There are over 4,000 two-and four-year public and private institutions of higher education (IHEs) in the United States totaling over 15 million students and several million staff, faculty, and visitors (U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics, 2006). Each of these institutions has a commitment to ensure the safety and general welfare of those on their campuses and to provide appropriate policies, procedures, and strategies to maintain a safe campus. Because of recent violent crimes, natural disasters, and other emergencies or crises, colleges and universities are convening committees and task forces to reexamine or conduct a comprehensive review of policies, procedures, and systems related to campus safety and security. As with many critical areas on the agendas of administrators, campus safety requires building support and conducting a thorough and systematic process to produce a quality plan to prepare for and manage emergencies on campus. IHEs have many challenges in practicing emergency management that are related to the distinctive structure and environment of higher education. College and university campuses often cover large geographic areas, and sometimes even resemble small towns with the full extent of services in their vicinity (i.e., medical centers, sports complexes, residential centers, businesses). The campus population changes from day to day, semester to semester, and year to year. Many IHEs operate complex enterprises in addition to their academic programs. Hospitals, research and development facilities, performing arts venues, athletic complexes, agriculture centers, residential complexes, food services, and transportation systems all present a unique set of circumstances that must be considered when designing emergency management plans. These structural and environmental characteristics pose challenges for access control, monitoring movements, defining boundaries for facilities and grounds, standardizing procedures and decision-making processes, and prioritizing resource allocations. IHE governance is also highly varied, complex, and often widely dispersed. Decentralized organizational structures and academic departments may be located in different buildings and have differing decision-making methods. The nature of higher education institutions, with faculty involvement in the governance process, is much different than the hierarchical structure of corporate entities or governmental agencies. Decision-making in such an environment can be slow, and hinder campus response to a crisis. The need for clear lines of authority and decision-making are all the more important at IHEs. Responsibility for developing, testing, and implementing an emergency management plan should be shared and communicated across all departments and functions. This Action Guide for Emergency Management at Higher Education Institutions has been developed to give higher education institutions a useful resource in the field of emergency management. It is intended for community colleges, four-year colleges and universities, graduate schools, and research institutions associated with higher education entities, both public and private. This action guide may be used in a variety of ways: As a starting point in researching the topic of emergency management for those needing an overview of the subject; As a resource for an initiative to develop and implement an emergency management plan at a higher education institution; or As a reference and resource for colleges and universities looking to evaluate their emergency management programs to identify potential areas needing enhancement.

The United States has had the industrial world's highest homicide rate for some 170 years. Mass murderers target Americans once every two weeks on average, in assaults that span from robberies to mass killing crises like the massacres in Virginia Tech, Fort Hood, Aurora and Sandy Hook, according to USA Today. Compared to the United Kingdom's 5.9%, the homicide by firearm rate calculated by per 100,000 citizens, the United States had a much higher homicide by firearm rate in 2008 at 67% per 100,000 according to the U.N. Office on Drugs and Crime. The United States' gun violence has made the streets of Urban America a more deadly killing field for young African-Americans than the wars in Iraq and Afghanistan have been for U.S. troops. Annually about 7,000 African-Americans are murdered, more than nine times out of 10 by other African-Americans, 88% of whom know each other. But America does not have a black on black violence problem, we have an all-inclusive killing problem. The reason is plain to see considering 12,000 Americans a year, or 33 a day, die from gun violence, 16 being children, and an estimated 1.3 million women are victims of physical assault each year. Violence is violence. Whether it is gun violence or domestic violence, it should not be tolerated.

This book takes a critical look at school shootings across North America and around the world and calls for a national dialogue to come up with recommendations to improve safety and security in schools and to protect students in classrooms. From Newtown to Littleton and from Virginia Tech to Northern Illinois University, the book looks at the shootings and the impact on the various communities. In addition to chronicling numerous shooting rampages, the chapters examine the response of emergency workers, while detailing what must be done to comfort grieving families. From the reaction of residents to the initial role of law enforcement and the investigation process, the book gives insight into the how politicians, the clergy, victim assistance advocates, government agencies and community volunteers have responsibility to comfort those who are suffering and help them through the healing process. Victims of the different tragedies are memorialized; details of their funerals are highlighted, along with tributes at memorial services and words of comfort from local pastors to world leaders, as well as messages of hope from President Barack Obama and former Presidents William Clinton and George W. Bush. This book will be of interest to emergency planners, teachers, religious leaders, law enforcement officers and anyone interested in learning how school shooting situations have been managed and research that has been conducted at various levels. Although school shootings are rare, they can happen anywhere and the impact is devastating. The book suggests an open and wide ranging discussion is necessary to analyze the factors contributing to this type of violence in an effort to identify strategies that will effectively curb these targeted attacks. It is obvious there are no quick fixes, so everyone who can provide input must join the dialogue and hopefully an international symposium will be organized to find solutions that will keep our kids safe in their schools.

