The Role of Psychopathic Traits in Workplace and School Violence

Howard, Jonathan; Wasyliw, Gene; Cavanaugh, James L.

doi:10.1002/9781119159322.ch38

Cited by 3 publications

(3 citation statements)

References 28 publications

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“…Formal relationships can be with an employer or fellow employees, teachers or fellow students, litigants, or professionals such as healthcare providers [1,4]. Although much has been written about workplace violence [5,6], case series of adversarial homicidesuicide are unusual.…”

Section: Adversarial Homicide-suicidementioning

confidence: 99%

“…And in Type IV, the perpetrator is in a domestic relationship with a victim Type III corresponds to the adversarial homicide, which can end with multiple fatalities including the perpetrator. Howard and colleagues identify several commonalities between workplace violence by a current or former employee and school violence/ shootings carried out by a current or former student at the same school [6], the next type of adversarial homicide-suicide to be discussed here.…”

Section: Employmentmentioning

confidence: 99%

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A classification of combined homicide‐suicide: An update—Part III: Extrafamilial homicide‐suicide

Felthous,

Masood,

Safari

et al. 2023

Journal of Forensic Sciences

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The subclassification of homicide‐suicide into psychopathology and intrafamilial homicide‐suicides having been presented in the foregoing Parts I and II, this Part III concerns extrafamilial homicide‐suicides. Extrafamilial homicide‐suicides are divided into adversarial, autogenic mass, cult, and terrorist homicide‐suicides. Adversarial homicide‐suicides involve a “formal” relationship between actor and homicide victims, further divided according to the role of the actor in their relationship as employee, current or former pupil/student as in school shootings, patient, and litigant. For comparison, school shootings were divided into those resulting in 10 or more homicide victims and those with fewer. The autogenic mass homicide‐suicide, wherein victims are strangers to the actor, was heuristically bifurcated here depending on the number of homicide victims, 10 or more or fewer. As expected, the homicide‐suicides with larger numbers of victims were more homogenous.

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Section: Adversarial Homicide-suicidementioning

confidence: 99%

Section: Employmentmentioning

confidence: 99%

A classification of combined homicide‐suicide: An update—Part III: Extrafamilial homicide‐suicide

Felthous,

Masood,

Safari

et al. 2023

Journal of Forensic Sciences

View full text Add to dashboard Cite

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“…This is especially relevant in general education schools, where dynamic and complex social relationships are formed and develop both among teachers themselves and between teachers and representatives of the younger generation, who take over not only knowledge but also ethical standards and models of social relationships. Therefore, in this context, psychological violence manifesting itself in teacher interrelationships has deeper moral consequences for the society, since ethical standards are also taught by a personal example (Wornham, 2003), while violent behaviour is primarily a "product" of the environment that reinforced maladaptive coping strategies (Howard et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Challenges of Workplace Mobbing Prevention in General Education Schools

Vveinhardt,

Jakucionyte

2023

RDLUZ

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Mobbing in general education schools goes beyond the organization, and not only the internal environment of schools but also a wider social context must be evaluated in creating prevention programs. Therefore, this study aims to review and highlight the specific challenges of mobbing prevention in general education institutions. The research was conducted using a semi-systematic review approach. First, a list of relevant terms, which were used to select thematically related articles in scientific databases, was formed. This was followed by reading abstracts and selectingarticles for further analysis, which enabled to distinguish relevant categories of prevention challenges. The study has shown that the main challenges arise due to the used management models, inadequate responses of the school administration, the lack of information about mobbing and procedures for solving this problem as well as personal characteristics of the victim and the specific social context. A systematic approach is needed to create prevention programs and conduct research in general education institutions, which would allow not only to evaluate individual and organizational aspects but also to predict the threats arising in the school’s social environment and the ways to minimize them.

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