Measures and References: References: Safety

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Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

Peer Victimization Scale: (Austin & Joseph, 1996): Assesses bullying victimization at school for students eight to 11 years old

Neighborhood Questionnaire: (Greenberg & Lengua, 1995): Measures a parent's opinion about their neighborhood including safety, quality of public services, and incidence of violent crime

References

Accordino, D. B., & Accordino, M. P. (2011). An exploratory study of face-to-face and cyberbullying in sixth grade students. American Secondary Education, 40(1), 14-30.

Alisic, E., Zalta, A. K., Van Wesel, F., Larsen, S. E., Hafstad, G. S., Hassanpour, K., & Smid, G. E. (2014). Rates of post-traumatic stress disorder in trauma-exposed children and adolescents: meta-analysis. The British Journal of Psychiatry, 204(5), 335-340.

Austin, S., & Joseph, S. (1996). Assessment of bully/victim problems in 8–11 year-olds. British Journal of Educational Psychology, 66, 447-456.

Beck, J. S., Beck, A. T., Jolly, J. B., & Steer, R. A. (2005). Beck Youth Inventories for children and adolescents (2nd ed.). San Antonio, TX: Harcourt Assessment.

Burlew, A. K., Johnson, C. S., Flowers, A. M., Peteet, B. J., Griffith-Henry, K. D., & Buchanan, N. D. (2009). Neighborhood risk, parental supervision and the onset of substance use among African American adolescents. Journal of Child and Family Studies, 18(6), 680-689.

Demaray, M. K., & Malecki, C. K. (2003). Perceptions of the frequency and importance of social support by students classified as victims, bullies, and bully/victims in an urban middle school. School Psychology Review, 32(3), 471-490.

Franzini, L., Taylor, W., Elliott, M. N., Cuccaro, P., Tortolero, S. R., Gilliland, M.J., … Schuster, M. A. (2010). Neighborhood characteristics favorable to outdoor physical activity: Disparities by socioeconomic and racial/ethnic composition. Health & Place, 16(2), 267-274.

Greenberg, M., & Lengua, L. (1995). Scale construction for the neighborhood questionnaire. Seattle, WA: University of Washington.

Kowalski, R. M., & Limber, S. P. (2013). Psychological, physical, and academic correlates of cyberbullying and traditional bullying. Journal of Adolescent Health, 53(1), S13-S20.

Lowe, S. R., & Galea, S. (2017). The mental health consequences of mass shootings. Trauma, Violence, & Abuse, 18(1), 62-82.

Malecki, C. K., Demaray, M. K., & Elliott, S. N. (2000). The Child and Adolescent Social Support Scale. DeKalb, IL: Northern Illinois University.

Milam, A. J., Furr-Holden, C. D. M., & Leaf, P. J. (2010). Perceived school and neighborhood safety, neighborhood violence and academic achievement in urban school children. The Urban Review, 42(5), 458-467.

Mishna, F., Khoury-Kassabri, M., Schwan, K., Wiener, J., Craig, W., Beran, T., ... & Daciuk, J. (2016). The contribution of social support to children and adolescents' self-perception: The mediating role of bullying victimization. Children and Youth Services Review, 63, 120-127.

Mohammad, E. T., Shapiro, E. R., Wainwright, L. D., & Carter, A. S. (2015). Impacts of family and community violence exposure on child coping and mental health. Journal of Abnormal Child Psychology, 43(2), 203-215.

Nickerson, A. B. (2017). Preventing and intervening with bullying in schools: A framework for evidence-based practice. School Mental Health, 1-14.

Peterson, J., Sackrison, E., & Polland, A. (2015). Training students to respond to shootings on campus: Is it worth it?. Journal of Threat Assessment and Management, 2(2), 127-138.

Posner, J. K., & Vandell, D. L. (1994). Low-income children's after-school care: are there beneficial effects of after-school programs?. Child Development, 65, 440-456.

Reuland, M. M., & Mikami, A. Y. (2014). Classroom victimization: Consequences for social and academic adjustment in elementary school. Psychology in the Schools, 51(6), 591-607.

Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.

Sambrano, S., Springer, J., & Hermann, J. (1997). Informing the next generation of prevention programs: CSAP's cross evaluation of the 1994–95 high risk youth grantees. Journal of Community Psychology, 25, 375–395.

Sharkey, P. (2010). The acute effect of local homicides on children's cognitive performance. Proceedings of the National Academy of Sciences, 107(26), 11733-11738.

Sousa, C., Mason, W. A., Herrenkohl, T. I., Prince, D., Herrenkohl, R. C., & Russo, M. J. (2018). Direct and indirect effects of child abuse and environmental stress: A lifecourse perspective on adversity and depressive symptoms. American Journal of Orthopsychiatry, 88(2), 180-188.

Weiner, M. T., Day, S. J., & Galvan, D. (2013). Deaf and hard of hearing students' perspectives on bullying and school climate. American Annals of the Deaf, 158(3), 334-343.

Witherspoon, D. P., Daniele, L. L., Mason, A. E., & Phillips Smith, E. (2016). Racial-ethnic identity in context: Examining mediation of neighborhood factors on children's academic adjustment. American Journal of Community Psychology, 57(1–2), 87–101.