| Title |
Building Schools’ Readiness to Implement a Comprehensive Approach to School Safety
|
|---|---|
| Published in |
Clinical Child and Family Psychology Review, July 2018
|
| DOI | 10.1007/s10567-018-0264-7 |
| Pubmed ID | |
| Authors |
Beverly Kingston, Sabrina Arredondo Mattson, Allison Dymnicki, Elizabeth Spier, Monica Fitzgerald, Kimberly Shipman, Sarah Goodrum, William Woodward, Jody Witt, Karl G. Hill, Delbert Elliott |
| Abstract |
Research consistently finds that a comprehensive approach to school safety, which integrates the best scientific evidence and solid implementation strategies, offers the greatest potential for preventing youth violence and promoting mental and behavioral health. However, schools and communities encounter enormous challenges in articulating, synthesizing, and implementing all the complex aspects of a comprehensive approach to school safety. This paper aims to bridge the gap between scientific evidence and the application of that evidence in schools and communities by defining the key components of a comprehensive approach to school safety and describing how schools can assess their readiness to implement a comprehensive approach. We use readiness and implementation data from the Safe Communities Safe Schools project to illustrate these challenges and solutions. Our findings suggest that (1) readiness assessment can be combined with feasibility meetings to inform school selection for implementation of a comprehensive approach to school safety and (2) intentionally addressing readiness barriers as part of a comprehensive approach may lead to improvements in readiness (motivation and capacity) to effectively implement a comprehensive approach to school safety. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 93 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 93 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 10 | 11% |
| Student > Doctoral Student | 10 | 11% |
| Other | 8 | 9% |
| Student > Bachelor | 7 | 8% |
| Researcher | 5 | 5% |
| Other | 19 | 20% |
| Unknown | 34 | 37% |
| Readers by discipline | Count | As % |
|---|---|---|
| Social Sciences | 15 | 16% |
| Psychology | 12 | 13% |
| Medicine and Dentistry | 6 | 6% |
| Arts and Humanities | 4 | 4% |
| Business, Management and Accounting | 3 | 3% |
| Other | 13 | 14% |
| Unknown | 40 | 43% |
Attention Score in Context
This research output has an Altmetric Attention Score of 209. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 28 June 2022.
All research outputs
#169,697
of 23,854,458 outputs
Outputs from Clinical Child and Family Psychology Review
#5
of 376 outputs
Outputs of similar age
#3,936
of 330,968 outputs
Outputs of similar age from Clinical Child and Family Psychology Review
#1
of 4 outputs
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So far Altmetric has tracked 376 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 18.6. This one has done particularly well, scoring higher than 98% of its peers.
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