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Youth Violence [Folder 3] [1]
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Youth Violence [Folder 3] [1]
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Ann O'Leary's Files
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Withdrawal/Redaction Sheet
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
001. bio
re: Bruce Duncan Perry [partial] (1 page)
n.d.
b(6)
002. resume
re: Bruce Duncan Perry [partial] (1 page)
n.d.
b(6)
COLLECTION:
Clinton Presidential Records
Domestic Policy Council
Ann O'Leary
OA/Box Number: 19586
FOLDER TITLE:
Youth Violence [Folder 3] [1]
2013-0436-S
rc1260
RESTRICTION CODES
Presidential Records Act - |44 U.S.C. 2204(a)]
Freedom of Information Act - 15 U.S.C. 552(b)]
P1 National Security Classified Information [(a)(1) of the PRA]
b(1) National security classified information |(b)(1) of the FOIA]
P2 Relating to the appointment to Federal office [(a)(2) of the PRA
b(2) Release would disclose internal personnel rules and practices of
P3 Release would violate a Federal statute [(a)(3) of the PRAJ
an agency [(b)(2) of the FOIA]
P4 Release would disclose trade secrets or confidential commercial or
b(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information |(a)(4) of the PRA
b(4) Release would disclose trade secrets or confidential or financial
P5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors |a)(5) of the PRAJ
b(6) Release would constitute a clearly unwarranted invasion of
P6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA
b(7) Release would disclose information compiled for law enforcement
purposes |(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed
b(8) Release would disclose information concerning the regulation of
of gift.
financial institutions [(b)(8) of the FOIA|
PRM. Personal record misfile defined in accordance with 44 U.S.C.
h(9) Release would disclose geological or geophysical information
2201(3).
concerning wells [(b)(9) of the FOIA|
RR. Document will be reviewed upon request.
Potential
incites
I
to Youth
I violence canf.
]
KIDS KILLED BY GUNS TODAY:
13
NATIONAL GUN LAWS PASSED TODAY:
o
TELL CONGRESS
IT'S TIME TO ACT.
WWW.STOPHANDGUNVIOLENCE.ORG
Billboard size: 252' X 20'
MELANNE VERVEER
To
ANN N
o'leary
-
JOHN E. ROSENTHAL 4/26/00
Dear Melanne,
I hope This note finds you well.
attrehed is a coR g a new ad
Campaign we're running. we are
also planning to unveil our new
billboard (also attached) which we
have asked President Clinton to attend.
Please note That The billboard is
252' long by 20' tall on The
Massachusetts Turnpike.
I've included another copy y my
letter to The President and would
encouraging him to highlight ad
queatly oppreciate any. help with
leadership on gun laws success in
reducing gun violence.
Please give my regards to The
First Lady.
Duncerer,
John
PHOTOCOPY
PRESERVATION
One Bridge Street, Suite 300, Newton, MA 02458
STOP
HANDGUN
VIOLENCE
Bruce / Karin
JOHN E. ROSENTHAL,
CHAIR AND Co-Founder
May 9, 2000
If POTVS is heady to
ELIZABETH MILES,
PROJECT DIRECTOR
Ms. Ann O'Leary
Boston in the next a months
Office of the First Lady
Board of Directors:
Second Floor - West Wing
this - works like gern
The White House
good quick let me and
JERRY BELAIR
Washington, DC 20500
event.
WILLIAM BLACKWELL
mation thim. -Ann
JOHN D. CARVER
Dear Ann:
ROBERT COOPER
Thank you for calling back, and as promised enclosed are 4 color copies of our
DAVID CROWLEY
new billboard design and message. In addition to unveiling the large 252-foot
LEWIS DABNEY
X 20-foot billboard on the Massachusetts Turnpike next to Fenway Park, we
CHARLES FLAHERTY
have also confirmed commitments of over 350 regular size billboards donated
by Outdoor Advertising Companies throughout Massachusetts, Connecticut
SCOTT HARSHBARGER
and Rhode Island.
GARY HIRSHBERG
PHILIP JOHNSTON
Our goal is to hold a Press Conference and billboard unveiling with President
VICTORIA REGGIE KENNEDY
Clinton between May 15 and June 15. I have also included copies of our
DONALD LAW, JR.
current and past billboards to give you the true magnitude of the size and scope
DR. FRANCIS LEE
of the massive billboard to be unveiled.
DEBORAH LEWIS
PATRICK LYONS
Please let me know if you need any additional information and give Melanne
MARC MATHIEU
and the First Lady my regards.
PAUL McDoNouGH
WARREN MEAD
Thank you very much for your help.
OEDIPUS
Sincerely,
Lois ROACH
DAVID ROSENBLOOM
STOP HANDGUN VIOLENCE, INC.
LYNN UHRICH SMITH
PAM SOLO
Joen 2. Routhed
JORDAN WARSHAW
John E. Rosenthal
Founder and Chair
Honorary Board Members:
HONORABLE PAUL EVANS,
BOSTON POLICE COMMISSIONER
HONORABLE MICHAEL ALBANO,
MAYOR OF SPRINGFIELD, MA
telephone : (617)243-8145
fax
:
(617)965-7308
e-mail : [email protected]
One Bridge Street, Suite 300, Newton, MA 02458
STOP
HANDGUN
VIOLENCE
S
top Handgun Violence is a non-profit, tax-exempt organization
JOHN E. ROSENTHAL,
founded in 1995 by a group of businesspeople who were alarmed by
CHAIR AND Co-Founder
the increasing number of gun deaths and injuries in America. Our goal is
not to ban guns, but to prevent gun violence by advocating personal
ELIZABETH MILES,
PROJECT DIRECTOR
responsibility, public awareness, practical legislation, increased
manufacturer responsibility, and strict law enforcement. We believe that
Board of Directors:
the key to stopping gun violence is helping people to recognize the
magnitude of the problem and participate in the solutions. In
JERRY BELAIR
Massachusetts, we've already made a real difference. Gun violence is
WILLIAM BLACKWELL
down 53% since 1994. Other states have taken notice, and our gun
D. SARVER
violence prevention efforts have been a model for the nation.
JOSEPH AND CLEMENTINA CHERY
ROBERT COOPER
DAVID CROWLEY
LEWIS DABNEY
CHARLES FLAHERTY
Scott HARSHBARGER
Public Education:
GARY HIRSHBERG
PHILIP JOHNSTON
Since 1995, Stop Handgun Violence has helped increase public awareness
VICTORIA REGGIE KENNEDY
about the epidemic of gun violence. SHV has developed several effective
DONALD LAW, JR.
media and public education campaigns. For instance, we installed over 1,000
DR. FRANCIS LEE
victim tribute billboards around the country. These billboards depicted the
DEBORAH LEWIS
faces of children who were killed by handguns. In addition, SHV distributed
PATRICK LYONS
over 25,000 quality trigger locks to gun owners across the country over the
MA.RC MATHIEU
past year. Moreover, we have helped established gun violence prevention
PAUL McDonough
curriculums in schools across the state.
WARREN MEAD
OEDIPUS
Lois ROACH
DAVID ROSENBLOOM
Legislative Initiatives:
LYNN UHRICH SMITH
PAM SOLO
Stop Handgun Violence was the lead advocate of the GUN CONTROL
JORDAN WARSHAW
ACT OF 1998, which became the most comprehensive gun violence
prevention law in the country (Chapter 180). The new law imposes a ban
Honorary Board Members:
on "Saturday Night Specials" (Junk Guns) and certain assault weapons.
HONORABLE PAUL EVANS,
Furthermore, it mandates safe storage, manufacturing standards, new
BOSTON POLICE COMMISSIONER
gun dealer restrictions, training requirements, and stricter licensing
procedures.
HONORABLE MICHAEL ALBANO,
MAYOR OF SPRINGRELD, MA
telephone
:
(617)243-8145
fax
:
(617)965-7308
e-mail
:
[email protected]
dols
STANGU
VIOLENCE
up.
going
handguns keeps day.
The cost 15 of kids killed every
Fleet
BOSTON
Great
Double
AS
T'S EASIER TO CHILD-P ROOF YOUR GUN
THAN BULLET-PROOF YOUR CHILD.
SIO₂
Lock a gun sare a are.
MOTOR
Car $17 salt ares
The New York Times
NEW YORK, WEDNESDAY, OCTOBER 18, 1995
$1 beyond the greater Now York metropolit
Copyright 0 1996 The New York Times
HAME
killed every
Sponsgred bi
VIOLENCE
BlueCross
BlueS
Chassachuse
61732232.2317
Wachusett
and
1985-1993
David L. Ryan/The Boston Glube
Reminders of Dangers of Guns
Nearly the length of a football field, a billboard on the Massachusetts Turnpike in Boston, the largest of 200 around Massachusetts, shows images
of 15 children who were killed with guns. The billboard, near Fenway Park, is intended to remind people of the costs of handgun violence.
The Boston Blobe
THURSDAY, SEPTEMBER 25, 1997
WALL OF PAIN
APPHOTO
A worker paused yesterday at the picture of a shooting victim during the unveiling
of a new billboard along the Mass. Pike. A national aun-control campaian was
The Boston Blobe
TUESDAY, JUNE 15, 1999
Gore urges raising
age for owning guns
By Jua Nyla Hutcheson
background checks on gun buyers at
REUTERS
gun shows are "going against com-
mon sense. They're going against
NEW ORLEANS - Vice Presi-
our children and our families."
dent Al Gore yesterday urged Con-
"Will we let the NRA call the
gress to raise the legal age for hand-
shots in Washington or will we cross
gun possession, saying Americans
party lines to make our children
between the ages of 18 and 20 make
safer?" Gore asked.
up only 4 percent of the population
but commit 24 percent of gun mur-
At the conference Gore released
ders in the country.
a new study by the departments of
"Incredibly, while these 18- to 20-
Justice and Treasury that showed
year-olds cannot legally buy a beer,
that people between 18 and 20 years
cannot purchase a bottle of wine,
old commit 24 percent of the mur-
cannot order a drink in a bar, they
ders involving guns, with 18-year-old
can walk into any gun shop, pawn
youths committing 35 percent more
shop, or gun show in America and
gun murders than 21-year-olds.
buy a handgun," Gore told the na-
Crime guns recovered from 18-
tion's mayors.
to 20-year-olds are mostly handguns,
Addressing the US Conference
of Mayors, Gore called on Congress
particularly semiautomatic pistols.
to raise the legal age for handgun
That age group also leads all others
possession from 18 to 21 and require
in using guns in nonlethal crimes, in-
child-safety locks on guns and back-
cluding assault, rape, and robbery,
ground checks on those who buy
the report said.
guns at gun shows.
Gore called on the House of Re-
"I saw a billboard in one of your
presentatives, expected to debate
cities the other day that said it's
gun measures this week, to pass a
easier to child-proof a gun than to
bipartisan, common sense measure
bullet-proof a child, and that's so
to "keep guns out of the hands of
true," he said.
children and criminals and others
He said those who oppose closing
who should not have access to them."
the loophole that does not require
B2
THE BOSTON GLOBE
WEDNESDAY. NOVEMBER 18, 1998
EASIER
Rod
THAN YOUR CHILD
GLOBE STAFF PHOTO DAVIS
Jeannette Gunther, friend of a family who lost a child in a gun accident, yesterday at the billboard unveiling behind Lansdowne Street
Gun safety advocates change their message
devices, can make guns harder for
paign is excellent."
By Zachary R. Dowdy
push for stricter regulation. Ro-
kids to use.
CLOBE STAFF
Yesterday's announcement fol-
senthal said a gun is the only con-
Boston Mayor Thomas M. Men-
lows the news late last week that
sumer product in the country that
A few years ago, a corps of hand-
ino, parents who lost children, and
Boston is planning to sue gun manu-
eludes oversight by the National
gun opponents brought a city jaded
Stop Handgun Violence Inc yester-
facturers, targeting guns in the
Consumer Product Safety Commis-
by violence face to face with the
day unveiled a new billboard - minus
courts as a consumer product, a de-
sion, while cars and their users are
state's young victims of guns.
the faces of victims - that urges
parture from traditional gun-control
subject to a battery of regulations.
That was the thinking in 1995 be-
greater responsibility to prevent gun
measures.
deaths
A switch in strategy also coin-
hind the billboard that handgun op-
Boston's move piggybacks on
cides with a drop in crime. All major
ponents posted on the Massachu-
"The reason for the switch is half
similar actions in Chicago and New
categories of crime have been plum-
setts Turnpike, bearing images of
of all gun injuries and deaths are sui-
Orleans, cities that are seeking dam-
children of all races who had been
cides or accidents - and could be
ages from gun manufacturers, dis-
meting in Boston for several years in
killed and showing that the terror of
prevented,' said John Rosenthal,
tributors, and stores, spurred in part
a row.
misused guns doesn't discriminate.
chairman of Stop Handgun Violence,
by the success of state lawsuits
While he credited gun opponents
But in a sign of the times, the fo-
citing figures from the National Cen-
against the tobacco industry.
with bringing about a 41 percent
cus now is on doing something about
ter for Health Statistics.
