This article discusses the phenomenon of youth violence from a psychology of gender perspective. Although other factors are discussed-including gun availability, violence-related media influence, family and caretaker factors, and effects of teasing and bullying-the intention is to highlight new thinking on the potential relationship between boys' traditional masculine socialization experiences and violence. In this new perspective, traditional masculine socialization estranges and isolates many boys from their genuine inner lives and vital connections to others, which is theorized to heighten their risk of engaging in acts of violence. The authors identify school and community programs that may be helpful in counteracting damaging socialization experiences and supporting boys' healthier emotional and psychological development. Finally, the article discusses approaches that psychologists and other mental health professionals can use to help address this vital issue.
This article discusses the phenomenon of youth violence from a psychology of gender perspective. Although other factors are discussed-including gun availability, violence-related media influence, family and caretaker factors, and effects of teasing and bullying-the intention is to highlight new thinking on the potential relationship between boys' traditional masculine socialization experiences and violence. In this new perspective, traditional masculine socialization estranges and isolates many boys from their genuine inner lives and vital connections to others, which is theorized to heighten their risk of engaging in acts of violence. The authors identify school and community programs that may be helpful in counteracting damaging socialization experiences and supporting boys' healthier emotional and psychological development. Finally, the article discusses approaches that psychologists and other mental health professionals can use to help address this vital issue.
This article describes the development of in-house mental health services in a large labor union local representing public school pedagogical employees. It focuses on the role of a psychologist in guiding program components for a targeted membership group through various stages of development: identifying needs, shaping intervention services, and creating a prevention module. It also describes the movement of services beyond the frame of the specific program to encompass a broader array of emergent mental health service needs, including consultation, technical advice, assistance in dealing with mental health managed care, and expansion of clinical-counseling services to a wider range of membership groups. trend. School Safety, 4-8.
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