On May 22, 2011, Joplin, Missouri, was changed forever by an EF5 tornado. The Joplin school district was hit hard by this event, but through the chaos, many lessons for schools can be learned. Looking back at the days, weeks, and months after the tornado, as well as other crisis events, this book asks questions and gives answers to help schools better prepare for a crisis. A portion of the proceeds from this book will go to Joplin Schools to help with their recovery.

This publication focuses on the use of the threat assessment process pioneered by the Secret Service as one component of the Department of Education's efforts to help schools across the nation reduce school violence and create safe climates.

Many Members of Congress have become increasingly concerned about what can be done to address student bullying. Congressional interest is in response to high-profile incidents of bullying and their negative consequences, as well as to an increasing body of research documenting the detrimental effects of school bullying. This book begins with working definitions of bullying and cyber-bullying that were developed by a federal interagency working group. It provides a brief overview of research on the prevalence and impact of bullying, and it reviews research on what can be done to reduce student bullying. The authors continue to discuss the federal and state laws providing protection of children from cyberstalking, cyberharassment, and cyberbullying and end the book focusing on the White House conference on bullying prevention.

Protect children from bullying, abuse, kidnapping and other violence. These stories, explanations, and skills provide an introduction to the positive and practical Kidpower method for teaching child safety. This is an abridged 100-page version of our comprehensive 400-page "Kidpower Book for Caring Adults," which is highly recommended by parents and educators and has a foreword by Gavin de Becker.
For discounts on orders of 50 or more, contact [email protected]. To learn more about Kidpower's workshops, consultation, and other educational resources, visit www.kidpower.org.
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Recent research indicates that nearly 10% of today's K-12 students--a stunning total of 4.5 million boys and girls--have been victimes of sexual abuse/harassment by educators in the seemingly safe and sheltered environment of their local schools. Writing from the perspective of a concerned parent and grandparent, while equally drawing upon his academic experience, expert witness work in discrmination cases, and ongoing research on sexual harassment in education, Dr. Charles J. Hobson has given parents, educational professionals, child advocates, and law enforcement personnel an indispensable and timely resource in the form of his new book, Passing the Trash: A Parent's Guide to Combat Sexual Abuse/Harassment of Their Children in School. This informative guidebook seeks to educate parents and the broader commonity of grandparents, relativee, and caregivers, alerting them to the horrible reality of the pandemic of sexual abuse/harassment present in America's schools. Citing actual cases and distilling findings of authoritative studies into easy-to-understand summaries, Dr. Hobson offers a comprehensive assessment of the nefariuos ways in which child sexual abuse and harassment have been allowed to flourish in the school environment, while also detailing the various dynamics and influential forces that have allowed this problem to continue unabated for decades. Passing the Trash delivers much more that data and statistical trends however. Dr. Hobson provides practical tools and proven methods for comating school-based sexual abuse/harassment. Included are aggressive strategies for confronting school officials and teachers, detailed information on protocols for filing and documenting complaints with government agencies and law enforcement officials, and specific advice about how to educate and protect one's children from sexual predators at school. A 2010 report to Congress entitled, "K-12 Education: Selected Cases of Public and Private Schools That Hired or Retained Individuals with Histories of Sexual Misconduct," cited the most outrageous and pervasive problem in this area was a phenomenon know as "passing the trash." This is a common, decades long practice whereby school systems encourage child sexual offenders to voluntarily resign in exchange for a positive letter of reference, no legally required reporting to police, and no disciplinary action. In such secret deals, child victims are not even acknowledged and certainly not given the counseling support they need to recover. In the wake of recent, ongoing sexual abuse scandals involving Penn State and the Catholic Church, there has never benn agreater need for parental vigilance and protective action. Passing the Trash will equip readers with the knowledge and tools needed to insure that they can take charge of their children's safety at school and shield them from educator sexual predators. It will also help create the public awareness and understanding necessary to bring this insidious problem under control. The bottom line is, if you are interested in protecting your daughter or son from sexual abuse/harassment at school, then this book is required reading for you and other like-minded parents and grandparents.