Rosenthal said that up to 300 bill-
drop in gun violence in Massachu-
the avoidable tragedies. The new
"Children and young people pay
boards across the state will bear the
setts from 1994 to 1996, Rosenthal
target is gun owners, manufacturers,
the highest price for unlocked guns,"
substance of the message now em-
said much work remains to be done
and the government who, with safety
Menino said, flanked by parents of
blazoned on the 252-by-20-foot Pike
children in Massachusetts who died
bulboard in bold green and black:
"Our goal is to replicate that
because of fatal mishaps with guns.
"It's easier to childproof your gun
campaign nationwide, and the big-
Pamela Goodwin of Lynnfield,
than bulletproof your child. Lock a
gest potential impact will be child-
whose 21/2-year-old son Kevin was
gun. Save a life."
proofing guns or personalizing guns,
accidentally killed in 1996 by a gun.
The billboards will keep that
and manufacturers can do it," he
said the campaign may help save an-
message for three to six months,
said
other child's life.
driving the point home
"It's important that people un-
The campaign is as much an at-
Anthony Flint of the Globe staff con-
derstand that we need to start edu-
tempt to persuade gun owners to be
tributed to this report
cating people," she said. "This cam-
careful while storing their guns as a
With new rules, two states
taking right steps on guns
By Claude Lewis
why shouldn't he play a role in regu-
lating real guns that kill more than
or nearly two minutes last
90 Americans every day?
F
month, Maryland Gov. Par-
"In the absence of consumer-pro-
ris Glendening was clearly
tection handgun laws in Congress,
embarrassed. He stood fum-
Massachusetts has taken the lead in
bling with a push-button gun-safety
regulating handgun safety,"
lock that was designed to prevent
Rosenthal said. "It's not difficult to
children from killing or injuring
make guns safer. Smith & Wesson is
themselves or others.
the largest manufacturer of hand-
It got worse. A short while later,
guns in the nation If it can make its
Glendening found himself featured
weapons safer without a problem, so
PHILLIP DIXON, Deputy Managing Editor
in a National Rifle Association ad in
can other legitimate manufacturers.
ACEL MOORE Associate Editor
which the narrator asked plaintive-
In Rosenthal's view, the courts and
Iy: 'If your family's safety is the eat
het
NDA
ened, how much time will you have
has prevented Congress from doing.
to unlock the firearm you depend
"The NRA is the only obstacle to pas-
on for protection?"
sage of national common-sense legis-
The Philadelphia Inquirer
The governor insisted that the safe-
lation related to safety of handguns,'
ROBERT J. HALL, Publisher and Chairman
ROBERT J. ROSENTIAL, Editor and Executive Vice President
ty device was effective, even if he
he said. "Because of the NRA's spe-
SANDRA I. Woon, Associate Managing Editor
wasn't He conceded he would have
cial-interest money and its powerful
WEDNESDAY, APRIL 5, 2000
been wise to have some training with
Washington lobby, America suffers
the device before attempting a pub-
90 gun deaths every day."
lic demonstration. Although it was
Massachusetts Attorney General
not his intention, his inept perfor-
Thomas Reilly is talking with attor-
mance demonstrated that any person
neys general in at least 34 states and
unfamiliar with a handgun's safety
expects that many of them will follow
lock would have a difficult time get-
his effort to help protect the public.
ting the weapon to fire.
Most of the nation's 40 million
WILLIAM J. WARD, Managing Editor
CHRIS SATULLO, Editor of the Editorial Page
In Boston this week, things went
gun owners by far are law-abiding
much better. Massachusetts became
and safety conscious. But the wide-
the first state to enforce consumer-
spread proliferation of handguns
protection regulation of handguns.
continues to be a danger. Handguns
The new law requires handguns sold
kill more than 34,000 Americans ev-
throughout the state to include child-
ery year, 13 children every day and
proof locks, tamperproof serial num-
nearly 400 senior citizens every
bers and safety directions. The law
month. In addition, they are in-
also goes a long way toward banning
volved in more than half of Ameri-
"Saturday night specials," the cheap-
ca's suicides. So many youngsters
ly manufactured and often ineffec-
have died by these weapons that
A18 C
tive handguns commonly used in
such violence has become epidemic
neighborhood killings throughout
and a public-health issue. It is esti-
the country.
mated that $4 billion annually is
Despite such advances, the hand-
spent on medical and psychological
gun problem in America is a long way
treatment of gunshot victims.
form being resolved Massachusetts
With nearly 250 million handguns
took what is just a first, needed step
already on our streets, and so many
that may ultimately create a serious
being manufactured daily, it is insani-
breach in the protective armor front-
ty not to follow Massachusetts in re-
ed by the NRA, the nation's most DOW-
quiring a safety lock for every new
erful Washington Lobby.
handgun, tamper-proof serial num-
Massachusetts' new law affects
bers or penalties for failing to distrib-
every gun dealer and any handgun
ute safety warnings with every weap-
manufacturer intent on doing busi-
on. We have reached a point so criti-
ness in the Bay State.
cal that it is not the least bit alarmist
"Our new law is significant be-
to suggest it is no longer possible, in
cause it is common sense," John
the Constitution's language, to ensure
Rosenthal of Stop Handgun Vio-
domestic tranquility.
lence, a leading gun-control group in
the state, told me yesterday. "If the
Claude Lewis' column appears every
state attorney general is allowed to
other Wednesday. His e-mail address is
regulate toy guns and teddy bears,
[email protected]
Mass. to Enforce Toughest Handgun Rules in U.S. (washingtonpost.com)
Page 1 of 4
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banning the sale of cheap
As Massachusetts Attomey General Thomas
Special Reports
handguns and requiring all
Reilly looks on Monday. a police detective displays
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handguns sold in the state to have
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Massachusetts to include built-in
Go!
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Weekly Sections
child-proofing devices, tamper-
Classifieds
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Source: Handgun Control, Inc.
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The new rules also prohibit the
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sale of handguns without state-
Newsweek.com
approved trigger locks and, for semiautomatic handguns, devices that
BRITANNICA.COM
indicate whether a gun is loaded. Suppliers are further required to
explain to customers how to safely handle and store handguns and use
Toolbox
safety devices.
On the Web
Census information
Federal crime data
Starting today, state officials and investigators will begin inspecting
Economy by region
about 700 federally licensed gun dealers in Massachusetts and will issue
Stateline.org
warnings against the sale of any guns that do not comply with the tough
new standards. Violators will be subject to a civil penalty of up to a
Mass. to Enforce Toughest Handgun Rules in U.S. (washingtonpost.com)
Page 2 of 4
$5,000 fine for each violation, loss of their license to sell firearms and
possible additional charges.
"If they want to do business in Massachusetts, they have to play by our
rules--rules that emphasize safety," said Massachusetts Attorney General
Thomas F. Reilly, flanked by several state representatives and gun
control advocates at an afternoon press conference. "We're imposing
these regulations, and we're going to enforce them right now. They are
not going to have any time. Not a day."
With the gun industry specifically exempted by Congress from federal
Consumer Product Safety Commission guidelines, gun control advocates
said enforcement of the restrictions in Massachusetts will add a
significant new dimension to the ongoing gun control debate should
other attorneys general follow suit, as expected.
The gun industry already has suffered several setbacks. Thirty different
cities and counties have filed 20 separate lawsuits against gun
manufacturers and dealers. And tonight, Maryland legislators gave final
approval to a bill that would make the state the first in the nation to
require built-in locks on all new handguns.
Springfield, Mass.-based Smith & Wesson Corp.--the nation's largest
and oldest handgun manufacturer--recently agreed to implement certain
safety measures in exchange for several lawsuits being dropped.
"These regulations are precedent-setting," said Dennis Henigan, legal
director for the Center to Prevent Handgun Violence in Washington. "It's
possible if enough states do this, the effect will be to impose national
standards."
John Rosenthal, founder and chairman of Stop Handgun Violence in
Massachusetts, agreed. "The attorneys general and the courts can do
what Congress has neglected to do, which is simply regulate guns like
any other dangerous product," he said. "We wouldn't consider selling
cars without seat belts or headlights. Why do we allow the gun industry
to be unregulated?"
The National Rifle Association in Washington declined to comment and
referred a reporter to the Gun Owners' Action League in Northboro,
Mass. An official of the Action League, the state firearms association,
called the attorney general's announcement a "politically motivated and
unnecessary level of bureaucratic intrusion." In a prepared statement, the
Action League also accused Reilly of sending out a message that poor
and minority citizens do not have a right to self-defense in
Massachusetts. Education, not regulation, is the answer, it said.
"The truth is that firearms accidents are at the lowest number since 1903,
despite the fact that the population and the number of guns have
Mass. to Enforce Toughest Handgun Rules in U.S. (washingtonpost.com)
Page 3 of 4
has yet to reduce gun accidents."
Ken Jorgensen, a spokesman for Smith & Wesson, said the manufacturer
anticipates that most, if not all, of its products will be compliant,
pending further review of the finalregulations. Whether other firearms
manufactured and sold by Massachusetts companies and dealers will
comply with the standards remains to be seen.
The regulations now being enforced have been on the books here for a
few years.
They were issued in 1997-one year before Massachusetts legislators
passed the nation's strictest gun control law, which includes many
similar quality and safety provisions. Their implementation was held up
by legal challenges from the gun industry, however, until the
Massachusetts Supreme Judicial Court ruled last year that former
Attorney General Scott Harshbarger had not overstepped his authority by
issuing them under consumer protection laws.
A final judgment earlier this year by a state Superior Court judge upheld
the regulations and gave the gun industry until March 20 to appeal. The
industry failed to meet that deadline, opening the way for Reilly to
implement the regulations for the first time.
As part of his enforcement effort, Reilly said he will order independent
performance testing of firearms. Investigators will conduct sting
operations on dealers they suspect are ignoring customer warning
requirements or are selling guns that do not meet the strict criteria. And
warning labels on firearms sold in Massachusetts will warn customers
that their handgun is not equipped with a device that fully blocks use by
unauthorized users.
"More than 200,000 firearms like this one are stolen from their owners
every year in the United States," the label will read, in part. "In addition,
there are more than a thousand suicides each year by younger children
and teenagers who get access to firearms. Hundreds more die from
accidental discharge."
Reilly said the intent of the new rules isn't to put gun dealers out of
business. "It's our intent to ensure that the guns they sell are safe," he
said.
© 2000 The Washington Post Company
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KIDS KILLED BY GUNS TODAY:
2
NATIONAL GUN LAWS PASSED TODAY:
!
TELL CONGRESS
IT'S TIME TO ACT.
WWW.STOPHANDGUNVIOLENCE.ORG
MEMORANDUM
OF CALL
Previous editions usable
TO: Melanne
YOU WERE CALLED BY-
YOU WERE VISITED BY-
OF
David (Organization) Tan Taylor
PLEASE PHONE
(Enter area code,
DSN
212-807-0496 if necessary)
WILL CALL AGAIN
IS WAITING TO SEE YOU
RETURNED YOUR CALL
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MESSAGE
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EB
DATE
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NSN 7540-00-634-4018
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UNICOR FPI-SST
-
MAY- 7-99 FRI 10:31 AM
P. 1
Lumiere
May 7, 1999
Neera I
VIA FAX: #202-456-6244
Ms. Melanne Verveer
Chief of Staff
know
Office of the First Lady
The White House
B's call Carel him nnaw use been
1600 Pennsylvania Avenue
Washington, DC 20000
Dear Melanne:
regit See me companyn
With all the serious discussion that's going on about youth violence, I've been
repeatedly put in mind of my first film, Dream Deceivers.
your
It's an hour-long documentary about two young men who shot themselves; their
parents sued heavy-metal band Judas Priest, claiming they had been mesmerized
by subliminal messages. The film was broadcast on PBS in 1992, has won a
bundle of awards, and is in wide use by educators. It obviously raises questions
of media and violence, but also ends up deeply probing wider issues of family,
domestic abuse, and cultural denial.
My dad and others have been encouraging me to try and get the film considered
in the current national conversation. I know the White House is organizing a
conference, etc.. Is there someone there I should be talking to about the film and
potential uses for it?
Thanks as always for your consideration. Hope all is well with you and Phil.
Sincerely,
David WAY Van Taylor
Producer/Director
26 WEST 17TH STREET 8ᵀᴴ FLOOR NEW YORK, N.Y. 10011 TEL. (212)807-0796 FAX (212)727-3157
Shortly after we started a dramatics club forty years ago as our own five children
were growing up, the problems of bullying and vandalism in their school and non-
communication within our family vanished. Empathy, joy and excitement took the place
of alienation. I know it can do the same for many, many American families.
