About the Contributors to the Handbook of School Violence

Stephen E. Brock
He currently serves as an Assistant Professor at California State University, Sacramento. Previously, he worked for 18 years as a school psychologist. He has lectured nationally and published extensively in the area of school crisis response. Most recently, he co-authored the book Preparing for Crises in the Schools and is the lead editor of the NASP publication Best Practices in School Crisis Prevention and Intervention. Dr. Brock serves as a Contributing Editor to the Communiqué (newsletter of the National Association of School Psychologists) and is on the editorial board of The California School Psychologist.
Dewey G. Cornell
He is the Curry Memorial Professor of Education in the Curry School of Education at the University of Virginia. Dr. Cornell is Director of the Virginia Youth Violence Project, whose mission is to identify effective methods and policies for youth violence prevention, especially in school settings. Dr. Cornell is also a forensic clinical psychologist and a faculty associate of the Institute of Law, Psychiatry, and Public Policy. Since 1984, Dr. Cornell has conducted research on juvenile homicide, psychological assessment of violent youth, and school safety, authoring more than 90 professional publications in psychology and education. One of his current projects concerns the development and implementation of guidelines for schools to use in responding to student threats of violence.
Maura Dillon
She was born in New London, Connecticut in 1968. She graduated from the University of California in 1989 with a bachelor’s degree in Community Studies and then moved to Vermont to work as a social activist on issues including domestic violence, biotechnology, and independent media. In 1992 she moved to Berlin where she studied political philosophy at the Free University. She then moved to Durham, North Carolina where she was enrolled as a Ph.D. student at Duke University. After four years of academic immersion, she sought a more practical application of her ideas and chose to pursue a Master’s in Counseling at North Carolina State University. Although she believes her own mediation and negotiation skills date back to becoming the oldest child of four in her family at age two and a half, she received her first formal mediation training at the Dispute Settlement Center in Durham. She currently resides in Pittsboro, North Carolina, where she works for child and family services at the OPC Area Program and makes functional pottery.
Shane R. Jimerson
He is a professor of Counseling, Clinical, and School Psychology and Child and Adolescent Development at the University of California, Santa Barbara. He is a co-editor of the NASP Best Practices in School Crisis Prevention and Intervention book and the author and co-author of over 60 journal articles, chapters, and books. He is the co-author of a 5 book Mourning Child Grief Support Group Curriculum series (published by Taylor and Francis 2001). His scholarship and contributions have been recognized by multiple awards including; Best Research Article Award from the Society for the Study of School Psychology / Journal of School Psychology (1998, 2000), the Outstanding Research Article of the Year from the National Association of School Psychologists / School Psychology Review (2001), and the 2002 Early Career Scholar Award from the American Educational Research Association: Division E Human Development. He is the Editor of The California School Psychologist journal, and serves on the Editorial Boards of the Journal of School Psychology, School Psychology Quarterly, and Journal of Early Childhood Research and Practice. Dr. Jimerson serves as the Co-Chair of the International Crisis Response Network of the International School Psychology Association, and is also an active member of the school crisis prevention and response committees of the California Association of School Psychologists and the National Association of School Psychologists.
Cheryl Kaiser-Ulrey
She is a doctoral student at Florida State University’s APA approved Ph.D. program in Counseling Psychology and School Psychology. She began her internship during the fall 2002 and will graduate in the summer of 2003.
Laura Kallus
She received her Master’s Degree in Anthropology with a concentration in Development at George Washington University. She has completed life history interviews with Latino gang members and has disseminated the preliminary results in a publication of the American Anthropology Association, Committee on Refugees and Immigrants. She has had extensive experience working with and advocating for gang members. She is currently the Vice President of Research and Evaluation for a consulting firm in Miami, Florida, a firm that evaluates over 45 youth crime prevention programs throughout Miami Dade County.
Michael J. Karcher
He is an Assistant Professor of Education and Human Development at the University of Texas at San Antonio. He received a Ph.D. from the University of Texas at Austin in Counseling Psychology and an Ed.D. from Harvard University in Human Development and Psychology. For his research agenda on developmental interventions he has developed measures of adolescent connectedness for pre-adolescents, adolescents, and late adolescents, for which he has published several empirical and validation studies; and these measures have been translated into Spanish, Chinese, and French. These measures of connectedness are used in both of his school-based, developmental intervention research programs, as well as in his research linking connectedness to both positive youth development and risk-taking behaviors, like smoking and alcohol use. His research and teaching interests focus on school-based developmental interventions that promote adolescents’ connectedness and social cognitive development, specifically developmental mentoring and pair counseling. His mentoring research reflects his own model of structured, cross-age mentoring in schools as well as his examination of best practices of adult-youth mentoring in schools. He is currently working with David L. DuBois on a Handbook of youth mentoring, and, in collaboration with Communities In Schools, is conducting research on mentoring with Hispanic students in 40 schools in Austin and San Antonio. Finally, he has published his theoretical and empirical work on pair counseling, a developmental play therapy for children in dyads (or pairs), in the International Journal of Play Therapy, other journals, and book chapters. Finally, his expertise in school-based counseling and interventions informs his work on the editorial boards for two school counseling journals: Professional School Counseling and Psychology in the Schools.
