.1007/s11121-020-01195-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/10/2020] [Indexed: 12/01/2022]
Abstract
Schools across the United States are struggling with how to formulate comprehensive and effective programs to address the mental health needs of students and to promote school safety. This study, funded as part of the National Institute of Justice Comprehensive School Safety Initiative, employed a randomized controlled study design to evaluate the impact of a multi-component package of crisis prevention and response interventions on school safety and discipline outcomes, including suspensions, office discipline referrals, bullying reports, juvenile justice referrals, threat assessments, and follow-up procedures. Forty schools participated, all in a culturally diverse Mid-Atlantic, US school system spanning urban, suburban, and rural areas. The Emotional and Behavioral Health-Crisis Response and Prevention (EBH-CRP) intervention is a comprehensive training, organizational, and support protocol for school and community stakeholders aimed at increasing competence in preventing and responding to student EBH crises using multiple evidence-informed strategies that address emotional and behavioral health concerns across the continuum of supports. Results indicate that the EBH-CRP intervention had a significant positive effect on suspensions, office discipline referrals, and juvenile justice referrals for secondary schools. In addition, the intervention had positive effects on the number of bullying reports overall, with a particularly strong impact on primary schools. The intervention also had positive effects in maintaining more use of threat assessment and follow-up procedures. Although the intervention had a significant positive effect on secondary school-level suspensions, there was no impact on racial/ethnic disproportionality rates for this outcome. Implications for school safety prevention are discussed.
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Affiliation(s)
- Jill H Bohnenkamp
- National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, Office 422, 737 West Lombard Street, Baltimore, MD, 21230, USA.
| | - Cindy M Schaeffer
- National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, Office 422, 737 West Lombard Street, Baltimore, MD, 21230, USA
| | - Rachel Siegal
- National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, Office 422, 737 West Lombard Street, Baltimore, MD, 21230, USA
| | - Tiffany Beason
- National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, Office 422, 737 West Lombard Street, Baltimore, MD, 21230, USA
| | - Mills Smith-Millman
- National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, Office 422, 737 West Lombard Street, Baltimore, MD, 21230, USA
| | - Sharon Hoover
- National Center for School Mental Health, Division of Child and Adolescent Psychiatry, University of Maryland School of Medicine, Office 422, 737 West Lombard Street, Baltimore, MD, 21230, USA
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Stohlman SL, Cornell DG. An Online Educational Program to Increase Student Understanding of Threat Assessment. THE JOURNAL OF SCHOOL HEALTH 2019; 89:899-906. [PMID: 31478217 DOI: 10.1111/josh.12827] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2017] [Revised: 08/03/2018] [Accepted: 08/11/2018] [Indexed: 06/10/2023]
Abstract
BACKGROUND Threat assessment is a widely recommended practice used by schools to investigate and respond to student threats of violence; however, students are often reluctant to disclose threats. METHODS We developed an online educational program for students to increase their understanding of threat assessment and the need to report serious threats. We investigated 2 research questions: (1) How are student characteristics of sex, grade level, and ethnicity/race associated with student knowledge of threat assessment and willingness to report threats? (2) Does the program increase knowledge of threat assessment and willingness to report threats? The sample consisted of 2338 students from 6 middle schools and 3 high schools. RESULTS Prior to program completion, boys were less willing than girls, and older students were less willing than younger students, to report threats. Post-program questions revealed that the program significantly increased knowledge and willingness to report threats across student groups, with effect sizes (Cohen's d) ranging from small (.30) to large (1.43). CONCLUSIONS This program promotes school safety by teaching students about threat assessment and increasing willingness to report threats. The program is available online for other schools to use.
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Affiliation(s)
- Shelby L Stohlman
- University of Virginia, 142 Ivy Drive, Apt. 7, Charlottesville, VA, 22903
| | - Dewey G Cornell
- University of Virginia, PO Box 400270, Charlottesville, VA, 22903
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