Would you please use your power and influence to promote this kind of activity
as one that can to help us get connected with our youth, to help them grow up to be happy
and responsible, not angry and destructive?
Would you please bring this idea first to the attention of your husband, then of
Surgeon General David Satcher, and of the National PTA, of Education Secretary
Richard Riley, of David Geffen whose Dreamworks Studio could certainly mobilize a lot
of right hearted actors to form these Stage Pals groups or Young Actors' teams, and of
Colin Powell's wonderful America's Promise Organization. Their flyers tell of all these
businesses which offer money and volunteers to help kids. We're offering a real,
workable tool for them to use. I will gladly give any and all of whatever we might earn
from the sale of our book to whatever organizations are using them. And I will be glad to
meet with anyone who wishes to start such an activity.
Please give this letter your serious consideration.
Thank you for the gift of your wonderful book, It Takes a Village. I wish it could
be made required reading for all Americans.
And I hope you will be elected to the Senate. We need you there.
Sincerely,
Lenba Peterson
O 'Connor
FROM THE OFFICE OF DR. CAROLE OWENS BOX 1207 STOCKBRIDGE, MA 01262
May 1, 1999
Dear Lenks and Dan,
I would like to lend my support to your plan to integrate programs to "help young people discover
the creative outlet of theater" into the schools. Your book Kids Take the Stage outlines a meaningful
program to address the youth violence problem. It is not an artsy-craftsy frill, but a genuine
alternative to and discouragement of youth violence.
As you know, in 1982, I wrote The Speciator Syndrome in the form of a report to Senator Denton's
Committee on children, violence and television. In it I wrote, "The Spectator Syndrome is the
emerging youth problem and if unchecked may be more devastating than the runaway and drug
problems of the last decade combined" I predicted the result would be increased youth violence. It
said simply that we could not relegate the entire youth population to the role of spectators. If we did,
we could not expect they would be able to evaluate consequences, observe boundaries, distinguish
between right and wrong, honor life and property, and grow up with a sense of responsibility. In
short, they would act as spectators believing they were unable to effect and unaffected by the
outcome of the real game, life.
The Spectator Syndrome was not, as far as I know, included in the final committee report. I thought
then it was because it did not tap into favored solutions - blame parents, blame TV programmers.
thank now, it was because no one knew what to do next if the theory was right. You two have a piece
of the solution with Kids Tuke the Stage.
Any developmental psychologist will tell you that teens will go through stages that can not be altered.
They will shock adults from the safety of peer groups. They will rebel in the search for
individuality They have energy. Adults have two choices: lend a hand in directing all that energy and
purpose or let the teens do it. The former is preferable. Teens also invariably telegraph their punches.
Adults will know. therefore, with whom to intervene.
The stage directs and exhausts energy, It uncovers individuality; it requires discipline. There are
consequences for bad acting. It makes the youth a player.
I hope you will get all the support you need to begin to put back in the schools programs we
carelessly threw out calling them extracurricular The emotional and social development of our youth
is no less important than intellectual development. The fear many parents feel today about even
disciplining their children, leave a portion of that task to outside agencies by default.
Good luck and if I can help in any way. let me know.
Sincerely,
Carole awea
EQUITY ASSOCIATION
Jan/Feb 1999
Volume 84
Number 1
Equity
1913
AFL-CIO
News
THEATRE
A Publication of Actors' Equity Association
NEWS FOR THE THEATRE PROFESSIONAL
www.actorsequity.org
Periodicals Postage Paid a
Book PALS
Keeps Going
and Growing
Book PALS (Performing Artists
Volunteers are needed for both
for Literacy in Schools), the vol-
programs. The time commitment is
unteer program which brings per-
modest. but the rewards are abun-
formers into public schools to read
dant. You can volunteer to read one
aloud to youngsters. is beginning
hour per week at one school
its seventh year and according to
throughout the school year. or one
New York Chair (and Equity mem-
or more mornings per month as
ber) Mary Stuart, "our stats are
part of a group of four readers at
pretty impressive. We have over
one of three schools outside of
200 Book PALS in New York read-
Manhattan (transportation is pro-
ing to more than 6.000 kids every
vided for these trips). or you can
week in 62 schools. and another
be a substitute reader. filling in for
1.500 once a month. We have
others on an as needed/as available
3.200 children in the Reading Club
basis.
in ten schools. So we've really
To volunteer or to learn more
grown."
about Book PALS in New York.
There new priotipro
call the Program Coordinator at
Enect State:PAL STPerforming And
(212) 827-1446.
Learning Stagecraft Equity mem
Book PALS has grown nation-
ber Lenka Peterson sworking.on
ally. as well. The program originat-
this siprogram which uses-K Take
ed under the auspices of the Screen
The Stage mboo rotering
Actors Guild Foundation in Los
1997 with Sher
Angeles and is now in San Fran-
O'Connor. and foreword by
cisco. Las Vegas. San Diego.
Pau Newman The book 1s
Chicago. Phoenix and Minneapo-
primer's for choosing
lis/St. Paul. For information in
directing and producing shows
these cities check with the SAG
with chi Idren.providi ngexercises.
Foundation. 5757 Wilshire Boule-
games and mprov to he
vard. Los Angeles. CA
in the process
PHOTOCOPY
PRESERVATION
-
THE WHITE HOUSE
neera
Ia them a particular
mpm you think should
lee sent to Dr. Keery ?
Thouls. alice
ODU CHILD STUDY
TEL 804-683-5593
May 07,99 15:42 No.005 P.02
OLD DOMINION UNIVERSITY
Darden College of Education
Early Childhood, Speech Language Pathology and Special Education
Norfolk, Virginia 23529-0136
Phone: (757) 683-4117
Date: May 7, 1999
To:
The First Lady, Mrs. Hilary Clinton
The White House
1600 Pennsylvania Ave, NW
Washington, D.C. 20002
From: Dr. Katharine C. Kersey
Professor and Chairperson
Department of Child Study
Old Dominion University
Chairperson
Norfolk, Virginia 23529
(757) 683-4121
Early Childhood
Re:
White House Conference on Children
Kindergarten
(757) 683-3543
I am very Interested in being a part of the White House Conference on Children.
Special Education
(757) 603-3226
I have a passion for children and feel that I could convey that passion and help
Speech Languago
the parents in America to understand the Importance of their Job in the following
Pathology
(757) 683-4117
three ways:
FAX: (757) 683-5593
1) Mandating an 8-hour parenting class for all expectant parents (to be a part
of obstetrical and pediatric care) - fashioned like the 8-hr. Lamaze classes and/or the
8-hr. drivers-training class.
2) Creating public service announcements (PSA's)- 30 seconds long - where
parents could see their influence in a child's life (i.c., a scenario where the parent is
seen lashing out at his child - and then - immediately following - the child lashing out,
in a similar fashion, at his younger sister/dog or doll).
3) Starting a "No-spanking" campaign - like the "No-smoking" campaign
which can change the attitudes of parents - like the no-smoking campaign has
changed the attitudes of all Americans toward smoking. (This campaign would
emphasize the Importance of discipline and offer 101 alternatives to corporal
punishment.)
I am a university professor, have just been named University Professor (for
exemplary teaching), have written four books on parenting, have been on the Oprah
Winfrey Show, and am Я local lecturer, consultant and TV expert in the area of
parenting.
I can be reached at Old Dominion University - 757 - 683-4121
or at home - 3805 Shoreline Drive, Portsmouth, Va. 757 - 484-7869.
Old Dominion University is an equal opportunity, affirmative action institution.
ODU CHILD STUDY
TEL : 804-683-5593
May 07,99
15:42 No.005 P.01
Scheduley
OLD DOMINION UNIVERSITY
wants Karly
mental. health
coaf:
Darden College of Education
Early Childhood, Speech Language Pathology and Special Education
Norfolk, Virginia 23529-0136
Phone: White (757)683-4117 House Conference on Children
akaws
Hither
Fax n
send melissa to"
1
Name:
The First Lady, Mrs. Hilary Clinton
Chairporson
Organization:
The White House
(757)683-4121
Fax:
202-456-2461
Early Childhood
Kindergarion
(757) 683-3343
From:
Dr. Katharine C. Kersey
Special Education
Date:
May 7, 1999
(757) 683-3226
Subject:
White House Conference
Speech Language
Pages:
2
Pathology
(757)683-4117
FAX: (757) 683-5593
Old Dominion University In an equal opportunity, affirmative action institution.
MAY-05-1999 17:58
SAVE THE CHILDREN
203 221 4082
P.01/02
ASK
M
ATT
Save the Children U.S. Programs
Date
May 5, 1999
Number of pages including cover sheet
2
TO:
Ms. Neera Tanden
FROM:
Catherine Milton
Office of the First Lady
Executive Director
Phone
Phone
203-221-3730
Fax
202-456-9412
Fax Phone
203-221-4082
REMARKS:
[]
Urgent
[]
For your review
[]
Reply
[]
Please Comment
ASAP
MAY-05-1999 17:58
SAVE THE CHILDREN
203 221 4082
P.02/02
Y
Save the Children.
WEB OF SUPPORT FOR U.S. CHILDREN™
Catherine Milton
Executive Director
May 5, 1999
Ms. Neera Tanden
Office of the First Lady
Old Executive Office Building, Room 100
Washington, DC 20500
Dear Ms. Tanden:
I write in reference to your upcoming White House Summit Meeting on Youth and Violence that will
take place next Monday. I commend your decision to convene the summit. However, there is one
constituency that I think has been overlooked, the youth of America.
Adults acting out of adult concerns about teen-agers is not enough. We must listen to the young people
of America to learn from them what is happening in their world. We need to know the pressures they
face, their fears, and what they think their parents, schools, and legislators should do about it. Dr. Martin
Luther King, Jr. said so simply, "Violence, at its root, is the voice of the unheard. We must hear the
voice of youth.
Just last week, Save the Children gathered some 100 young people together for a Youth Summit Meeting
on Capitol Hill. The theme of the day, "Ask Me.. Please!!! I'm Part of the Solution," is illustrative of
Save the Children's belief that young people's opinions must be heard and weighed when decision-
makers are designing legislation affecting children. Coming from big cities or small, urban centers or
rural settings, the youth found that no matter their background, they were all facing similar challenges.
The youth poignantly reminded senators, their staff and the media that adults and youth must work
together if we hope to create a better society for all."
We urge you, to include young people in this historic meeting. We can work with you to bring to the
meeting a representative cross-section of teens, the same kind of demographically and geographically
diverse group that attended our conference. Invited youth might include:
Jahmy Hines, Los Angeles, Jocelyn Billy, Chinle, AZ, Jared Pyle, White Oak, Tennessee
Kelvia Flores, Bridgeport, CT, Audrey Ingalls, San Francisco, CA, Theressa Lee, Dermott, Arkansas
We can also provide adults skilled in facilitating sessions with youth. I will contact your office
tomorrow to see if we can be of assistance. Thank you for your consideration and for taking leadership
in this manner.
Catherme Mith Sincerely,
Catherine Milton
Executive Director
54 Wilton Road, Westport, Connecticut 06880
tel 203-221-3730 / fax 203-221-4082 / email [email protected]
Nicole R. Rabner
05/05/99 01:45:55 PM
Record Type:
Record
To:
Neera Tanden/WHO/EOP@EOP
CC:
Subject: May 10th
This came from Karen Finney, who now works at Scholastic, Inc., wanting someone from Scholastic to be
in the mix for consideration for the 10th. I told her that it looks VERY unlikely, given the size and nature of
the convening, but will you pls put this person in the mix? Thanks.
Forwarded by Nicole R. Rabner/WHO/EOP on 05/05/99 01:42 PM
Evan Ryan
05/03/99 12:42:56 PM
Record Type:
Record
To:
Nicole R. Rabner/WHO/EOP@EOP
CC:
Subject: May 10th
Here is Finney's conference attendee candidate
Forwarded by Evan Ryan/WHO/EOP on 05/03/99 12:42 PM
[email protected]
05/03/99 11:25:00 AM
Record Type:
Record
To:
Evan Ryan@eop
CC:
Subject: May 10th
Hi Evan - Here's the info on the person we'd like to send:
Dr. Ernest Fleishman, Senior Vice President, Education and Community
Relations at Scholastic. Dr. Fleishman is a former Superintendent of
schools in Connecticut and I believe is on the Board at the Harvard School
of Education (I have to confirm that) He has been with Scholastic for 11
years and is well known and respected in the education community (in fact he
was at the white house a couple of weeks ago with the National Teachers of
the Year, a program that Scholastic sponsors). Dr. Fleishman is primarily
responsible for our relations with the education community and for our
numerous community relations programs. A primary area of focus for him is
our National Advisory Boards which bring together teachers and other members
of the education community several times a year to advise us on our
educational and entertainment products.
