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The Criminal liability of trade unions and their members.

An investigation of parallels between homegrown, international, and domestic terrorism.

A comparative method is used to analyze data from two main sources, ITERATE data on international and the TWEED data on domestic terrorism. The similarities are tested in various dimensions – target types, severity, and the method of the attacks.

Homegrown terrorism is inherently motivated by domestic issues. Moreover, variables of ethnic heterogeneity, political inclusiveness of fringe groups, and problems in the democratization process are good predictors of the occurrence of other forms of domestic and homegrown terrorism alike.

Number of observable cases of homegrown terrorism are low. The two main datasets have potentially overlapping incidents.

Provides and operational definition of homegrown terrorism and test empirically the similarity between homegrown and other types of terrorisms.

Stories govern the criminal justice system and consequently the millions of individuals under its control. In the US the harms experienced by those individuals, their families and their communities are massive. A prominent system-sustaining story is that antisocial persons, who are essentially different from the rest of us, get that way through negligent parenting. The story's moral oppositions rest on textual absences concerning crime, work, care, humanity and the mind of the scholar. In this chapter, first, I discern what goes unsaid via close analysis of the story of antisociality constructed by Gottfredson and Hirschi in their 1990 book A General Theory of Crime. Second, I offer a method for cataloguing what goes unsaid in stories that effect control, by (1) evaluating figurative language and other means of ambiguation; (2) assessing patterns of elaboration and explanation and (3) asking what and whose knowledge is missing. Rigorously deployed with a reflexive stance on one's position as to what should be said, the method can help uncover subtext, understatement and silencing.

The purpose of this study is to provide mental health practitioners with a framework for conceptualizing individuals who may be at risk of targeted violence, mass shootings in particular.

Through the lens of the Path to Intended Violence model, a non-experimental descriptive design was chosen to explore the characteristics and behaviors of perpetrators who had engaged in mental health treatment within six months before their attacks.

The perpetrators in this study demonstrated behaviors included in each of the stages of the Path to Intended Violence model. Thus, it may be important for practitioners to be familiar with this model, especially the earlier stages, to potentially identify and intervene with individuals who may be at risk of committing mass violence.

This paper highlights how the Path to Intended Violence model can provide practitioners with a framework for identifying progressive warning signs in patients and how to take action to stop them from continuing their journey toward violence.

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).

In this study, violent advertising is discussed. An empirical study, using picture analysis, is carried out. The intent of the advertisers’ message is compared with the interpretation of a male and a female consumer group. It is concluded that the consumers’ interpretations not are the ones that the advertisers had intended. The violence was interpreted in a much more negative way than expected. It is also concluded that there are differences in interpretations between men and women.

The prevalence of individuals with an autism spectrum disorder (ASD) being associated with terroristic threats, lone wolf terrorism or affiliating with terroristic groups is rare. This paper aims to discuss this issue.

However, several cases are presented, where individuals with autism are involved in making a naïve, empty terroristic threat or uttering serious serial terroristic threats. Other cases are also presented of individuals being at risk for an abduction or being used by a terrorist group, and finally committing an act of domestic lone wolf terrorism.

Essential to the analysis was establishing a functional connection between autism-based deficits and the terroristic threats, terrorism, and when to not criminalize naïve, empty terroristic threats or acts.

Currently, tools available to law enforcement and prosecutors exploit the vulnerabilities and liabilities which arise as a result of group interactions, a “preventive” approach to terrorism that is not applicable to the solitary, “lone wolf” terrorist. There has been relatively little research (including case studies) examining individuals with ASD who engage in terrorism. For instance, when dealing with an individual with ASD who is charged with terrorism, it is crucial to consider how the diagnosis of autism may have presented as a contextual vulnerability, and to make sure that justice, rehabilitation and management, are informed by an understanding of the person’s diagnosis of ASD.

This introduction sets forth the main themes of Part B of the two-part volume, reviews the methods employed by the contributors, and demonstrates the relationships among these chapters and those of Part A.

The chapters in the volume exemplify current research approaches to the subject matter: gender-based violence. The introduction identifies trends and themes.

Worldwide attention is being drawn to examples and forms of gender-based violence. These are currently major topics in the media, both factual and fictional. Public policies are under discussion and programs to deal with them are developing. However, because the discussions and the programs are often not research-based or intersectionally inclusive, gender-based violence persists and victims are sometimes ignored, blamed, or subjected to further violence.

The chapter serves as an overall introduction to the volume and the subject matter more generally.

Understanding the psychological risk factors in radicalisation and terrorism is typically limited by both a lack of access to individuals who carry out the acts and those who are willing to engage in research on the matter. The purpose of this study is to describe the process of self-radicalisation of an otherwise law-abiding individual who engaged in single-actor terrorism activities.

A single case study, based on clinical interviews and psychometric testing, of an individual with autism who engaged in multiple acts of terrorism through online activity. The case is presented within existing frameworks of radicalisation, and describes how it developed along the steps described in the path to intended violence.

A number of variables are identified as contributing towards the individual’s vulnerability to radicalisation, such as deficits in higher order cognition, psychopathology, autism spectrum disorder traits, personal interests, social isolation and life stressors.

Unique to this study is how the process of radicalisation and the possibility to carry out the individual’s attacks was made possible only through the use of internet technology.