An investigation of students' willingness to report threats of violence in campus communities.

Sulkowski, Michael L.

doi:10.1037/a0021592

Cited by 57 publications

(104 citation statements)

References 121 publications

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“…The importance of pre-incident reporting was also noted throughout case examples of campus targeted violence (Deisinger et al, 2008;Drysdale et al, 2010;Scalora et al, 2010) and corresponded with collegiate pre-incident reporting examinations with vignettes (Hollister, Bockoven, & Scalora, 2012;Sulkowski, 2011). In one study, 967 college United States students were provided four vignettes that each possessed grievances and multiple threats from one individual (Sulkowski, 2011).…”

Section: Campus Threat Assessment Researchmentioning

confidence: 91%

“…Within this threat assessment framework, the reporting of pre-incident behavior from collegiate students, faculty, and staff has been reviewed (Hollister, Scalora, Bockoven, & Hoff, submitted for publication;Hollister et al, 2014b;Sulkowski, 2011). Exploration of pre-incident reporting was prompted by examinations of pre-incident observer responses in averted and completed United States primary/ secondary school shootings (Daniels et al, 2007;Pollack, Modzeleski, & Rooney, 2008).…”

Section: Campus Threat Assessment Researchmentioning

confidence: 99%

“…In one study, 967 college United States students were provided four vignettes that each possessed grievances and multiple threats from one individual (Sulkowski, 2011). In each scenario, approximately 70% of students were willing to inform authorities.…”

Section: Campus Threat Assessment Researchmentioning

confidence: 99%

“…The impact of threat assessment procedures on general campus violence have not been explored, which corresponds with potentially unwarranted resource competitions between campus targeted violence, sexual assault (Paul & Gray, 2011), stalking (Buhi, Clayton, & Surrency, 2009), and general crime (Selwyn, 2008) prevention efforts. The reporting decisions of pre-incident observers have received limited review (Hollister, Scalora, Hoff, & Marquez, 2014b;Sulkowski, 2011), despite several campus attacks occurring partly due to bystanders failing to extend pre-incident concerns to authorities (Drysdale et al, 2010;Scalora et al, 2010). Thus, further examination of the predictiveness and reporting of pre-incident behavior could enhance the support and the effectiveness of campus threat assessment techniques.…”

mentioning

confidence: 98%

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Broadening campus threat assessment beyond mass shootings

Hollister

Scalora²

2015

Aggression and Violent Behavior

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a b s t r a c tRecord reviews of public figure, primary/secondary school, and workplace threateners and attackers displayed the importance of noticing pre-incident behaviors and intervening to prevent violence. General crime prevention strategies did not appear applicable. Similarly, campus threat assessment research has considered targeted violence as distinctive and unable to be reviewed within general collegiate samples, which has related to questions about the prevalence, predictiveness, applicability, and reporting of pre-incident behaviors. This article applies general criminological and crime prevention findings to these questions and presents campus threat assessment methodologies informed by these fields. With college student surveys, pre-incident behaviors have appeared predictive of general physical assault, which promotes investigation of the generalizability of campus threat assessment across collegiate bullying, intimate partner, stalking, and workplace violence concerns. In college student surveys, the majority of observed pre-incident behavior has not been reported to campus authorities and has been impacted by students' personal victimization, assessment of dangerousness, and relationship with the perpetrator. Efforts to enhance reporting in general criminological and crime prevention fields could be applied to improving pre-incident authority notification. Thus, viewing campus threat assessment within the broader violence prevention framework can advance the efficiency, effectiveness, and applicability of the approach.

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Section: Campus Threat Assessment Researchmentioning

confidence: 91%

Section: Campus Threat Assessment Researchmentioning

confidence: 99%

Section: Campus Threat Assessment Researchmentioning

confidence: 99%

mentioning

confidence: 98%

See 2 more Smart Citations

Broadening campus threat assessment beyond mass shootings

Hollister

Scalora²

2015

Aggression and Violent Behavior

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“…Each subscale has demonstrated adequate reliability and validity by correlating with other scales of self-regulation and performance avoidance in the expected direction (Sullivan, 2010) . The CCS has demonstrated adequate reliability and validity (Sulkowski, 2011).…”

Section: Methodsmentioning

confidence: 99%

Examining the Psychosocial and Academic Factors Predicting Depression and Anxiety Symptomology Across First-Year and Later-Year University Students

Eckberg

Pidgeon

Magyar

2017

ESJ

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University students across the world report higher levels of mental health problems compared to the general population. Past research has focused on investigating mental health problems among first-year university students. However, a paucity of existing research compares the prevalence of mental health problems in first-year university students to students in later year-levels. To address this gap, the current study compared the level of depression and anxiety symptomology experienced by university students (n = 198) from Australia and the United States, across first, second, third, and fourth-year levels. The results found no significant differences in the level of depression and anxiety symptomology between university students from these countries, and no significant differences in the level of depression symptoms across year-levels. However, university students in the secondyear level reported significantly higher levels of anxiety symptoms compared to first, third, and fourth-year levels. The current study assessed the role of stress appraisal, psychosocial, and coping factors as predictors of depression and anxiety symptoms across all year-levels of university students. Hierarchical multiple regressions indicated higher levels of perceived stress and lower levels of perceived social support from family significantly predicted higher levels of depression symptoms. Higher levels of perceived stress and academic avoidance coping, and lower levels of campus connectedness significantly predicted higher levels of anxiety symptoms. Limitations and implications for future research are discussed.

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Where Are the Helpful Bystanders? Ecological Niche and Victims’ Perceptions of Bystander Intervention

Banyard

Weber

Grych

et al. 2016

Journal Community Psychology

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This study explores an emergent area of bystander research by describing associations between bystander involvement and community or microsystemic support factors across different types of victimizations. A total of 1703 adults and adolescents were surveyed about bystander presence, bystander actions, and bystander safety across 9 forms of victimization. They were also surveyed about 3 community-level factors-collective efficacy, support for community youth, informal community support-and 2 microsystemic factors-social support and tangible family resources community and microsystemic support scores were not typically associated with bystander presence. Higher community and microsystemic support scores, particularly support for community youth, informal community support, and social support, were commonly associated with perceiving bystanders as helpful to the situation. Support scores, especially collective efficacy, were also associated with bystander

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An investigation of students' willingness to report threats of violence in campus communities.

Cited by 57 publications

References 121 publications

Broadening campus threat assessment beyond mass shootings

Broadening campus threat assessment beyond mass shootings

Examining the Psychosocial and Academic Factors Predicting Depression and Anxiety Symptomology Across First-Year and Later-Year University Students

Where Are the Helpful Bystanders? Ecological Niche and Victims’ Perceptions of Bystander Intervention

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