I had heard that the event on the 10th will focus somewhat on the media and
the internet, here are a few points about Scholastic and what I think we
could contribute to the discussion:
We are one of the largest content providers for kids, teachers and parents
-- our products, classroom magazines ( including a magazine for High School
students that we co-publish with the New York Times), the Scholastic Network
(an internet service for schools), in-school marketing programs, curriculum
materials, trade books etc. are in 90% of K-12 grade schools in the US in
one way or another.
Through our advisory boards and outreach to teachers we constantly get
feedback from teachers and parents that we use to influence both our
educational and our entertainment products for kids.
We are also VERY conscientious about age appropriateness when we market a
particular product to kids. For example, our TV show and popular book
series, Animorphs which airs on Nickelodeon, is geared towards pre-teens and
we are very careful to reinforce that it is not a show for small children.
We have also had an incredible amount of feedback and comments from kids
about the events in Colorado on the Scholastic News magazine website.
Additionally, we have a piece up on the site that deals with the events in
Kosovo which was featured in USA Today last week and has also had an
overwhelming response from kids trying to understand and share their
thoughts and comments.
Thanks Evan, I wanted to give you enough info to justify why I think
Scholastic could play a really important role at an event like this. If
there's anyone else I should call or send this message to, let me know.
Ernie is here in San Diego with me at a teacher's conference, as a matter of
fact, but, his contact number is: 212-343-6633, and he can and will
definitely attend if invited. I can be reached at: 619-234-1500, room 1863.
thanks again.
Finney
050312BR.TXT
From:Carl Bell, M.D.
To:Neera Tanden
Page 1 of 18, 5/9/99 1:46 PM
Facsimile Cover Sheet
To: Neera Tanden
Company:
Phone:
Fax: (202) 456 - 2878
From: Carl Bell, M.D.
Company: Community Mental Health Council
Phone: +1(773)734 - 4057 x204
Fax: +1(773)734-6447
Date: Sunday, May 09, 1999
Pages including this
cover page: 18
Comments:
Dear Ms. Tanden: This is an outline of a paper I am presenting at
the American Psychiatric Association in 10 days. It is more
comprehensive than the outline I sent you on last Thursday. I think
you will find it very timely.
From:Carl Bell, M.D.
To:Neera Tanden
Page 2 of 18, 5/9/99 1:46 PM
STRATEGIES FOR THE PREVENTION OF YOUTH VIOLENCE
Carl C. Bell, M.D. - C.E.O. Community Mental Health Council
Sue Gamm, Ph.D. - Special Services Chicago Public Schools
Paul Vallas - C.E.O. Chicago Public Schools
Phillip Jackson - Chief of Staff Chicago Public Schools
OBJECTIVES
Participants will learn about the different types of violence.
Participants will learn theoretical and practical psychiatric principles that guide
community psychiatry consultation.
Participants will learn about specific programs the Chicago Public Schools have put
into place to prevent and intervene in violence among youth.
Introduction
In a national survey of nearly 22,000 students in private and public schools, approximately
13% of youth reported knowing of a student who brought a gun to school in the FY96
school year.
In CDC's 1995 Youth Risk Behavior Surveillance study, 7.6% of 11,000 youth in grades 9
- 12 reported carrying a gun the month prior to the survey.
Fortunately, to date there have not been any shootings that have taken place in Chicago
Public Schools.
There is no question, however, that Chicago youth experience violence in the community.
Since January 1998, 22 CPS youngsters between the ages of 8 and 18 years were
violently killed in the community.
DIFFERENT TYPES OF VIOLENCE
Group (Mob) Violence
Individual Violence
Systemic Violence
War
Racism
Sexism
Institutional
Hate-crime Violence
Terrorism
MULTICIDE - Mass murder, murder spree, serial killers
Psychopathic Violence
Predatory Violence
1
From:Carl Bell, M.D.
To:Neera Tanden
Page 3 of 18, 5/9/99 1:46 PM
Interpersonal altercation Violence
Domestic violence
Child abuse violence
Elder abuse violence
Peer violence
Drug-related Violence
Systemic
Pharmacological
Economic
Negligence
Gang-related Violence
Violence by Mentally III
Suicide
Homicide
Violence by Organically Brain Damaged
Legitimate / Illegitimate Violence
Non-lethal Violence/Lethal Violence
African-American youth 16-20 years old suffered nonfatal gunshot injuries at a rate
of 681.1 per 100,000; Latino youth at a rate of 329; 85.1 for Asian and other youth,
and 26.5 for Caucasian youth in California in 1994.
REFERENCES
Bell CC. "Community Violence: Causes, Prevention, and Intervention". Journal of the
National Medical Association, Vol. 89, No. 10: pp. 657 - 662, October 1997. -
Discussed the various types of violence and gives prevention, intervention, and
postvention strategies for each type of violence.
Violence in Different Ethnic Groups - General
In most murder cases involving a white or black victim, the offender was of the same
race of the victim.
Poverty and social infrastructure account for the vast differences in rates of violence
between African-Americans and Whites.
African-American rates are six times & Latino rates are 2.3 times the Native America,
Asian, & White rates of homicide.
Violence in Different Ethnic Groups - African-American
Interpersonal Altercation violence is a major from of violence occurring in the African-
American community
Domestic homicide continues to be a problem in the African American community, but
African American women are no longer killing more African American men than vice
versa.
2
From:Carl Bell, M.D.
To:Neera Tanden
Page 4 of 13, 5/9/99 1:46 PM
Violence in Different Ethnic Groups - Latino
Gang-related violence is a major form of violence occurring in the Latino community
Latino men are not known to perpetrate domestic homicide.
Latino men tend to perpetuate violence in the street and, while gun violence
predominates, there is a greater use of knifes.
Violence in Different Ethnic Groups - Native American
Interpersonal altercation violence is a major form of violence in the Native American
community.
Forty percent of Native American murder victims were killed by an offender who was not
Native American
In 33% of the cases the offender was white.
Violence in Different Ethnic Groups - White
Suicide is a major form of violence occurring in the White community
Whites are the majority of offenders in Anger/revenge & Domestic/romantic related
mass murder
In Anger/revenge & Domestic/romantic related mass murder there is a significant
suicide dynamic
MASS MURDER
Anger/revenge: Specific persons(s) target - White 66.5%
Attempting Suicide 66.7%
Anger/revenge: Specific place target - White 76.5%
Attempting Suicide 38.9%
Anger/revenge: Diffuse target - White 80.0%
Attempting Suicide 30.0%
Domestic/romantic related - White 57.1%
Attempting Suicide 28.6%
Direct interpersonal conflict - White 60.0%
Attempting Suicide 0%
Felony related - White 41.7%
Attempting Suicide 0%
Gang motivated - White 0%
Attempting Suicide 0%
Political - White 0%
Attempting Suicide 0% (Not including the Oklahoma bombing)
REFERENCES
Bell CC & Jenkins E. "Prevention of Black Homicide". In The State of Black America -
1990. J. Dewart (Ed), New York: National Urban League, 1990, pp. 143-155.
3
From:Car] Bell, M.D.
To:Neera Tanden
Page 5 of 18, 5/9/99 1:46 PM
Petee TA, Padgett KG & York TS. Debunking the Stereotype - An examination of mass
murder in public places. Homicide Studies, Vol. 1, No. 4: 317 - 337, Nov. 1997
PRINCIPLES
REBUILDING THE VILLAGE
PROVIDE ACCESS TO HEALTH CARE
IMPROVE BONDING, ATTACHMENT, & CONNECTEDNESS DYNAMICS
IMPROVE SELF-ESTEEM
INCREASE SOCIAL SKILLS
RE-ESTABLISH THE ADULT PROTECTIVE SHIELD
MINIMIZE THE RESIDUAL EFFECTS OF TRAUMA
THESE PRINCIPLES ARE INTERDEPENDENT
REBUILDING THE VILLAGE
Dr. David Satcher, U.S. Surgeon General once asked me "How do you deliver public
health interventions in communities that lack infrastructure?" My answer, several years
later, was that there had to be a facilitator that helped the community develop
infrastructure by developing community partnerships.
There is evidence that school-based interventions that shift how high risk children are
managed can reduce risk
Increase parental involvement in school and collaboration with school personnel can
reduce risk, particularly for in-school violence.
Partnering with community-based secular and non-secular organizations to foster
programmatic activities designed to reduce violent and disruptive behavior by and
against youth in the schools and surrounding communities is designed to share the
vision of a violence free environment.
By emphasizing the shared vision a facilitator is able to encourage a mission driven
philosophy that encourages diverse elements within society to attach to the mission and
place the mission above less important driving forces.
By emphasizing the ecological relationships between diverse elements in a community
the facilitator is able to encourage attachment/affiliative/approach behaviors between
these elements.
Further, emphasizing the ecological relationships encourages the development of
systems thinking.
By providing leadership to the diverse elements that consist of community, the facilitator
encourages religious, business, social service, health, educational, civic, social, and
other organizations to participate in an assessment of the nature and size of the violence
problem.
http:/ahecpartners.org - for Coalition Building Tips
CPS INTERFAITH COMMUNITY PARTNERSHIP
Partners with the religious community to increase attendance, improve school
environments, provide positive role models, and create activities for youth
4
From:Car] Bell, M.D.
To:Neera Tanden
Page 6 of 18, 5/9/99 1:46 PM
Provides support to 12 religious-school-community partnership networks in each of the
CPS regions
Coordinates anti-violence marches with religious communities throughout the city
Network provides assistance in mentoring programs, off site detention and community
service program and assistance with after school homework centers.
Walking - Men School Bus recruits men to escort children to and from school
CPS YOUTH OUTREACH WORKERS
Started during the Safe Schools, Safe Neighborhoods Summer '98 initiative, trained 100
Violence Intervention Program Specialists (VIPS) comprised of off-duty police,
community members, parents, teachers, and social workers to provide positive
alternative activities for youth in high crime areas
Created referral service network, which reported and provided follow-up services for
over 2,000 referrals, including suicide ideation, recreational activities, job preparation,
orientation, and placement, gang detachment, housing relocation issues
Facilitated collaborative partnerships with over 50 governmental and city agencies and
community-based organizations
SCHOOL-COMMUNITY ACTIVITIES
CPS Englewood Youth Violence Prevention
CPS and community-based plan to reduce crime and violence for three schools in the
West Englewood community
Intervention and prevention activities include programs designed to ensure that youth
comply with curfew laws and intervention with gang members to reduce gang activity
Provides tutoring, family strengthening services, and social services
CPS Logan Square Neighborhood Association (LSNA)
Will create up to five community learning centers to serve families in adult education;
children and youth education; and recreational programming
Will provide homework assistance, child care, and other family focused activities
Over 400 parents have been trained by LSNA and placed in classrooms where they
tutor children and assist the teacher
CPS Back of the Yards Neighborhood Council
Five schools and community agencies partnered with Back of the Yards Peace Coalition
to coordinate efforts with parents in violence prevention activities
Facilitated hiring and training of parent patrols and parent attendance officers
Evening sports program
CPS Near North Ministry Alliance
Alliance of local churches, organizations, residents, schools, and law enforcement in the
Cabrini- Green community.
Seeks to increase safety of students, parents, and school staff, and increase
attendance and learning environment
CPS Blocks Together
25 parents in five West Humboldt Park community schools serve as parent attendance
officers to promote safety around school communities and to encourage attendance
CPS REGION ANTI-VIOLENCE WORKSHOPS
5
From:Carl Bell, M.D.
To:Neera Tanden
Page 7 of 18, 5/9/99 1:46 PM
Summer regional workshops address violence issues impacting schools and their
surrounding communities
Through collaborative relations with the Local School Councils, Chicago Police
Department's Community Action Policing (CAP) program identify community resources
CPS YOUTH VIOLENCE INTERVENTION TASK FORCE
Agencies working on issues involving violence prevention meet regularly with the
Chicago Public Schools to identify and coordinate existing resources for school
communities
REFERENCES
Sampson RJ, Raudenbush SW, & Earls F. Neighborhoods and violent crime: A
multilevel study of collective efficacy. Science 277: 918-924, August 15, 1997 - Notes
communities with social infrastructure have less violence due to the prevention of
promulgation of such behaviors.
Shaw C.R. & McKay H. Juvenile delinquency and urban areas. Chicago: University of
Chicago Press, 1942 - Social disorganization theory of deviance suggesting that few job
opportunities, poverty, single-headed households, isolations from neighbors, and
weakened community friendship networks and community institutions lead to reduced
informal and formal social control.