Like sharks safe in the dark fathoms of the sea to prey on targets, the Bullies' Predatory Footprint looks at the vast, opportunistic, cruel, and predatory behaviour of bullying that is exercised to repress and maintain an ascendancy of dominance, power, and control over others. Harrying many young and vulnerable people to suicide, the clarion cry from communities, families, and friends touched and disabled by its impact is reduced to little more than a humanitarian reflex when social, economic, and cultural changes are not followed up by legitimised actions. Contradictions at the core of moral and democratic values are made evident as the cumulative imprint of hostile and cruel behaviour casts a long shadow on civil society. In thirty years time, unanswerable questions to posterity and a lack of human response may seem perplexing to a new generation of people born into an inherited form of entrapment.

Preventing and managing workplace bullying, including sexual harassment, is not just a 'feel good' exercise, or something organisations should only do when they are faced with a complaint. It is part of core business. Employers and managers have a duty of care as part of occupational health and safety laws to prevent hazards that might contribute to workplace injuries. This book shows you how to meet these responsibilities using practical, sensible strategies based on a framework of: understanding what bullying and sexual harassment really mean, using a risk management approach to identify issues in the workplace, implementing procedures to control risk, taking action when things go wrong. A range of tools and tips are included throughout the text to help the reader get started quickly. Stemming from a solid and extensive research base and with reference to up-to-date legislative requirements, Preventing and Managing Workplace Bullying and Harassment is essential reading for anyone in business today.

This 250-page handbook is designed to be used by victims and potential victims of relationship violence, as well as the support people in their lives. Support staff at organizations serving people at risk of, and those who have suffered from, relationship and domestic violence, can use this book as a tool to foster the integration of Kidpower's ""People Safety"" skills into their everyday work. This book can also be used directly with teens and adults affected by, or at increased risk of experiencing, domestic or dating violence. Cartoon-illustrated social stories and explanations provide an entertaining way to explain different concepts and skills. Concepts and skills include: Assessing what is safe and unsafe behavior in a relationship Setting effective boundaries Controlling emotional triggers Taking the power out of verbal attack Leaving a potentially dangerous situation as safely as possible Verbal self-defense tactics Getting help effectively And lesson plans for how to teach these skills to others.
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Safe and orderly environments in our Nation's schools are essential to promoting high standards for learning and ensuring that all children have the opportunity to develop to their fullest potential. No teacher should ever fear to walk into a classroom, and no child should ever stay home from school because he or she is afraid. Too often, however, young people face conflicts before, during, and after school. They are subjected to bullying, teasing, and senseless, sometimes fatal, disputes over clothing and other possessions. Many of these conflicts either begin at school, or they are brought into school from the home or the community. A growing body of evidence suggests that we are not powerless to prevent these destructive behaviors. We can intervene successfully to prevent conflicts from escalating into violent acts by providing young people with the knowledge and skills needed to settle disputes peacefully. Conflict resolution education can help bring about significant reductions in suspensions, disciplinary referrals, academic disruptions, playground fights, and family and sibling disputes. It is important to understand that conflict resolution education is a critical component of comprehensive, community-based efforts to prevent violence and reduce crime. Conflict Resolution Education: A Guide to Implementing Programs in Schools, Youth-Serving Organizations, and Community and Juvenile Justice Settings was developed for educators, juvenile justice practitioners, and others in youth-serving organizations to heighten awareness of conflict resolution education and its potential to help settle disputes peacefully in a variety of settings. A joint project of the U.S. Department of Justice and the U.S. Department of Education, this Guide provides background information on conflict resolution education; an overview of four widely used, promising, and effective approaches; and guidance on how to initiate and implement conflict resolution education programs in various settings. As adults, we cannot solve young people's problems for them. We can, however, provide them with the knowledge, skills, and encouragement to resolve conflicts in a nonviolent manner, using words instead of fists or weapons. Conflict resolution education includes negotiation, mediation, and consensus decision making, which allow all parties involved to explore peaceful solutions to a conflict. When these problem-solving processes to conflict and strife become a way of life, young people begin to value getting along instead of getting even or getting their way. We urge you to help make our schools and our communities safer places. We invite you to use this Guide as a means of working with your schools, community organizations, and other youth-serving and juvenile justice settings to give our youth the skills, techniques, and tools they need to learn and to resolve disputes in a safe and nonviolent environment. This Guide was developed through a collaboration of the Departments of Justice and Education to advance the development of conflict resolution education programs in schools, youth-serving organizations, and community and juvenile justice settings. It is designed to be a reference tool that offers both basic information and the experience of experts in the field of conflict resolution to assist educators and other youth-serving professionals in building effective conflict resolution education programs. The Guide is based on a shared vision that youth of all ages can learn to deal constructively with conflict and live in civil association with one another. Its goal is to build the capacity of educators in a variety of youth-serving settings to understand and act on the knowledge that conflict resolution skills are essential to successful relationships in all facets of our lives.