Helen Lupton-Smith
She is an adjunct professor at North Carolina State University. She has a Ph.D. in Counselor Education. Much of her research efforts and publications have focused on Peer Mediation. While obtaining her doctorate, she worked part-time with the Wake County Public School System in Raleigh, N.C. assisting with the implementation of peer mediation programs and conflict resolution curriculum in various pilot elementary, middle, and high schools. Her research, which evolved from that experience, focused on
training high school students to be peer mediators and peer mediation trainers of elementary school students. The developmental benefits of the high school students involved in that experience were assessed.
David C. May
He is an Associate Professor and School Safety Fellow in the Department of Correctional and Juvenile Justice Services at Eastern Kentucky University. He received his Ph.D. in Sociology with emphasis in Criminology from Mississippi State University in 1997. He has published numerous articles in the areas of causes of juvenile delinquency and adolescent fear of crime and a book that examines the relationship between adolescent fear of crime and weapon?related delinquency. He is presently coauthoring another book examining the antecedents of gun ownership and possession among adolescent male delinquents. His free time is spent with his wife, Natalie, and three small children, James, William, and Grace. He is currently activated for military duty in support of Operation Enduring Freedom and hopes to return to his academic endeavors in 2003.
Robert L. McGlenn
He is a clinical and school psychologist who in addition to maintaining a private practice since 1977, has experience in a variety of mental health areas. He has worked as a school psychologist at both the elementary and secondary school levels, trained and supervised doctoral level interns at area psychiatric hospitals and community based clinics, and consulted with a residential treatment center for severely disturbed adolescents. Dr. McGlenn designed and directed the implementation of the crisis response plan to the Santana and Granite Hills High School shootings in March 2001. He presently serves as Coordinator of the Santana Recovery Project, which is providing services and treatment to those traumatized by the event. Since the incident, he has spoken to numerous groups concerning school safety, treatment, and violence prevention and has worked for the National School Safety Center as a trainer for the Community Oriented Policing Services program (COPS).
Jason W. Osborne
He is an Assistant Professor of Educational Psychology at North Carolina State University. His research interests focus on how the structure and nature of the Self influences particular outcomes, such as academic and related non-academic outcomes. He received his Ph.D. in Educational Psychology from the University of Buffalo, where he also received significant training in Self theory and Social Psychology.
Stephen A. Rollin
He is a Professor in the Combined Program in Counseling Psychology and School Psychology as well as Associate Dean for Graduate Studies and Research in Florida State University’s College of Education. He is also the Principal Investigator on an OJJDP sponsored grant on School Violence Prevention that is part of the Hamilton Fish Institute at George Washington University. Coordinator, Mental Health Counseling Specialty; Chairperson, Admissions Committee. He is the Director of the Center for Policy Studies at Florida State. He received his Ed.D. (Counseling and Guidance) in 1970 from the University of Massachusetts. He is a Licensed Psychologist in the State of Florida. He is a member of the following Professional Organizations: American Psychological Association, Division of Counseling Psychology, division of International Psychology; American Educational Research Association; American Society for Clinical Hypnosis.
Stacey Scheckner
Stacey Scheckner is currently a pre-doctoral intern with her M.A. and Ed.S. degrees working with adolescents at Sharp Mesa Vista Hospital in San Diego, California. Thus far, she has worked on an individual and group basis with a variety of adolescent problems such as eating disorders, self-mutilation, depression, suicidal ideation, past abuse, violent tendencies, and family problems. She is specifically dedicated to at-risk youth and aspires to having her own practice, helping children/adolescents and families. Past research efforts included Project KICK (Kids in Corporation with Kids), which is a drug/alcohol-based program that also teaches social skills, conflict resolution, communication skills, and self-esteem building. Other endeavors included an Elementary Truancy Prevention Program with other doctoral students and professors at Florida State University. She is currently preparing an article that describes her dissertation work, detailing the implementation and empirical validation of a computer-mediated school violence prevention program at the elementary school level. She has also worked in a variety of settings, including hospitals, private practice, and university counseling center. Ms. Scheckner will graduate with her Ph.D. in Counseling Psychology and School Psychology from Florida State University in August of 2003.
Richard Wagner
He is a professor in the Department of Psychology at Florida State University with a special interest in Cognitive and Behavioral Science. His major area of research interest is the acquisition of complex cognitive knowledge and skills, which he has pursued in two domains. In the domain of reading, his research has focused on the role of reading-related phonological processing abilities in normal and abnormal development of reading skills, and in the prediction, prevention, and remediation of dyslexia. In the domain of human intelligence, his research has focused on the role of practical knowledge and intelligence in intellectual performance manifested outside the classroom setting.

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