Elliott DS & Tolan PH. Youth Violence Prevention, Intervention, and Social Policy. In
Flannery DJ & Huff CR (Eds). Youth Violence: Prevention, Intervention and Social
Policy. Washington, D.C.: American Psychiatric Press, 1999, p 3 - 46 - Notes
community organization efforts are producing promising results, although it is difficult to
conduct experiments that permit traditional scientific criteria to be applied
HEALTH CARE
There is evidence that children with high exposure to lead may be predisposed to
violence.
There is evidence that children who have ADHD may be predisposed to violence.
There is evidence that neuropsychiatric disorders may predispose individuals to
violence.
As Neuropsychiatry becomes more sophisticated, psychiatric diagnosis of some
causes of violent behaviors will become more specific.
As Neuropsychiatry becomes more sophisticated, psychiatric treatment of some
causes of violent behaviors will become more specific.
Without developing the infrastructure to provide these more sophisticated services,
communities with the greatest need will be the last to receive appropriate health care
that can prevent some cause of violence.
At least 1/3 of male juvenile delinquents have an impairing mental disorder that has
usually not been adequately treated (not counting conduct disorder). Two of the more
common mental disorders among this group (ADHD & depression) are treatable. Many
of these children also have a substance abuse diagnosis.
Juvenile offenders may constitute a high risk group for exposure to multiple types of
6
From:Carl Bell, M.D.
To:Neera Tanden
Page 8 of 18, 5/9/99 1:46 PM
trauma and the development of PTSD as one study found the prevalence rate of such
disorders at 24%.
PREVENTION OF ACCIDENTS AND BRAIN AND SPINAL CORD INJURIES
Collaboration between U of C, CPS, and Think First Foundation to present training
workshop
500 teachers (high school PE, school Nurse, OT and PT) trained to teach high school
students how to avoid accident and brain and spinal cord injuries
Each high school received a model of the brain safety video tapes, and a Think First
Training Manual
CPS HEALTHY KIDS/HEALTHY MINDS Ensure all children have access to primary
health care and social services to promote healthy social and physical development.
For under and uninsured students, provides free hearing aides and eye examinations
Dental screening and cleaning provided for all elementary students
Linkages established between 300 schools and social service agencies and health
agencies
CPS KID CARE - Ensure all children have access to primary health care and social
services to promote healthy social and physical development.
As a pilot school-based outreach program of the U.S. Department of Education, CPS is
collaborating with community health agencies and the Illinois Department of Public Aid
to expand the number of eligible children and families for Medicaid and public insurance
Expanded coverage enables children greater access to school-community health and
social services
REFERENCES
Moffitt TE. Neuropsychology, antisocial behavior, and neighborhood context. In McCord
J (ed). Violence and Childhood in the Inner City. United Kingdom, Cambridge University
Press, 1997, p. 116 170 - Notes how impaired acquired neurophysiology can lead to
difficulty in bonding/attachment dynamics, social skills and impulse control.
Klein RG, Abikoff H, Klass E, Ganeles D, Seese LM, and Pollack S. Clinical efficacy of
methylphenidate in Conduct Disorder with and without Attention Deficit Hyperactivity
Disorder. Archives of General Psychiatry Vol 54: 1073 - - 1080, December 1997.
Burton D et al. The relationship between traumatic exposure, family dysfunction, and
post-traumatic stress symptoms in male juvenile offenders. J Traumatic Stress, Vol. 7,
No. 1: p. 83 - 92, 1994.
BONDING AND ATTACHMENT DYNAMICS
Provide educational opportunities for infants, toddlers, and preschoolers, and their
parents.
This strategy creates the Ah Ha experience or the sense of personal mastery that allows
for the development of a strong bond or attachment.
Provide opportunities for parents to bond with their infants.
This strategy allows for infants to grow up with basic trust and security that provides the
groundwork for later relationships in life that may be necessary to prevent violence or
7
From: Carl Bell, M.D.
To:Neera Tanden
Page 9 of 18, 5/9/99 1:46 PM
intervene in violence.
Provide an opportunity for parents and youth to become attached to one another.
Improving intra family relations can reduce risk for serious antisocial behavior and
violence
closeness
positive statements
communication clarity
emotional cohesion
Family relationship processes - attributes of the family
Beliefs and values held by the family
Emotional warmth between family members
Support provided by family members
Organization and communication among family members
Low levels of parental warmth, acceptance, and affection and low levels of cohesion and
high levels of conflict and hostility have been associated with delinquent and violent
behavior
CPS PARENTS AS TEACHERS FIRST
Approximately 600 CPS parents hired from over 80 schools as parent-tutor mentors
Act as mentors to parents in their homes to prepare pre-schoolers for kindergarten by
providing developmentally appropriate activities
Provides academically enriched opportunities for pre-schoolers, including attention to
socially appropriate behavior, and employment opportunities for parents
Links educational programs with agencies such as Illinois Department of Children and
Family Services and Chicago Department of Human Services
Served over 2,000 pre-schoolers last year
CPS CRADLE TO CLASSROOM
26% of White females reported pregnancy as a motive to drop out; 31% of Hispanic
females reported pregnancy as a motive to drop out; 34% of Black females reported
pregnancy as a motive to drop out
Collaborative initiative with Chicago Department of Public Health, six hospitals, and
other agencies for pregnant and parenting teens
Trains teens in the development of parenting skills and accessing community resources
Provides counseling to new mothers around issues of domestic violence
Provides teens access to prenatal, nutritional, medical, social, and child care services
Has significantly reduced drop-out rate of teens in the program
Last year there were 1,100 girls with babies in CPS
The program had decreased the teen mom dropout rates
Last year 228 of them graduated.
100 went on to college
These girls only have one child despite having the children at very young
ages.
CPS EXPANDED EARLY CHILDHOOD SERVICES
Increased the number of classrooms for pre-school children so that approximately
8
From:Carl Bell, M.D.
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25,000 of them, including children with disabilities, are receiving educational services
More pre-school children will receive educational services through contractual
arrangements with over 40 private and public community-based agencies
Provide quality preschool activities for all children
Identification of children with attachment disorders - 0 to 3 programs
Parent/Nursing Home Visitation Programs
Head Start
Provide opportunities for youth to become attached to their schools.
Expand the school day and school year to provide structured academic activities and
recreational activities for children after the regular school day, including a nutritional
dinner meal, and during the summer.
Promote the use of school uniforms.
CPS SCHOOL UNIFORMS
Each Local School Council is required to vote on whether to enact a uniform or dress
code policy for the school
75% of Chicago public schools have implemented a uniform or dress code policy
CPS SUMMER PROGRAMS
Hosted the largest school-based summer program for Chicago students
Academic program provided intensive structured instruction for children who did not
meet academic promotion standards, for children with significant disabilities, and for
children with limited-English-proficiency
Regional competition and camping experiences provided athletic and recreational
opportunities
CPS McPREP LIGHTHOUSE PROGRAM
Provides educational and recreational services after school, and a nutritional cold or hot
meal
Community partnerships with parental involvement
Expanded from 248 schools last year to 300 schools in 1998-99
Funded, in part, by Ronald McDonald Children's Charities
Additionally, all high schools and many elementary schools have competitive and
noncompetitive athletic and sports programs after school
Increase student attendance and reduce youth drop-out.
Truancy prevention.
Alternative Schools for youth returning to school.
CPS TRUANCY HOT LINE
24-hour hot line takes calls from individuals to identify youth who are truant from school
Staff follow-up to ensure that youth return to school
Last year, a 15 year-old child who had never been to school was identified through the
Truancy Hot Line
CPS TRUANCY PREVENTION
At least two truancy outreach workers at every high school follow-up on students who
have unexcused absences, provide counseling services, visit and call youth and parents
at home, and daily monitor attendance
9
From:Carl Bell, M.D.
To:Neera Tanden
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Regional staff work with all schools to provide assistance in developing programs to
improve student attendance
CPS HISPANIC DROP OUT PREVENTION
To address the high dropout rate among Hispanic teens, alternative educational and
extra-curricular activities are offered to all at-risk students of schools where at least 48
percent of the student population is Hispanic
Currently, 15 high schools are participating
CPS ALTERNATIVE SCHOOLS FOR YOUTH RETURNING TO SCHOOL
30 schools organized in cooperation with community and social services agencies
provide educational services for students who return to school after having dropped out
Small class sizes and support services are provided through individual learning plans
for each student
REFERENCES
Pinderhughes CA. Differential bonding: Toward a psychophysiological theory of
stereotyping. American Journal of Psychiatry 136: 33-37, January 1979 - Explains the
psychophysiology of bonding and attachment behaviors.
Pinderhughes CA. Managing paranoia in violent relationships. In Usdin G (ed).
Perspectives on Violence. New York, Brunner/Mazel, 1972, p. 111-139 - Outlines the
importance of attachment behaviors in violence prevention & intervention efforts.
Resnick MD, Bearman PS, Blum RW, et. al. Protecting adolescents from harm -
Findings from the National Longitudinal Study on Adolescent Health - Journal of the
American Medical Association, Vol. 278, No. 10: 823 - 832, September 10, 1997.
Family Variables:
Parent connectedness
Parent/school expectations
School Variables:
School connectedness.
Individual Variables:
History of victimization/witnessing violence
Weapon carrying
Perceived risk of untimely death.
Borduin C, Cone L, Mann B, et al. Changed Lives: The Effects of the Perry School
Preschool on Youths Through Age 19. Ypsilanti, MI: High Scope Press, 1985 - Notes
improving intra family relations can reduce risk for serious antisocial behavior and
violence
Farrington DP: Early predictors of adolescent aggression and adult violence. Violence
and Victims 4: 79 - 100, 1989
Henggeler SW, Melton GB, Smith LA. Family preservation using multi-systemic therapy:
An effective alternative to incarcerating serious juvenile offenders. J Consult Clin
Psychol 60: 953 - 961, 1992
Tolan PH and Lorion RP. Multi variate approaches to the identification of delinquency-
proneness in males. Am J Community Psychol 16: 547 - 561, 1988 - Notes low levels of
parental warmth, acceptance, and affection and low levels of cohesion and high levels of
10
From:Carl Bell, M.D.
To:Neera Tanden
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conflict and hostility have been associated with delinquent and violent behavior
Tolan PH, Gorman-Smith D, Zelli A, et al. Assessment of family relationship
characteristics: A measure to explain risk for antisocial behavior and depression in
youth. Psychological Assessment 9: 212 - 223, 1997 - Defines family relationship
processes
SELF ESTEEM
Sense of Power
A feeling competent to do what they must.
Sense of Uniqueness
Acknowledging and respecting the qualities and characteristics about themselves that
are special and different
Sense of Models
Models that they can use make sense of the world.
Sense of Being Connected
Feeling satisfaction from being connected to people, places or things
Sense of Power
Incorporate in the school curriculum high school service learning requirements.
Transform learned helplessness into learned helpfulness.
Improve the academic performance of all students by requiring students teachers,
administrators, and schools to be accountable.
Improve the academic performance of all students by providing learning outcome
standards and relevant staff development.
Develop lesson plans consistent with the standards and making them available to
teachers.
Improve the academic performance of all students by establishing a rigorous high
school core curriculum, junior and senior high school academies, and advisories.
Expand the International Baccalaureate programs to 13 high schools.
Establish six regional high schools with academic entrance criteria.
Improve the academic performance of all students by collaborating with area colleges
and universities to provide college courses for motivated and able students.
Provide individualized strategies for children having academic difficulty.
Provide tutoring services.
Establish smaller class sizes and specialized curricula for retained students.
Establish transition centers for retained students of high school age.
Sense of Uniqueness
Provide youth the opportunity to find their unique talent.
Acknowledging and respecting the qualities and characteristics about themselves that
are special and different
Sense of Models
Incorporate in the school curriculum information and practice on how youth may avoid or
prevent violence.
Assist youth in developing values.
11
From: Carl Bell, M.D.
To:Neera Tanden
Page 13 of 18, 5/9/99 1:46 PM
Provide youth with character education.
Provide youth with conflict resolution skills.
CPS CHARACTER EDUCATION
Pre-K through 12th grade curriculum provides educational strategies for strengthening
and supporting positive character development
Objectives include instruction to reduce racial, ethnic, and religious intolerance
PROVIDE YOUTH WITH MODELS ON HOW TO:
Communicate
Solve Problems
Provide Leadership
Manage Resources
Remove Barriers to Success
Plan
Bell CC. "Promotion of Mental Health Through Coaching of Competitive Sports".
Journal of the National Medical Association, Vol. 89, No. 8, p. 517 - 520, August
1997. - Suggests that constructive activities help youth develop social skills and self-
esteem which reduces engagement in risky behaviors.
Sense of Being Connected
Provide opportunities that encourage attachment to valued people, places, and activities.
Mentoring
Sports
ROTC
Academic Clubs
SOCIAL SKILLS
Provide educational opportunities for infants, toddlers, and preschoolers, and their
parents.
