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Today, the presence of unwanted activities threatening the safety of the field, which has negative effects on daily life and social psychology, is increasing day by day. There is no doubt that it is inevitable to avoid these threats, but it is possible to take some measures to reduce the destructive power of these threats. Nowadays, increasing terrorist attacks increase the importance of field safety design in urban areas. There is a loss of life in attacks around the world. The subject of this study is to investigate the design criteria related to the built environment and the measures to be taken in the case of bomb attacks in the built environment. In this study, a checklist will designed to measure the security design process around the building. The checklist titles are taken mainly from the “Safety design and Landscape Architecture” series of the Landscape Architecture Technical Information Series/LATIS publications by the American Society of Landscape Architects (ASLA) and the Risk Management Series of the Federal Emergency Management Agency/FEMA (FEMA, 2003, 2007; LATIS, 2016) and others. The checklist created as a result of literature review will be tested in Istanbul Sultanahmet Square. As a result of the study, it was determined that improvements should be made in the areas of vehicular and pedestrian access, parking lots, lighting and trash receptacle designs around Sultanahmet Square.

Purpose – This chapter explores the problem of school shootings as a source of anxiety and fear in schools. Such fear has generated calls for security in schools and has been a catalyst for the development and deployment of antiviolence policies in schools.

Methodology/approach – The chapter begins by examining the development of the Columbine Effect, which is a set of emotions surrounding youth social problems, particularly violence in schools. This Columbine Effect is then explored in relation to its role in the development of policies to mitigate the problem of school violence. These purposes are linked using a multilevel typology of school violence and their sources, created by Henry (2009).

Findings – The chapter explores the levels of violence addressed by six antiviolence policies: crime prevention through environmental design (CPTED), zero tolerance, anti-bullying programming, emergency management planning, peer mediation, and school climate programming. The analysis indicates the level(s) of violence each type of policy is designed to address and identifies research evidence regarding the efficacy of each policy. The analysis also focuses on the unintended consequences of school antiviolence policies, especially those which reduce violence on one or more levels, while exacerbating the problem on other levels.

Research limitations/implications – The analytical approach was selective, rather than exhaustive. Nonetheless, the analysis has suggested a number of ironies concerning the unintended consequences of antiviolence programming in schools. This suggests the need for broader analysis in this area.

Practical implications – The analysis identifies a number of detrimental effects that have resulted from school violence policy initiatives ranging from the socialization of youth toward a society of control and authority. In addition, the chapter helps to clarify the (often negative) effects of hype about violence in schools.

Originality/value of chapter – Although not often connected, this chapter explores the intersection between the discourse of school violence (typically, a social problems framing concern) and the development of school antiviolence policies (typically, an applied social scientific concern).

Cities have long been of interest to international development as well as to criminology. Historically, criminology as a social science emerged as a response to urbanisation and the new opportunities created by cities for criminal activity and victimisation. Thus, Sustainable Development Goal 11 (SDG 11), which ‘aims to make cities and human settlements inclusive, safe, resilient and sustainable’, is ripe for criminological input and analysis. SDG 11 tackles housing and basic services, transport systems, urban planning, cultural and natural heritage, disaster prevention, environmental impact, and safe, inclusive, and accessible green and public spaces. There has been ample criminological research on crime and victimisation in various types of human settlements, on transport systems, on the looting and trafficking of cultural heritage, on crimes associated with natural disasters and on the importance of public leisure areas for crime prevention. Yet many of the above goals, as well as the recommendations emerging from these bodies of research, conflict with each other, and must be problematised in their aim to be inclusive of all. Women and children, the elderly and persons with disabilities are usually the reference groups for inclusion, but globally, there are many other groups, including racial and ethnic minorities, indigenous communities, and LGBTQI individuals that are commonly excluded. The chapter will analyse SDG 11 against the evidence base of urban criminology as well as the challenges for inclusion, given diversity both within-country as well as globally.

The perception that a particular place is unsafe to live can significantly affect the quality of life of individuals who live there. In Brazil, crime rates in urban centres increase every year, which leads to a constant sense of fear shared by the population. Safety perception may affect the way people move in their neighbourhood and interact with the public environment. In the present study, we addressed the question of safety perception of residents of three areas of the Federal District, the capital of Brazil, and how this perception impacts walking behaviour. Seventeen residents participated in go-along ethnographic interviews, being accompanied in their daily journeys. Each interview recorded the interaction of the participants with the surroundings during their journey. The observations were submitted to content analysis to verify how perception of safety, insecurity and fear of crime affect the decision to walk. The results indicate that the decision to walk interacted with a more positive view of the neighbourhood, that is, perception of safety enhances walking. On the other hand, perception of insecurity and fear of crime discourage the occurrence of this behaviour. The more people fear crime and perceive a place as unsafe, the less they walk and the more they avoid walking in certain places. We conclude with a short note about the use of participatory mobile methods for the study of complex social phenomena such as perceptions and fear of crime.

In response to a critical need for uniform school crisis preparedness and response efforts across districts, the National Association of School Psychologists developed PREPaRE, a model and training curriculum aimed to equip school-based professionals to engage in comprehensive school crisis prevention and intervention practices. The PREPaRE acronym stands for: Prevent/Prepare for psychological trauma; Reaffirm physical health, security, and safety; Evaluate psychological trauma; Provide interventions (and) Respond to psychological needs; and Examine the effectiveness of prevention and intervention efforts. The model spans four crisis preparedness phases: Prevention, Mitigation, Response, and Recovery. This chapter provides a detailed overview of the development and structure of the PREPaRE model's core components and the organizational framework of the Incident Command System. It delineates elements of the basic school crisis response plan, assessment of mental health risk following a crisis event, and the provision of crisis interventions within a multitiered system of support framework. Additionally, it summarizes ongoing effectiveness and implementation research used to evaluate and improve the model based on immediate training outcomes assessed through pre and postmeasures and training transfer to applied school contexts. Implications for research and public policy regarding school safety and crisis prevention and intervention, as well as the future of PREPaRE curriculum development, are discussed.