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| Acknowledgments | |
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| Foreword | |
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| Violence in the Shadow of the Ivory Tower: Murder at the University | |
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| The University as a Safe Haven | |
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| Single and Double Murders: Clery and Beyond Clery | |
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| Gender Factors | |
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| One- and Two-Person Killings on Campus That Had the Potential to Turn Into Mass-Casualty Situations | |
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| Multiple Murders | |
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| Some Comparative Aspects of the Three Mass-Murder-Status Killers | |
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| The Nexus Between Suicide and Homicide | |
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| Heterogeneity in Murder Cases Involving University Students | |
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| Rara Avis or Frequent Bird of Prey | |
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| Expressed and Actual Violence | |
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| The Scale of Violence | |
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| References | |
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| The Emotional Health and Violence Connection: Prevention, Intervention, and Resiliency | |
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| College Mental Health: A Growing Concern | |
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| Mental Health and Violence | |
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| Lessons From Virginia Tech: The Importance of Connection and Support | |
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| Emotional Health Safety Net: The Prescription for Prevention and Resiliency | |
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| The Emotional Health and Violence Connection: Taking Action on Your Campus | |
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| Conclusion | |
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| References | |
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| Managing The Whirlwind: Planning for and Responding to a Campus in Crisis | |
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| Planning for and Responding to Crisis | |
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| Coordination of Resources | |
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| Additional Considerations | |
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| Threat Assessment Teams | |
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| Communication During Crises | |
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| Information Management During Crises | |
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| Conclusion | |
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| References | |
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| Counseling During a Campus-Wide Crisis | |
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| Immediate Response | |
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| Population Exposure Model | |
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| Immediate Psychological Responses to Trauma | |
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| Ongoing Response | |
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| Preparing Faculty and Staff to Return to Class | |
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| Classroom Outreach Program | |
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| Long-Term Implications and Other Considerations | |
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| Ethical and Legal Considerations | |
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| Conclusion | |
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| References | |
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| Essential Student Affairs Services in a Campus Crisis | |
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| Defining and Developing Policy for Essential Services | |
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| Housing and Dining | |
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| Student Activities | |
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| International Student Services | |
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| Conclusion | |
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| References | |
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| Healing Your Community | |
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| A University Provides Opportunities to Heal | |
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| A Community Expresses Itself | |
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| Local Community Support | |
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| Issues of Sensitivity | |
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| Fund-Raising as a Support Mechanism | |
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| From Grieving to Healing | |
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| Religion Debate | |
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| The Message | |
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| Long-Term Community Healing Initiative | |
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| Offices for Ongoing Support | |
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| Conclusion | |
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| References | |
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| The Provost's Perspective: Campus-Wide Needs and Responses | |
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| President and External Relations | |
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| Students and Their Families | |
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| Other Academic Leaders, Faculty, and Staff | |
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| Unique Organizational Qualities in Higher Education That Shape and Influence Emergency Planning and Response | |
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| Decision Making in Real Time During Crises | |
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| Academic Impact and Accommodations | |
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| Facilities Issues | |
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| The Provost and Student Affairs in the Event of a Shooting | |
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| Formative Feedback, Reflections, and Unexpected Experiences | |
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| Conclusion | |
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| Too Close To Home: The Reality of Campus Shootings | |
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| Reaction to the Virginia Tech Shootings | |
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| Shootings at NIU | |
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| Graffiti Incidents Follow NIU Shootings | |
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| Conclusion | |
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| References | |
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| Incorporating Words of Wisdom into The Crisis Management Process | |
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| Prevention and Mitigation | |
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| Crisis Planning and Preparation | |
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| Immediate Response (First 24 Hours) | |
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| Response (First Seven Days) | |
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| Campus Healing | |
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| References | |
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| About The Contributors | |
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| Index | |