This strategy creates the opportunity to develop life skills and social skills necessary to
prevent and intervene in violence.
All of the successful family interventions have combined behavioral parent training
techniques with other intervention components based in family systems theory that are
designed to improve family relations
Discipline
Use of positive parenting
Effectiveness of discipline
Avoidance of discipline
Supervision and monitoring of the child
Extent of involvement
Knowledge of child's activities and whereabouts
Provide youth with opportunities to serve their community, resolve disputes peacefully
and develop leadership skills that will enable them to model and promote healthy
alternatives to violence:
12
From:Carl Bell, M.D.
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Teen Court
Peer Leaders
Young Negotiators
Mentoring
Service Clubs
CPS PEER LEADERS
Elementary and high school students are taught peer mediation, conflict resolution, and
anger management skills.
In 1997-98, 125 elementary schools, 65 high schools, and approximately 2,700 students
participated
CPS YOUNG NEGOTIATORS
Teaches students negotiation skills.
Will reach 25 schools and about 500 students will participate in program in 1998-99
CPS PEER MEDIATION
Students learn from peers to manage conflict and disagreements using a diversity of
techniques which allows them to avoid violence and other forms of aggressive and anti-
social behavior
20 high schools are currently participating in this program
Provide support to school staff and parents to improve their ability to teach children
appropriate social skills and to use positive interventions to decrease disruptive student
behavior:
CPS SCHOOL CLIMATE TEAMS
Assists in the development of safety plans that schools include in their School
Improvement Plans
Cooperates with Crisis Intervention teams, Interfaith, and School and Community
Relations staff to assist in school crises situations
CPS BOYS TOWN EDUCATIONAL MODEL (BEM)
A social /life skills curriculum training model that provides intervention strategies to
school personnel.
Anderson Community Academy, Beethoven, Herzl, Sullivan, Harold Washington,
Calumet H.S., and Taft H.S. are participants
CPS BEHAVIOR MANAGEMENT TRAINING
Training is provided upon request from schools, teachers, and educational support staff
who will learn techniques to modify students' disruptive and aggressive behavior and
acquire self-control and socially proactive behavior. Staff in 67 high and 412 elementary
schools have received training
School personnel in 20 schools receive training on how to assist in diffusing volatile
behavior and teach students proactive behavior.
CPS BEHAVIOR INTERVENTION TEACHERS
Specialists provide proactive assistance to teachers who need to enhance their behavior
management skills to deal with violent and hostile behavior and assist school personnel
in developing individual behavior management plans for students
REFERENCES
13
From:Carl Bell, M.D.
To:Neera Tanden
Page 15 of 18, 5/9/99 1:46 PM
Weissberg RP & Elias MJ. Enhancing young people's social competence and health
behavior. Applied & Preventive Psychology 3: 179-190, 1993
Weissberg RP & Greenberg T. School and Community competence enhancement and
prevention programs. In Sigel E & Renninger KA (eds). Handbook of Child Psychology:
Vol 4 - Child psychology in practice (5th ed). New York: John Wiley, 1997.
Alexander J, Barton C: Functional family therapy. In Kaslow F (Ed). Voices in Family
Psychology. Carmel, CA: Sage, 1990, p 209 - 226.
Henggeler SW, Melton GB, Smith LA. Family preservation using multi-systemic
therapy: An effective alternative to incarcerating serious juvenile offenders. J Consult
Clin Psychol 60: 953 - 961, 1992 - Notes that family-oriented interventions that focus on
parenting practices reduces violence
Tolan PH ,Mitchell ME. Families and the therapy of antisocial delinquent behavior. J
Psychotherapy and the Family 6: 29 - 48, 1989 - Notes all of the successful family
interventions have combined behavioral parent training techniques with other
intervention components based in family systems theory that are designed to improve
family relations
RE-ESTABLISHING THE ADULT PROTECTIVE SHIELD
Family-oriented intervention to change parenting style and practices can reduce risk for
serious antisocial behavior and violence
Increase predictability
Parental monitoring of children
Decrease negative parenting methods
Lack of parental monitoring, represented at its extreme by neglect and poor discipline
methods and conflict about discipline, has been related to participation in delinquent and
violent behavior for a range of populations
Strictly enforce disciplinary rules while providing a safety net of school-based
educational opportunities for youth who have been expelled, have violated probation, or
have committed first time but nonviolent, serious offenses.
CPS ZERO TOLERANCE/ALTERNATIVE PROGRAMS
Uniform Discipline Code establishes consequences for student misconduct
Students found to posses illegal drugs, firearms, or other dangerous weapons have
immediate consequences, including expulsion and referral to an alternative school
CPS ALTERNATIVE SAFE SCHOOLS
Six alternative school sites available for 500 students expelled from school or referred
for chronically disruptive behavior
Small class sizes and support services are provided through individual learning plans
for each student
CPS SMART (Saturday Morning Alternative Reach Out and Teach Program)
For first time drug or alcohol offenders, provides curriculum that focuses on character
education, leadership development, conflict resolution training, gang prevention and
detachment, and substance abuse counseling
14
From:Carl Bell, M.D.
To:Neera Tanden
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Students meet on seven consecutive Saturdays, including two with their parents
Each student is expected to provide 20 hours of community service and each is
provided with a mentor
Students who do not successfully complete the program are referred for expulsion
CPS JUMP-START
In collaboration with the Cook County Probation Department, intensive support is given
to youth who are under the jurisdiction of the agency
Provides youth who have had significant educational problems extensive instruction in
social skills and back-to-school transitional support
Following this eight-week program, youth will attend either an alternative or regular
school
Implement safety and security programs designed to maximize school safety:
Parent patrols
Enhanced training and expansion of security personnel
Rapid response teams
Implement after-school security patrols
Give informational booklets to parents on the safe passage of students to and from
school
Have metal detectors and surveillance cameras in every middle and high school
CPS SECURITY PERSONNEL
More than 600 professional security personnel are assigned to CPS schools
Monthly training is provided by the Chicago Police Department and the Office of
Specialized Services to enable them to proactively work with students and the school
community
Targeted training includes cultural awareness, diversity, and sensitivity, internal and
external school linkages, positive intervention techniques, de- escalating aggressive
behavior, referral procedures and resources, and communication skills
Assist schools in the development of individualized school security programs
CPS OPERATION S.A.F.E. (Schools Are For Education)
CPS in conjunction with the Chicago Police Department provide two-person teams of
uniformed police officers who work eight-hour shifts at each high school
Additional officers are in a mobile tactical unit, which patrols the vicinity immediately
surrounding high schools and are able to respond quickly to any emergency calls
Rapid Response Team, composed of part-time police officers, supplement the high
school mobile tactical unit
CPS NIGHT STALKERS
Part-time police officers patrol the city and respond to alarms and break-ins at schools
Helps to reduce burglaries, vandalism, and theft after school hours
CPS PARENT PATROL
Existing in more than 200 schools, parents patrol the streets before and after school to
ensure safe travel
Parents are trained in safety and security measures, and participate in workshops on
safety, violence, and conflict resolution
15
From:Carl Bell, M.D.
To:Neera Tanden
Page 17 of 18, 5/9/99 1:46 PM
Expanded safety measures near schools along the State Street corridor and at Jenner
School include parent attendance officers who walk children to and from schools, and
make follow-up calls to the homes of absent students
CPS SAFE PASSAGE
Booklet provided to principals and parents offering helpful tips to keep children safe on
their way to and from school, and in their neighborhoods during non-school hours
Parents and students are provided tips including the use of the buddy- system, following
a designated safety route, and designating safe havens within the community
CPS METAL DETECTORS
Have been installed in 90% of the system's high schools and a few elementary schools
Responsible for recovering numerous weapons that may otherwise have gone
undetected
Creates awareness among students and community that weapons and illegal
contraband will not be tolerated
CPS SURVEILLANCE CAMERAS
Ninety percent of all high schools have security cameras or complete surveillance
systems, which monitor hallways, stairwells, remote areas and the perimeter of the
campuses
Have significantly reduced vandalism
REFERENCES
Borduin C, Cone L, Mann B, et al. Changed Lives: The Effects of the Perry School
Preschool on Youths Through Age 19. Ypsilanti, MI: High Scope Press, 1985 - Notes
family-oriented intervention to change parenting style and practices can reduce risk for
serious antisocial behavior and violence
Farrington DP. Early predictors of adolescent aggression and adult violence. Violence
and Victims 4: 79 - 100, 1989 - Notes lack of parental monitoring, poor discipline
methods and conflict about discipline, has been related to participation in delinquent and
violent behavior
Gorman-Smith D et al. The relation of family functioning to violence among inner-city
minority youths. J of Family Psychology 10: 115 - 129, 1996 - Notes lack of parental
monitoring, represented at its extreme by neglect and poor discipline methods and
conflict about discipline, has been related to participation in delinquent and violent
behavior for a range of populations
MINIMIZING EFFECTS OF TRAUMA
Behind all anger is hurt and attached to the hurt is fear of being hurt again.
Become sensitive and identify trauma in children.
Provide crisis intervention teams to address traumatic stress.
Address the effects of subtle long term trauma with therapy.
CPS CRISIS INTERVENTION
Pupil support teams and Interfaith Partnerships supplement local school intervention
services
16
From:Carl Bell, M.D.
To:Neera Tanden
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Supplement services through community-based social service and health agencies
Provide prevention, intervention, and postvention counseling activities to reduce the
possibility and impact of violent acts
CPS SCHOOL COUNSELING, NURSING, PSYCHOLOGICAL, AND SOCIAL WORK
SERVICES
All schools have at least one counselor who is required to assist students who are
having difficulty in school or at home and a team that includes a nurse, psychologist,
and social worker
Individual and small group counseling are part of the school pupil support services
program. Whenever the students' needs are beyond the school's resources, the student
is referred to other programs or agencies
A major effort of minimizing the effects of trauma is to turn learned helplessness into
learned helpfulness.
Thus, the Chicago Public Schools have developed community service demands on
students.
CPS SERVICE LEARNING
As a required component of the high school curriculum, students will provide a
minimum of 40 hours in service learning through such activities as tutoring, working with
elders, community beautification projects, etc.
Teens will demonstrate their learning through presentations, papers, portfolios, etc.
REFERENCES
Bell CC & Jenkins EJ. "Community Violence and Children on Chicago's Southside".,
Psychiatry: Interpersonal and Biological Processes, Vol. 56, No. 1: pp. 46 -54, February
1993.
PRINCIPLES
REBUILDING THE VILLAGE
PROVIDE ACCESS TO HEALTH CARE
IMPROVE BONDING, ATTACHMENT, & CONNECTEDNESS DYNAMICS
IMPROVE SELF-ESTEEM
INCREASE SOCIAL SKILLS
RE-ESTABLISH THE ADULT PROTECTIVE SHIELD
MINIMIZE THE RESIDUAL EFFECTS OF TRAUMA
THESE PRINCIPLES ARE INTERDEPENDENT
17
"Messages to the Future" Corp.
Stephen Van Hecke
Post Office Box 5
Cranford, New Jersey 07016
908-931-0850
Fax Cover Sheet
Date: 5-5-99
No. of Pages (including cover) - 5
To: NEERA TANDEN
Fax No.: 202-456-6244
Ms. AUDREY CHOI SUGGESTED
THAT / FAx you THIS LETTER
TO THE FIRST LADY. / WOULD
APPRECIATE AM HELP you CAN
SUGGEST FOR THIS PROJECT.
From:
Stephen Van Hecke
THANK you
STEULHEVE
"Messages to the Future" Corp.
Stephen Van Hecke
Post Office Box 5
Cranford, New Jersey 07016
908-931-0850
May 4, 1999
Hillary Rodham Clinton
First Lady
Office of the First Lady
1600 Pennsylvania Avenue
Washington, DC 20503
Dear First Lady:
I wish to thank you, again, Mrs. Clinton, for your generous support of and interest in my
'Class of 2000' Internet Science Project, "Messages to the Future". As you know, this Project
will allow tens, if not hundreds, of thousands of young people all across America the opportunity
to express themselves
to document their thoughts, their goals, and their experiences
to express themselves about their young lives, today, in America, and, about their future. And,
this Project will give them this unique opportunity through a brand new communications and
information medium
the Internet It is a medium they enjoy using, and that they know so very
well how to use, and one that will be so very important to them in their future the
21st
Century.
It is because this Project reaches out to so many young Americans at this unique time in our
history
the end of a Century, with this new technology
this most unique opportunity
that "Messages to the Future" has received such overwhelming support from so many
respected individuals and educational organizations.
For the past fifteen months, since 1 began advocating the merits of this Internet Science Project,
I have hoped that it would achieve several Objectives.
I wanted the Project to depict, as accurately as possible, Life in America as Lived
and Documented by the 'Class of 2000'.
