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Why Psychology and Criminal Justice Can Only Take Us So Far: The Value of and Need for a Social Psychological Perspective in Studies of American School Violence

Why Psychology and Criminal Justice Can Only Take Us So Far: The Value of and Need for a Social Psychological Perspective in Studies of American School Violence

Lisa Fisher
Copyright: © 2019 |Pages: 18
ISBN13: 9781522562467|ISBN10: 152256246X|EISBN13: 9781522562474
DOI: 10.4018/978-1-5225-6246-7.ch005
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MLA

Fisher, Lisa. "Why Psychology and Criminal Justice Can Only Take Us So Far: The Value of and Need for a Social Psychological Perspective in Studies of American School Violence." Handbook of Research on School Violence in American K-12 Education, edited by Gordon A. Crews, IGI Global, 2019, pp. 121-138. https://doi.org/10.4018/978-1-5225-6246-7.ch005

APA

Fisher, L. (2019). Why Psychology and Criminal Justice Can Only Take Us So Far: The Value of and Need for a Social Psychological Perspective in Studies of American School Violence. In G. Crews (Ed.), Handbook of Research on School Violence in American K-12 Education (pp. 121-138). IGI Global. https://doi.org/10.4018/978-1-5225-6246-7.ch005

Chicago

Fisher, Lisa. "Why Psychology and Criminal Justice Can Only Take Us So Far: The Value of and Need for a Social Psychological Perspective in Studies of American School Violence." In Handbook of Research on School Violence in American K-12 Education, edited by Gordon A. Crews, 121-138. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-6246-7.ch005

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Abstract

Concerns about continued increases in violent behavior in American schools and schools' ability to mitigate and reduce risks abound. Psychology and criminal justice have contributed much to what we know and understand about violence in schools; however, the author argues that these dominant disciplinary perspectives also obscure some important aspects of these phenomena, namely focus on underlying cultural logics that may be impacting violence in schools. In this chapter, the author sets out to achieve two objectives. First, she provides an overview of areas of focus in current literature in psychology and criminal justice that represent the dominant framework within which school violence in the U.S. is viewed. Additionally, she examines those disciplinary perspectives in terms of specific strengths and limitations. Second, she presents and describes a series of social psychological theories and pulls those theories into a coherent framework to demonstrate the value of the social psychological lens in studies of school violence and stimulate further discussion and research on this important topic.

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