"Bully Me?...NO MORE ," (grades 3 - 7) is a resource for parents and children offering positive and reassuring principles for you to share with your children to help prepare them for life's challenges, especially the classroom, playground, cyber or text bully that may come their way. As a parent, you want to know that you've done all you can to equip your children for happenstance. Let "Bully Me? ...NO MORE " serve as a guide to help you achieve that goal. In it you will find rewarding activities and esteem-building exercises for the whole family to enjoy, and review questions for reinforcement. This book is not just for children; it will help adults too. "Bully Me?...NO MORE " encourages family participation as it opens the door for good communication, or strengthens the bond of communication between you and your child. Bully Me? . . NO MORE is endorsed by Brenda High, Founder of BullyPolice.org. Teachers, school social workers, counselors and clinical therapists love Leep4Joy Books too.: ) Also endorsed by: "Patrice, I wholeheartedly endorse your book, Bully Me? ...NO MORE " You are an insightful author. I believe that your book will help save lives." Congressman Hansen Clarke. "Wow I really love your book. We are looking forward to your parent workshops." Mrs. Robinson, Principal "Bully Me?...NO MORE " is informative and extremely well written with both sensitivity and insight. Anyone dealing with children or teenagers would benefit from reading this book." Carole O'Flaherty, retired school social worker "This is a great book " Monica A., Bookstore Manager "Finally, a practical resource for parents, children, teens and anyone who cares about the well-being of our children and youth- "Bully Me?...No More " I have counseled many children and teenagers regarding bullying in my career as a school social worker and therapist, and I see this book as a valuable resource, offering a proactive approach to the subject of bullying. In her book, "Bully Me? ...No More ," Patrice Lee has managed to address all aspects of this serious problem in our society." S.N., M.S.W. "This book is well-written. We definitely need it for our youth ministry." Elder J. W., C.O.G.I.C. "I especially liked the way Ms. Lee included effective ways to cope with bullying, and how to have a victorious attitude vs. a victim mentality. We are further enlightened as the book explains the characteristics of the "Bully" and that he/she is hurting too and needs help. I strongly recommend all schools should have this book in their libraries. And it is a must read in trainings, workshops, and community organizations that serve children and parents /parent groups." Neenah Sabir, Therapist & Educational Consultant "Your books are great." M.H., President, Non-Profit Enterprise