1 wanted the Project to meet the Nation's highest educational standards for integrity
as a, truly, educational Project.
1 wanted each participating High School to be able to use the latest technologies
available, to create their own imaginative web-sites
An Open Time Capsule
about their High School
their Family and Friends
their Town
their Lives
I wanted all of these web-sites to be able to link together to form a new, National
Cyber-Library about Life at the end of the 20th Century.
And, along with the Members of America's 'Class of 2000', I wanted this
Cyber-Library to be given, as a Gift, to the American People of the 21ˢᵗ Century
"Messages to the Future" has received the support of The National Education Association (NEA),
The National Association of Secondary School Principals (NASSP). The National School Boards
Association (NSBA), and The American Association of School Administrators (AASA) hey
have each agreed to help make this Project succeed with a series of announcements to all of
their Members and Affiliates. Their level of commitment will reach over three million Educators
throughout America.
In September, An Open Time Capsule - *Messages to the Future", will begin 115 Objectives
will be met, and, indeed, this Project will become an American reality. High School Students from
all across America will create a One-of-a-Kind Library of Information about themselves, and about
America. However, I am, now, thinking this Project may also be capable of presenting us with a
unique opportunity to achieve even something more?
During the past sorrowful two weeks that have followed the tragic shootings at Columbine High
School in Littleton, Co. we, again, are having to ask, "Why did It happen? "What can be done,
so that it won't happen, again?" "Why do some Students feel the need to cause such violence?"
"How can we better reach out to Students who are trying to be heard, and, who desperately want
to feel included?" We have all heard, and have all asked these same questions.
It is because of questions like these, that I am writing to you, today, for your advice Over these
past two weeks, a number of individuals have suggested to me, and I, myself, wonder If this
Project could, perhaps, provide a unique opportunity for the Students, themselves to help
answer these very troubling questions. Could a variety of topics be added to this Project as an
opportunity for the 'Class of 2000' in High Schools all across America to share their thoughts,
their feelings, and their suggestions on how to solve what is, unfortunately, another tragic aspect
of their young lives. One such possible Topic that a student could select might be, "An Open
Letter - - What things can we do as a High School and as Students SO that every Student would
feel as if he or she is an inclusive and valued Member of our School". I know that we all could
think of other possible Topics. Perhaps America would be able to learn a great deal from what
they would want to say.
I am asking your advice on this most important matter. I am also reaching out to the Vice
President, and to the U.S. Department of Education for their suggestions on how my Project
may be able to help. I have heard that a meeting will be held in Washington on Monday, May 10,
to discuss School Violence and what can be done to solve it. Do you think "Messages to the
Future", and the Students of the 'Class of 2000' could, in anyway, help address some of these
difficult questions, and, perhaps, help solve this sorrowful aspect of school life?
Thank you very much for this important consideration.
Hache
Stephen Van Hecke
THE VICE PRESIDE NJ
WASHINGTON
March 9, 1999
Mr. Stephen Van Hecke
"Messages to the Future" Corporation
P.O. Box 5
Cranford, NJ 07016
Dear Mr. Van Hecke:
Thank you for providing information regarding your innovative time capsule project.
"Messages to the Future." This is an exciting initiative which should provide it Fascinating
historical record of the turn of the 21" Century and serve as an interactive educational tool for
young people worldwide.
Advancing technology is bringing the world together in a global community through
instantaneous information. Indeed, the feasibility of your project would have been
inconceivable less than ten years ago. But now, the number of people connected 10 the
Internet has grown in six years from 3 million to more than 100 million. This project will
help bring American students together in a richer learning environment and give others a
glimpse of life from their unique perspective.
I commend you for your involvement in the growth of information technology Please
accept my warmest regards and best wishes for continued success In the future.
Sincerely,
ae Home
Al Gore
AG/rar
PRINTED ON RECYCLED PAPER
National 'Class of 2000
Internet Science Project
An Open Time Capsule
"Messages to the Future"
Life in America at the End of the Twentieth Century
As Lived and Documented
By America's High School 'Class of 2000
An Informal, Three-Paragraph Overview
"Messages to the Future" is a National Science Project that will enable America's
High School Senior 'Class of 2000' in all of the High Schools throughout Amenca
To participate in a Grand National Endeavor.
This Science Project will be a One-of-a-Kind, National Internet Anthropology Project
That will allow the 'Class of 2000' in any High School in America that wishes to participate
To document Life in America during their very special Senior Year
To document their Life their High School and their Town to document America
During that special
Last Year of the 20th Century.
Through the use of the Internet, the Project's Web-Site will provide all the necessary
Interactive Software to each participating Internet-linked High School in America.
From September, 1999 through April, 2000, the Class of 2000 in each of these High Schools
Will participate in the creation of their own 'Class of 2000 "Messages to the / utare" Web Site
An Internet Time Capsule to preserve the ideas, the aspirations, the images of that Senior Class.
A Web-Site for that High School
a "Messages to the Future" Web-Site for each High School
Throughout America
each One unique
each One their Own.
The Members of that Senior Class will participate in the Collection Documentation
And, Cyber-Preservation of what Life was like for that special Class of 2000
All throughout America, during that last Year of the 20th Century
And then, six months after their Graduation, on 8 Day In January, 2001
A special Day during that first official Month of the 21 Century
This One-of-a-Kind, National Internet Science Project will be completed
With the hyper-linking together of all these Class of 2000 Messages to the Future" Web-Sites
"Messages to the Future" to the 21" Century all about America from the Class of 2000'.
And, with the completion of the Project
This National Class Project that will have been Funded completely by Private Contributions
A Project that will have Involved the Private Sector, and the Public Sector
In a unique, National Cooperative Endeavor will be transformed.
With this Event in January, 2001, the Project will be transformed into a One-of-a-Kind,
Permanent,
National Cyber-LIbrary a Library of High School Web-Sites from across America
Created by the 'Class of 2000
an Internet Open Time Capsule
That Documents Life in America at the End of the 20" Century.
And, during this special, January Ceremony at the Smithsonian Institution in the Nation's Capital
This newly created, Permanent, National Cyber-Library will be dedicated and, will be given
As a Gift from the Class of 2000', and from the "Messages to the Future", Corp.
To the American People of the 21 Century
An Open Time Capsule
Of Life in America during that last Year of the 20th Century
A new, National Library
for America in the 21ed Century
"Messages to the Future"
FROM : Center for Media Literacy
PHONE NO. 323 931 4474
May. 04 1999 03:15PM P1
Neera
!
Phone 323/931-4177
Fax
Center for Media Literacy
4727 Wilshire Blvd. Ste. 403
Fax:
323/931-4474
Los Angeles, CA 90010
Email: [email protected]
To: Hilory Clinton
From: Elizabeth Thomas
Dept.: attn: Melon Vener Dept:
Fax: 202-456-6244
Pages:
15 plus cover
Phone:
Date:
Re:
CC:
Urgent
For Review
Per Your Request
Please Reply
Please Recycle
Comments:
Melanne! Can I help with the appearing
Stennil on youth Violence ?? Madia
liting should be a voice at the
table. His info that may he
helpful. Pin going L be East neft
-
wigh
special events, as well as co-sponser national conferences.
FROM Center for Media Literacy
PHONE NO. : 323 931 4474
May. 04 1999 03: 16PM P1
Fax
Center for Media Literacy
Phone 323/931-4177
4727 Wilshire Blvd. Ste. 403
Fax:
323/931-4474
Los Angeles, CA 90010
Email: [email protected]
To: Hilory Cliston
From: Elizaben Thoman
Dept.: attn: Melon Vener Dept:
Fax: 202-456-6244
Pages:
15 plus cover
Phone:
Date:
Re:
CC:
Urgent
For Review
Per Your Request
Please Reply
Please Recycle
Comments:
Melanue! Can P help with the apcaining
Steamit on youth Violence ?? Madia
liting should be a voice at the
table. His info that may he
helpful. Pin going to he Ead well
week anyway - Chers-
1
The mission of the Center for Media Literacy is to bring media literacy education to every
child, every school and every home in North America. The way we do this is to:
Provide a "one-stop shopping service" of media literacy educational materials (books, videos
and curricula, all screened and evaluated by specialists in media education) for teachers,
schools, parents, youth and community leaders, and others.
Maintain a national membership organization of supporters of media literacy, including
educators (public and private). community leaders, public health professionals, parents,
government representatives, and many others. Ask us for information on how to join!
Design, develop and conduct media literacy workshops, teacher trainings, seminars and
special events, as well as co-sponsor national conferences.
For more information, please visit our Web site at www.medialit.org.
2
Drive:CML far cover
FROM
: Center for Media Literacy
PHONE NO. : 323 931 4474
May. 04 1999 17PM P2
CENTER FOR MEDIA LITERACY
Tuesday, May 4, 1999
Hilary Rodham Clinton
The White House
via fax: 202-456-6244
Dear Mrs. Clinton:
With the appearance today in USA TODAY of David Lieberman's column: "Media
Literacy Skills could Counter Violence Kids see in Entertainment," (Business, P. 2 /
article attached), a number of people have inquired if a knowledgeable media literacy
expert would be participating in the coming White House Summit on Youth Violence.
Has anyone yet been invited?
If not, I encourage you to do SO. As you know from our various connections over
the years, particularly at the White House Summit on Children's Television, the goal of
the media literacy movement is to teach kids the critical thinking and critical viewing
skills they'll need to navigate their way through the media culture of the 21st century.
Media literacy is also a "First Amendment-friendly" strategy that should be a major
voice in any public discourse about the impact of media violence on children today.
Although media violence is only one aspect of a comprehensive media literacy
initiative in any school, it is a critical one and one that galvanizes parents, teachers and
students alike. The curriculum that is most often used in schools is Beyond Blame:
Challenging Violence in the Media, developed by a team of teachers and media literacy
experts over several years at our Center with major funding from the Carnegie
Corporation. Thousands of copies are in use in schools and afterschool programs,
churches and community centers. I enclose information about the Beyond Blame
program and testimonials about its effectiveness as well as information about the media
literacy movement in general.
I am already scheduled to come to the east coast next week and would be able to
rearrange my itinerary to participate in the Summit if invited.
Please have your staff contact me at 323-931-4177 if I can assist with the Summit in
any way. It would be a joy to see you again as well.
Sincerely,
Daybed Elizabeth Thoman
President and Founder
4727 Wilshire Blvd, #403, Los Angeles, CA 90010
323-931-4177
FAX: 323-931-4474
ORDERS: 800-226-9494
E-MAIL: [email protected]
Internet: www.medialit.org
FROM Center for Media Literacy
PHONE NO. : 323 931 4474
May. 04 1999 03:17PM P3
USA
TODAY
2B TUESDAY, MAY 4, 1999
Media literacy skills could counter
violence kids see in entertainment
This is a sad time in media, at least for peo-
in a White House summit on Monday.
ple not hopelessly jaded. It's hard to recall
So far, media companies have rejected re
when the business has seemed so defensive
sponsibility. They fear that lawmakers will
and ethically adrift.
restrict their freedom to produce
Hollywood is being entertained
violent, sensational and, let's face
by powerful executives - Walt
it, profitable movies, shows, music
Disney's Michael Eisner and one-
and games.
time protégé Jeffrey Katzenberg
Hollywood executives cheered
- bickering over hundreds of
Time Warner CEO Gerald Levin
millions In bonus payments. (Sto-
last week when he warned against
ry, 3B.)
"a new season of political oppor-
Meanwhile, the industry strug-
tunism and moral arrogance in-
gles to come up with a morally
tended to scapegoat the media."
defensible response to the charge
Those tough words make it hard
that violent music and images
to believe that government and
might have played a role in the Lit-
Media
business will find common
tleton, Colo., massacre.
By David Lieberman
ground.
Executives who easily juggle
But it doesn't have to be that
questions about profit participation and tax-
way. Media critics point to a few initiatives
loss carry-forwards seem tongue-tied over
that could reduce the industry's contribution
fundamental questions about the purpose of
to violence - however big or small it is -
their businesses and ethics of their practices.
without infringing on anyone's rights. One of
It'll be hard to keep avoiding the issue. To-
the most popular proposals Is for companies
day, the Senate Commerce Committee has a
to support the teaching of media literacy
hearing on whether media companies share
skills.
some blame for marketing violence to chil-
Supporters want to help kids understand
dren. President Clinton will revisit the issue
and critique the information and images that
Media literacy would probably require a
the violence problem, or that it's the only
similar effort. Most teachers would be way
change that companies can make. Critics al-
bombard them every day. Why did the local
over their heads if they tried to stay just one
so want news organizations to ease up on sen-
newscast lead with a story about a fire? What
chapter ahead of kids on subjects as compli-
sationalism and provide more stories that
is this advertisement saying. and how much
cated as media violence, sexuality, news judg-
help people understand big events such as
of it can we believe? What does this movie,
ment and stereotyping.
