Psychological Reports, 2004,94,243-250. O Psychological Reports 2004 PRACTICING SCHOOL PSYCHOLOGISTS' PERCEIVED ROLE IN PREVENTION OF SCHOOL VIOLENCE ' VINCENT J. DEAN Michigan State University MATTHEW K. BURNS Central Michigan University Summary.-School psychologists have been called upon to take a leadership role in school-violence prevention, but little is known about their involvement in this issue, especially in states where school shootings have occurred. The current study surveyed 258 Michigan school psychologists about their role in prevention of school violence. Analysis suggested respondents felt prepared to address violence prevention but do not have a leadership role and are not sought for advice about prevention. The num- ber of annual special education evaluations was significantly associated with frequency of being sought for advice on violence prevention but was not related to perceptions of leadership or preparedness. Modest relationships were noted between feeling pre- pared, knowledge of risk factors, and self-perceptions of a leadership role. Suggestions for research are included. In Michigan on February 29, 2000, a first-grade student took the life of a classmate during school in Mt. Morris Township. Other school-related kdl- ings of children by their peers have captured public attention. Media cover- age, among other factors, has sparked schools nationwide into developing crisis intervention plans that include contingencies for various types of trage- dies. While many have called for action by school psychologists to address this issue (Hammond & Yung, 1993; Stephens, 1994; Furlong, Morrison, & Pavelski, 2OOO), few have inquired about what school psychologists believe should be done (Furlong, Babinski, Poland, Muiioz, & Boles, 1996). Teachers (Ddl, 1998), administrators (James, 1994), and school psychol- ogists (Hammond & Yung, 1993; Stephens, 1994; Furlong, et al., 2000) have all been called upon to take leadership roles in preventing school violence. Although many suggestions have been made regarding what each group should do, there is no agreement about which school staff members should have the primary leadership role. Furlong, et al. (1996) suggested that school psychologists are the best qualified to perform interventions and could be active in making schools safe. Some of the specific skdls possessed by school psychologists particularly relevant to prevention of violence include data col- lection, behavioral management, and consultation (Larson , 1994). The literature contains many references to risk factors for school vio- lence including accessibility of forearms (Hamburg, 1998), drug and alcohol 'Address enquiries to M. K. Burns, Ph.D., Special Education, 228 Rowe Hall, Central Michi- gan University, Mount Pleasant, MI 48859.