Littleton, CO; Springfield, OR; West Paducah, KY; Jonesboro, AR. These communities have become familiar to many Americans as among the locations of those schools where shootings have occurred nationwide in recent years. In the aftermath of these tragic events, educators, law enforcement officials, mental health professionals and parents have pressed for answers to two central questions: "Could we have known that these attacks were being planned?" and, if so, "What could we have done to prevent these attacks from occurring?" This publication, The Final Report and Findings of the Safe School Initiative: Implications for the Prevention of School Attacks in the United States, is a recent product of an ongoing collaboration between the U. S. Secret Service and the U. S. Department of Education to begin to answer these questions. It is the culmination of an extensive examination of 37 incidents of targeted school violence that occurred in the United States from December 1974 through May 2000. The findings of the Safe School Initiative suggest that there are productive actions that educators, law enforcement officials, and others can pursue in response to the problem of targeted school violence. Specifically, Initiative findings suggest that these officials may wish to consider focusing their efforts to formulate strategies for preventing these attacks in two principal areas: developing the capacity to pick up on and evaluate available or knowable information that might indicate that there is a risk of a targeted school attack; and, employing the results of these risk evaluations or "threat assessments" in developing strategies to prevent potential school attacks from occurring. Support for these suggestions is found in 10 key findings of the Safe School Initiative study. These findings are as follows: Incidents of targeted violence at school rarely were sudden, impulsive acts. Prior to most incidents, other people knew about the attacker's idea and/or plan to attack. Most attackers did not threaten their targets directly prior to advancing the attack. There is no accurate or useful "profile" of students who engaged in targeted school violence. Most attackers engaged in some behavior prior to the incident that caused others concern or indicated a need for help. Most attackers had difficulty coping with significant losses or personal failures. Moreover, many had considered or attempted suicide. Many attackers felt bullied, persecuted, or injured by others prior to the attack. Most attackers had access to and had used weapons prior to the attack. In many cases, other students were involved in some capacity. Despite prompt law enforcement responses, most shooting incidents were stopped by means other than law enforcement intervention.

"Doug Giles and his team over at ClashDaily.com cut through the crap to expose what have become modern day human slaughter houses: gun free zones. Their candid arguments about allowing teachers to protect themselves and the students in their care through concealed carry should be taken seriously. As a result maybe, just maybe, we'll be able to save some lives someday rather than call the cops to report the body count." - Katie Pavlich. News Editor, Townhall.com and NYT's Best-selling Author, Fast and Furious: Barack Obama's Bloodiest Scandal and Its Shameless Cover-Up The book, Sandy Hook Massacre: When Seconds Count - Police Are Minutes Away, is a compendium of columns that were originally penned by Doug Giles and the writers at ClashDaily.com after the avoidable massacre at Sandy Hook Elementary occurred in Newtown, Connecticut on December 14th, 2012. The book, as you will see, is laid out in chronological order. Doug Giles chose to arrange it this way in order to show their response to the initial shooting and the victims, the deranged killer, the media melee and the creepy unconstitutional political overreach that this tragedy spawned. There are many lessons to be drawn from the awful Newtown, CT school shooting. Unfortunately, most of the media and political Left came up with the wrong ones. Not ClashDaily.com, however. In the wake of this horror, they offer a robust defense of American citizens' "right to keep and bear arms" and a common sense analysis of the actual answers to societal violence. This book is a significant resource for those interested in this vital, Constitutional issue.

Enclosed is the real life story of hazing and how it affects the everyday person. Targeted for high school students and older, the events enclosed are true but also violent. Adam Sand, a 19 year old college student at the time, enters the world of responsibility and freedom. While attending a well known college he is violently hazed and repeatedly abused by his fellow peers. In this true story of an average student, follow Adam as he struggles to fight the anxiety and fear brought on by extreme hazing.

This publication, The Final Report and Findings of the safe School Initiative: Implications for the Prevention of School Attacks in the United States, is a product of an ongoing collaboration between the U. S. Secret Service and the U. S. Department of Education. It is the culmination of an extensive examination of 37 incidents of targeted school violence that occurred in the United States from December 1974 through May 2000.

So far, the agendas for child protection, safeguarding, and the safer recruitment of people working with children have been driven mainly by a small number of very high profile and shocking cases involving physical abuse, sexual abuse, or neglect. Those cases have invariably highlighted failures in established procedures that are supposed to prevent these things from happening. The resulting initiatives have put a great deal of effort into reforming relevant social work and law agencies, and how they work together. However, as a consequence of most focus being placed on those cases because of huge media and political pressure, other issues have not received the attention they need. Emotional abuse can have a profound, long-lasting impact on a child, as can emotional well-being. The classroom environment can have an impact well into adulthood. Most adults have experienced emotional abuse in some classroom at some time In a similar way, a positive classroom environment can also lead to life-long happy memories. .Research results are clear about all of this. What research is not so clear about is the extent to which teachers may realize their effect but there is no doubts that good and bad teachers leave a life-long mark. The UK's Every Child Matters (ECM) programme has identified a much broader range of issues affecting child well-being beyond many of the specific problems lying behind those tragic high profile cases. Combined with observations by UNICEF, including where the UK has been at the bottom of several league tables for child well-being, there are issues mentioned in ECM, but for which very little is done, and few resources are available to help professionals and interested parties. This book is focussed on emotional abuse, specifically emotional abuse in the classroom; it is essential reading for all who need to know about these aspects of safeguarding: teachers, parents, social workers, school managers, politicians, and pupils themselves. It provides research-based self-evaluation tools for teachers and pupils to help identify potentially problematic classroom situations. The book contains several important tools and ideas, including: practical self-evaluation checklists so teachers can check their own behaviour and pupils can check their own experiences-these tools can help teachers to provide positive happy child classroom experiences; essential material to supplement ECM and bring UN children rights into schools; suggestions for school policy changes; references into relevant literature for those who wish to study further; an associated website to research classroom emotional abuse in more depth. Whatever your view about safeguarding and ECM, you will find this book stimulating, challenging, and thought provoking.

