How to think, not what to think: A problem solving approach to prevention of high risk behaviors in children Myrna B. Shure, Drexel University

Skills for success: A multi-level school violence prevention intervention, Jeffrey R. Sprague, Vicki M. Nishioka, and Steve Stieber, Institute on Violence and Destructive Behavior, University of Oregon, Eugene

Universal screening procedures for middle school students, Vicki M. Nishioka and Jeffrey R. Sprague, Institute on Violence and Destructive Behavior, University of Oregon, Eugene

Restorative measures in schools: Alternatives to suspensions in-school behavior intervention grants, Nancy Riestenberg, Minnesota Department of Education

Building capacity for universal prevention through state-nonprofit-university-school system partnerships, Philip J. Leaf and Susan G. Keys, Center for the Prevention of Youth Violence, Johns Hopkins University; Susan Barrett, Sheppard Pratt Health System; and Milt McKenna, Maryland State Department of Education

Measuring change in collaboration among school safety partners, Bruce B. Frey, Jill H. Lohmeier, Steve W. Lee, Nona Tollefson, and Mary Lea Johanning, University of Kansas

Implications of research showing harmful effects of group activities with anti-social adolescents, Michael B. Greene, Youth Consultation Service, Center for the Prevention of Violence, East Orange, New Jersey

School-wide positive behavior support: Implementation and evaluation at two urban elementary schools, Sheila M. Clonan, Gretchen Lopez, Gretchen Rymarchyk, and Sigrid Davison, Syracuse University Violence Prevention Project

Including animal cruelty as a factor in assessing risk and designing interventions, Mary Lou Randour, Doris Day Animal Foundation, Washington, D.C.

Dating violence patterns of California adolescents, Michael J. Furlong, Jenne Simental, Jennifer L. Greif, Amber Klein, and Mabel Gonzalez, University of California Santa Barbara, Center for School-Based Youth Development; and Gregory Austin, WestEd, Los Alamitos, California

Using item response analysis to develop a unidimensional school violence victimization scale, Jennifer L. Greif and Michael J. Furlong, University of California Santa Barbara, Center for School-based Youth Development

Schools, law enforcement and juvenile courts: A tool for effectively working together, Anne J. Atkinson, PolicyWorks, Ltd., Richmond, Virginia, and Donna P. Bowman, Virginia Center for School Safety, Virginia Department of Criminal Justice Services

The impact of a drama intervention program on the response of the bystander to bullying situations, Rose Helen Merrell James, Rochester City School District, New York

Between two worlds: Aggression and resilience in immigrant girls, Anna M. Sontag, Michelle Jensen, and Debra Eisert, Area of Special Education, College of Education, University of Oregon, Eugene

Community justice: Towards justice system reform, Sandra O’Brien, Florida Gulf Coast University

The measurement and prevention of school-based victimization in grades 7 through 10, Robert Gutierrez, Florida State University; John J. Kerbs, East Carolina University; Stephen A. Rollin, Isabelle Potts, Jayme Harpring, Alia Haque Creason, Kyubeom Choi, Tam Dao, and Amanda Wolf, Florida State University

School bus project: Working to improve bus discipline, Joy Renfro, Lynn McCoy-Simandle, Patti Naber, and Becky Ritchey, Violence Prevention Project, Department of Health Promotion and Administration, Eastern Kentucky University

Three-year longitudinal study on reduction of bullying in a rural, multicultural elementary school using the conflict resolution training program, Diana A. Foster and Vickie Krenz, California State University, Fresno; Donald D. Pogoloff, Kingston, Washington; Donna Marie Callahan, Fresno Pacific University; and Eric Krenz, California State University, Fresno

Effects of the Youth Matters curriculum on aggression among elementary school students: Preliminary findings from the Denver Public Schools project, Jeffrey M. Jenson, William Dieterich, and Jenifer Rinner, University of Denver, Denver, Colorado; and Kathleen E. Burgoyne, Comprehensive Health Education Foundation, Seattle, Washington

Make The Right Choice Helping Families Initiative . . . A school/community collaboration, Martha M. Simmons and John M. Tyson, Jr., Mobile County (Alabama) District Attorney’s Office; Rebecca Jayne Salter Carson, University of South Alabama; and Rhonda Neal Waltman, Mobile County (Alabama) Public Schools (MCPS)

Organizational health: A qualitative study of administrators’ and teachers’ perceptions regarding school violence, Jared Michael Scherz, Integrative Training and Consulting, Mount Laurel, New Jersey; Eileen Murphy, Saginaw, Michigan; and Thomas Fanning, Indian Health Service, Fort Peck Service Unit, Wolf Point, Montana

A culture of cooperation has the potential to influence the establishment of new norms in a social system. Marilyn LaCourt, Coaching and Consulting Solutions, LLC, Brookfield, Wisconsin

School results utilizing SRT® character development curricula for at-risk youth, Lane Lasater and Kenneth D. Robinson, Character Development Systems, L.L.C., Boulder, Colorado; Tom Willis, Billings Senior High School, Montana; Carole L. Meyer, Havermale High School, Spokane, Washington; Nancy Jahns, Washington Department of Corrections; Larry Bush, West Valley City School and Spokane Valley High School, Spokane; Joyce A. Beckett, CrossRoads Alternative Program, Eastanolee, Georgia; Diane Cohen Bruck, Choices for Youth and Families, L.L.C., Prescott, Arizona; and Karla Rae Duffey, The Difference, Jackson, Michigan

Caring alternatives: Interagency collaboration to improve outcomes for students with mental health needs *, Carol A. Kochhar-Bryant, Graduate School of Education and Human Development, The George Washington University

Evaluation of the Oklahoma Alternative Education Program *, Melissa Storm, Oklahoma Technical Assistance Center; and Richard Storm, Union Public Schools, Tulsa, Oklahoma

Errata

Since November 5, 2004

Page 49, first line on page, as reads "Documentation . . . " should be "documentation . . . "

Page 74, last line on page, as reads "Cronsnoe . . . " should be "Crosnoe . . . "

Page 118, last line on page, as reads "The rate of reported dating violence in this stratified, random sample of 7th, 9th, and 11th graders in (9.7 percent) was nearly identical to that derived from the 2001 administration of the YRBS (Centers for Disease Control and Prevention, 2002), which used the same item." This sentence should read, "The rate of reported dating violence in this stratified, random sample of 7th, 9th, and 11th graders (9.7 percent) was nearly identical to that derived from the 2001 administration of the YRBS (Centers for Disease Control and Prevention, 2002), which used the same item."

Page 201, add the following bio-sketch to the Bibliography:

Lynn McCoy-Simandle, Ph.D., is a school psychologist and has worked in public education for 30 years. She authors the annual Kentucky Safe Schools Report for the Kentucky Center for School Safety and serves as a member of the School Assessment Team that reviews the safety of Kentucky schools. Dr. McCoy-Simandle also conducts site visits to selected alternative education programs to monitor expenditure of state funds. Each year she presents numerous workshops on bullying prevention, behavior management, defusing anger and aggression, developing social skills in students, and school safety.