School Resource Officer is a short, fun, fascinating look into the world of police officers who are assigned to schools. This relatively new law enforcement position is gaining popularity and acceptance at a feverish rate. A former SRO himself, the author depicts many experiences and opinions regarding the job. He also takes the reader through the process of starting, adjusting to, and maintaining an effective SRO program.
"This co-authored book critically reviews existing literature on school resource officer (SRO) programs and presents a thorough evaluation of an SRO program offered by Peel Regional Police in Ontario, Canada. The implementation of a school resource officer (SRO) program is a controversial response to school violence and safety issues. While some call for an increased use of police in schools, others are pushing to remove police from schools, or at least to end their involvement in routine discipline. Though many SRO programs exist around the world, little systematic research has been conducted on the topic. The study reported in this book represents the largest and most comprehensive assessment of such programs to date. The research by Duxbury and Bennell indicates that SRO programs can provide real value for students, school staff, policing organizations, and society, but benefits rely on having programs that are well-designed, that the right officers are selected for SRO roles, and that the initiative has support from major stakeholders. Given the current conversations regarding the costs and benefits of having police officers in schools, there is a clear need to determine the value that investment in these types of proactive policing programs creates. The book provides researchers, SROs, police agencies, school boards, school administrators, teachers, parents, and students with information about: the activities that SROs are involved in, how SROs can collaborate with schools to create safe learning environments, and whether (and how) such programs benefit the police, schools, students, and society. Easy-to-digest charts facilitate understanding, and anonymized reflections from SROs, school staff, and students are presented throughout the book to provide context"--
"When Ben and his friends see a new face at school, they aren't quite sure how to react. Ben thinks it means big trouble, but he quickly learns that sometimes things aren't always what the seem. Follow along as three friends learn about their new School Resource Officer and the role she plays in keeping students safe while they learn and play."--Back cover
It's Not About the Badge profiles the lives and careers of six small town police officers with extraordinary stories. Delve into their personal lives and walk their journey of compelling real-life tales.Read about ordinary people from various backgrounds where you'll discover the human spirit of the men and women behind the badge. Take an up close and personal look at police officers and how the work impacts their life, told in an interesting and unique creative non-fiction format.
Different areas of inquiry have addressed the tragedy of school shootings and their deeply disruptive impacts upon school culture, classrooms, and student learning in this contemporary moment. Therefore, it is important to bring together interdisciplinary research on the long-term impacts of these events on students, teachers, and communities. In an age where arming classroom teachers is a serious policy initiative, there is a question of how a culture of fear manifests itself in those involved in school systems. There is a need to study these effects and implications in a time where violence and school shootings appear to have become more common than ever before. Hence, there is a need for diverse perspectives in this area of complex and urgent inquiry. Impact of School Shootings on Classroom Culture, Curriculum, and Learning explores the manifestations of the threat of school shootings and the aftermath of such tragic events through an interdisciplinary approach including but not limited to inquiries from educational psychology, sociology, educational philosophy, school leadership, and school culture with a view towards understanding the enduring and obscured effects of school shootings beyond the prevailing emphasis on facility safety and security. While chapters highlight topics such as resilience and recovery, school culture, sociology of schools, leadership and school regulation, and many more areas of interest, this book is ideal for educational leaders and administrators, classroom teachers, counselors, therapists, psychologists, school division trustees, law enforcement, policymakers, researchers, academicians, and students looking for the impacts and aftermath of school shootings on all aspects of education.
Schools and Delinquency, first published in 2001, provides a comprehensive review and critique of the current research about the causes of delinquency, substance use, drop-out, and truancy, and the role of the school in preventing these behavior patterns. Examining school-based prevention programs and practices for grades K-12, Denise Gottfredson identifies a broad array of effective strategies improving the school environment, as well as some that specifically target youths at risk of developing problem behaviors. She also explains why several popular school-based prevention strategies are ineffective and should be abandoned. Gottfredson analyzes, within the larger context of the community, the special challenges to effective prevention programming that arise in disorganized settings, identifying ways to overcome these obstacles and to make the most troubled schools safer and more productive environments.
Nearly half of all public schools have assigned police officers, commonly referred to as school resource officers (SROs) or education officers. Assigning Police Officers to Schools summarizes the typical duties of SROs, synthesizes the research pertaining to their effectiveness, and presents issues for communities to bear in mind when considering the adoption of an SRO model.
Kupchik shows that security policies lead schools to prioritize the rules instead of students, so that students' real problems--often the very reasons for their misbehavior--get ignored.
This book aims to serve as a comprehensive resource for a myriad of crime and mental health topics and issues in the African criminal justice system from a psycho-criminological perspective. Crime, Mental Health and the Criminal Justice System in Africa: A Psycho-Criminological Perspective is an ideal primary text for courses in criminology, criminal justice, and forensic psychology, as well as asource of reference for practitioners who deal with offenders or victims. “For a long time, African historiography has been viewed and interpreted from Eurocentric perspectives. This book is a timely contribution towards infusing Afrocentric perspectives in African scholarship by indigenous scholars. The authors’ interdisciplinary topical approach, covering a gamut of topics ranging from African criminology, through mental health and psychology, to criminal justice systems, has lent a decolonizing voice toward African literary pursuit and thereby laid a solid foundation for further research by other scholars. I highly recommend it to readers, academic institutions and researchers on Africa.” – Emmanuel Onyeozili, Ph.D., Professor of Criminology and Criminal Justice, Department of Criminal Justice, University of Maryland Eastern Shore, USA “This edited volume by an array of experts from West and Southern Africa has given a refreshing voice to psycho-criminological narratives in the continent. In a region of the world in which there is insufficient documentation of the patterns, determinants and outcomes of criminal behaviour, this book offers a culturally competent and contemporary flavour to an ancient discourse. Its focus on new areas of concern such as online dating scams, kidnapping and the mental health of officials in the criminal justice system compellingly captures the potential reader and gives good value for time. It is warmly recommended for its breadth of coverage, the authority of its claims and the multi-disciplinary outlook of its authors.” – Adegboyega Ogunwale, MBBS, FWACP, Consultant Psychiatrist, Forensic Unit, Neuropsychiatric Hospital, Aro, Ogun State, Nigeria “This collection represents a significant step in the study of mental health, crime and criminal justice in sub-Saharan Africa. The breadth of topics covered is impressive, with each contribution based on methodologically-sound empirical analyses. It deserves to become a key reference for students, researchers and policy makers interested in suicide, drug use, violence, the work of prison officers, criminal investigations, and police-community interactions.” – Justice Tankebe, Ph.D., Lecturer, Institute of Criminology, University of Cambridge, UK “Mental health and criminal justice issues are growing problems facing the world today. Questions about whether mental health affects crime or whether involvement in the criminal justice system affects an individual’s health have become part of national policy discussion. This nicely written book brings together eminent scholars and experts with extensive experience in their various fields to address these and other questions related to crime, mental health, and criminal justice in Africa. The editors did well to coordinate the efforts of the contributors into a valuable pierce. I highly recommend it for all who are interested in the nexus between crime, mental health, and criminal justice systems.” – Francis D. Boateng, Ph.D., Assistant Professor, Department of Criminal Justice and Legal Studies, University of Mississippi, USA
A manual for school threat assessment as a violence prevention strategy. This book is a sequel to Guidelines for Responding to Student Threats of Violence.