Protect kids from bullying and empower them with skills Learn how to use Kidpower practices to create cultures of caring, respect, and safety at school, at home, and in your community.
These vivid stories, entertaining examples, and clear step-by-step explanations of what to say and do are relevant for addressing bullying with all young people, from toddlers to teenagers, and are even useful in dealing with adult-to-adult bullying.
According to best-selling author Gavin de Becker, ""Kidpower has an exceptional track record in the field of personal safety and violence prevention."" Readers gain a comprehensive understanding of how to use Kidpower's ""People Safety"" concepts and skills in their daily lives.
To learn more about Kidpower's workshops, consultation, and other educational resources, visit www.kidpower.org.
All income from books sales helps our nonprofit organization create and provide extensive free and affordable educational resources.

Dr. Rogers' purpose in this study is the identification of a philosophical paradigm for a Philosophy of Education that is appropriate for accomplishing citizenship education in multicultural contexts. Chapter One provides a historical overview of the field of Philosophy of Education, designed to highlight what philosophers and educators through the ages have identified as the basic goal or purpose of education-citizenship education, that is, the education of individuals prepared to participate and contribute in meaningful ways to their society. Chapter Two provides an overview of the current state and needs of our educational system given its existing and growing multicultural nature, focusing especially on the kind of training teachers at all levels need if they are to accomplish citizenship education in a multicultural context. Chapter Three provides a discussion of what Critical Realism is and demonstrates how and why it is an appropriate paradigm for accomplishing citizenship education in multicultural contexts.

Bullying used to be thought of as an unpleasant rite of passage, but now psychologists are realizing that it inflicts real harm. As many as 40 percent of children report that they've experienced episodes of bullying at school or online through their school community. School safety expert Edward Dragan argues that parents need to be proactive in looking out for their children's social well being at school. From his many decades as a Board of Education insider, he argues that schools are self-protective entities and reluctant to address bullying themselves.

"The Bully Action Guide" shows parents how to:
- discuss bullying with their child

- efficiently address individual needs with teachers

- take effective action to stop the bullying

Good indications as to the incidence rates concerning bullying, aggressive behaviour and violence in schools have been developed both in Ireland and internationally. This book presents and discusses a study of 2,794 students from eight post-primary schools in the Republic of Ireland who completed a specially-designed 38-item questionnaire, administered according to standardised instructions by class teachers in normal school time. Across the sample, around one in seven students reported having been cyber-bullied over the past couple of months, and around one in eleven reported having taken part in the cyber-bullying of others at school within the past couple of months. This research study confirms that the incidence of cyber-bullying amongst post-primary students in schools in Ireland is significant, and that its seriousness as an issue should not be underestimated.

Dealing effectively with the problem of bullying in schools is now recognized as a major challenge for educators of young people. Successful interventions to stop, or even reduce, bullying in schools are difficult to achieve. However, the case for improving the effectiveness of school interventions in cases of bullying is overwhelming. More attention needs to be paid to what can be done in addressing actual cases of bullying, as well as seeking to create a school environment in which the task may be more manageable. Schools need to be aware of the range of approaches that may be adopted and applied in dealing with individual cases. Bullying Interventions in Schools examines in detail six major intervention methods, including: the traditional disciplinary approach * strengthening the victim * mediation * restorative practice * the support group method * the method of shared concern. Bullying Interventions in Schools promotes an understanding of the methods that exist to address actual c