Littleton.
song or video game say about our lives and
The big question, though, is who would sup-
"There's an overlooked distinction be-
is it right?
ply the money!' Public school systems that
tween providing background and providing
The concept isn't new. Media literacy is
depend on outside contributions for the core
context," says Stanford University's Theodore
part of the curriculum in most Canadian
curriculum such as VH-1's support for mu-
Glasser. In the case of Littleton, for example,
schools. Yet it's virtually ignored here. No
sic education are in no position to start
he wonders: "Was this an anomaly? A trend?
U.S. college offers a master's degree on the
paying for new initiatives. That's where
What is it? News organizations have to free
subject. "It's astonishing that the world center
media companies, and government, could
up resources and allocate them to provide
for culture is so very weak in the un-
step in.
this kind of coverage."
derstanding of the media process," says Patri-
"The cost of one episode of ER - $13 mil-
Critics agree that the media business
cia Aufderheide, author of Communications
lion - would do a lot for teacher training in
needs to offer more clear examples of moral
Policy and the Public Interest. "We almost
one state," says Elizabeth Thoman who
leadership. "I would hope that companies use
don't teach it, and when we do, we teach kids
founded the Center for Media Literacy,
this opportunity to reflect and not just deny,"
how to use equipment."
Media companies haven't been totally in-
Thoman says, "For 40 years, we've been wait-
But advocates are hoping that Littleton will
different to her cause. Cable operators, fre-
ing for someone else to solve the problem.
do for media literacy education what the So-
quently criticized for the violent and sexually
Well, we have to stop that and ask, What did I
viet Union's launch of Sputnik in 1958 did to
explicit programing they carry, have been
do?' And If we each tried to change it, we
promote math and science courses. Back
most receptive, providing materials through
would change it."
then, organizations such as the Ford Founda-
their Cable in the Classroom program. "But
CEOs should also understand that if they
tion and the National Science Foundation
with broadcast and movie companies, you
don't provide some answers, outsiders will.
poured cash and resources into training and
can hardly get in the door," Thoman says,
retraining teachers.
Few say media literacy alone would solve
E-mail [email protected]
For additional information on the media literacy movement and the comprehensive curriculum:
Beyond Blame: Challenging Violence in the Media, go to the Center's website at www.medialit.org
or contact them at 4727 Wilshire Blvd #403, Los Angeles, CA 90010; 323-931-4177.
FROM
Center for Media Literacy
PHONE NO. : 323 931 4474
May. 04 1999 03: 18PM P4
NOW AVAILABLE FROM THE CENTER FOR MEDIA LITERACY
Beyond Blame: Challenging
Schools Sate program. AVAILABLE Free
practical and media iteracy-program counter.the profiter
diviolent images in our
Five video-based units for all ages and program needs, sold separately or as a complete package:
Elementary
Middle School
Teen/Adult
Parent/Caregiver
Community Outreach (Intro/Overview)
"I learned to separate TV violence from regular violence and 11.
responsibility for what each of us can do as individuals,
know not to handle my decisions like they do on TV."
as parents, as citizens, as participants of our media-
Anthony Green, age 13
dominated society.
Kansas City afterschool program participant
"Media literacy is an important part of
Beyond Blame complements other
our conflict management program.
violence prevention programs by
Beyond Blame really turns on
challenging violent messages
a lot of light bulbs."
learned from TV and media.
Sandra Pascoe Robinson
Conflict Management Team
It was developed over a two-
St. Philips School
year period by a team of
Bemidji, Minn.
media literacy experts and
"Well-organized for
violence prevention specialists with
teachers, with good leader's
guide. Lots of cooperative
funding from the Carnegie Corporation
learning, team activities."
as well as many other foun-
Safe Schools, Safe Students:
dations and organizations.
A Guide to Violence
Prevention Strategies
GOALS OF THE PROGRAM
F
or 40 years, we
Reduce exposure of young
have been engaged in a
people to TV and media violence.
"circle of blame" about
Learn why we've been asking
who's responsible for the proliferation of
the wrong questions about media
violence - and how to ask the
media violence. Viewers blame the producers;
right ones!
producers blame the writers; writers blame the networks;
Introduce skills of media literacy and advocacy.
networks blame the advertisers; and advertisers blame
Change the impact of violent images that are seen.
the public for watching!
Help parents and children find alternatives to violent
The finger-pointing has gotten us nowhere. It's time to
entertainment.
move beyond blame. It's time to break this circle of
Explore the four effects of viewing violence and the six
blame by engaging ourselves and others in a learning
myths of media violence.
process that leads from awareness to action, from
Identify the links between violence on the screen and in
passivity to engagement, from denial to accepting
the street.
The Center for Media Literacy is a not-for-profit organization established to develop educational materials that promote
critical thinking about the media. The Center provides training programs and a one-stop shopping center of books,
videos and teaching materials for use in schools, atterschool programs, parent education, religious and community centers.
Visit us on the World Wide Web - http://www.medialit.org
FROM
:
Center for Media Literacy
PHONE NO. : 323 931 4474
May. 04 1999 03:20PM P5
A
HANDOUT #1
The Circle of Blame
VIEWERS
ADVERTISERS
WAITERS
POOLUCES
BE
INS
No responsible person maintains that violence
Writers/directors say the producers require
on TV is desirable for individuals or for society.
violence in programs in order to get them
How then, does it happen that the media con-
financed;
tinue to be filled with increasing amounts of
Producers blame program executives for
violent imagery?
demanding "action" in order to get ratings.
Through examining the "circle of blame, we
Program executives say competition is brutal;
can better understand how a complicated web of
and blame the advertisers for pulling out
ratings and economics combine to create a
unless a show gets high ratings;
system in which each party feels powerless
Advertisers say it's all up to the viewers!
because "somebody else" creates the problem:
It's time to stop the circle of blame and recog-
Viewers blame those who write and create the
nize we all share responsibility for the culture
shows;
we are creating and passing on to our children.
Thanks 10 Many Megee. producer of On Television: The Viclence Factor for the original idea of the "circle of blame."
FROM
Center for Media Literacy
PHONE NO. : 323 931 4474
May. 04 1999 20PM P6
Fundamental Issues Covered in
BEYOND BLAME:
CHALLENGING VIOLENCE IN THE MEDIA
A video-based education program for use with Children Teens, Adults and Parents
Media violence is not the sole cause of violence in society but we can say that media violence
reinforces the myths and images, beliefs and attitudes of a culture of violence. It is a messenger for
violence as a way of life.
For 40 years, we have asked the wrong question about media violence: does watching
violence cause someone to become violent? WE know from personal reflection that watching violence
does not itself cause people to be violent or we would all be murderers!
A more relevant question we are learning to ask now is: what is the long-term cumulative
impact of excessive violent imagery as entertainment doing to our individual and collective psyches?
What kind of personal value system and cultural world-view are we passing on to our children? Media
today are society's storytellers; human beings have always learned how to be and behave in the world
from the stories of their time.
Even those who do not view media violence are affected by the way others, who do view it,
behave toward us. The Mean World syndrome (fear of becoming a victim of violence) leading to the
loss of a Good Samaritan ethic (desensitization to violence and victims of violence) has profoundly
changed the nature of human community on which a thriving democracy must be built.
Parent/adult responsibility for managing media in the lives of children is fundamental. But
parents have a right to expect that society and its entertainment industries accept responsibility for not
harming children by allowing the creation of a cultural environment which can endanger children in
their formative years.
Research indicates that the effects of viewing media violence can be mitigated in all age
groups by learning and applying critical viewing and media literacy skills. Media literacy must become
a community-wide initiative in cities and towns throughout North America.
There is much denial about the impact of media violence because accepting it as a problem
means we might have to do something about it in our own lives. Accepting it as a problem challenges
those adults who unconsciously - or consciously - take pleasure in violent entertainment. Accepting
it as a problem means we may have to face the shadow side of our human nature which most of us want
to avoid.
There is no one solution to the problem of media violence in our time. But there are many
steps that each of us can take, wherever we are, to reduce the amount and impact of violent
entertainment in our lives and in the lives of children. These individual acts add up to a powerful
wave of personal and social awareness and action which ultimately leads to systemic change.
For more information on Beyond Blame: Challenging Violence in the Media contact:
CENTER FOR MEDIA LITERACY
4727 Wilshire Blvd., #403
Los Angeles, CA 90010
800-226-9494
FAX:
213-931-4474
www.medialit.org
FROM : Center for Media Literacy
PHONE NO. : 323 931 4474
May. 04 1999 03:21PM P7
Inside CML's Beyond Blame Program
Here's a quick look at a few of the 70 worksheets and handouts included in CML's Beyond Blame: Challenging Violence
in the Media media literacy community education program. Below, a chart details in what lesson the core 15 themes
are covered in the programs' five comprehensive units.
R
me Qty of stores
-
1
I
i
-
/
2
Elementary students analyze the different
types of media violence they see daily.
All participants discover the "Four
Teens and adults learn to break
Effects of Viewing Media Violence."
"The Circle of Blame"
The
Cycle
of
-
- Doin - -
-
Middle school and
3
elementary students
4
learn how to break
il
thecycle of violence
Teens and adults
and create non-vio-
role play to bet-
lent alternatives to
ter understand
a
conflict.
the economics of
7
violence in the
media.
Parents learn"7 Tips for Bet-
ter TV Viewing" (in English
and Spanish).
Core Themes/Concepts in Beyond Blame:
Challenging Violence in the Media
Inteduction
Middle School Tenn/Adult
Parent/giver
What is media violence? Defining and categorizing.
1
1
2
1
Real violence vs. media violence: The missing consequences.
2
2
Basic
Questions
Why do we watch? Exploring "jolts-per-minute."
3
2
1
How much do we see? Becoming aware.
5
5
1
1,2
Heroes and heroines: Challenging violent role models.
7
4
6
3
Alternatives to violence: Imaging nonvicient solutions to conflict.
4
3
6
Is media violence harmful? "The Four Effects of Media Violence."
6
6
1
2
Violence in local news: "If it bleeds, it leads."
3
Deeper
Issues
Violence In sports: Competition gone awry?
4
Violence, sex and MTV: Messages about women and men.
5
Movie ratings: Making informed entertainment choices.
4
Action and
Advocacy
Challenging "The Six Myths of Media Violence."
5
Exploring social responsibility for media violence.
7
7
Reducing media violence at home.
8
8
6
Reducing media violence: organizing for action.
8
8
7
6,7
FROM : Center for Media Literacy
PHONE NO. : 323 931 4474
May. 04 1999 03:22PM P8
UNIT DESCRIPTIONS
A media literacy program in five comprehensive
units for community education and empowerment.
Introduction/Overview
How to organize the Beyond Blame program in your schools and community.
Background articles, bibliography and a 55-minute audiotape, "Issues and Answers: A
Conversation about Media Violence."
Plus everything you need (session outline, handout masters, video segments) for a 90-
minute, video-based "Town Hall" presentation to introduce teachers, parents, religious
and community groups to key concepts and strategies for action.
Elementary School (Grades 4-5)
8 lesson plans, 17 worksheet masters; 8 video segments.
Explores the missing consequences of media violence and challenges Hollywood's heroes
and heroines. Kids discover how much violence they regularly see on TV and its impact.
Engaging for kids - and teachers, too!
Middle School (Grades 6-8)
8 lesson plans, 22 worksheet masters; 8 video segments.
Older kids create peaceful endings to stories, learn to count "jolts-per-minute" and role-
play ways to make a difference. Perfect for afterschool programs as well as religious or
88mmunity-based youth groups.
Teen/Adult
7 session outlines, 11 handout masters; 5 video segments
Participants role-play the "stakeholders" in the media/violence debate and explore deeper
issues of violence in sports, local news, music videos and movies. Includes dozens of
action and advocacy activities.
Parent/Caregiver
7. session outlines, 22 handout masters; 4 video segments.
Taking the "Movie Ratings Quiz" is revealing; challenging the "Six Myths of Media
Violence" is informative; learning the "Four Effects of Viewing Violence" is enlightening.
An ideal programmatic resource for groups of parents, grandparents and caregivers of
young children.
FROM
Center for Media Literacy
PHONE NO. : 323 931 4474
May. 04 1999 03:22PM P9
FALL 1996
NUMBER 13
Pilot Program in Kansas City
Beyond Blame Keeps Kids "Coming Back"
In the year since the Center introduced its community education curriculum, Beyond Blame:
Challenging Violence in the Media, a number of groups have piloted the program in a variety
of educational settings. The following is the first of a series of "success stories "describing how
Beyond Blame is transforming communities, families and individuals of all ages.
An innovative afterschool program in
lowing the 8 weeks of discussing and
gramming is crafted to use violence to
three Kansas City, Kansas neighborhoods
analyzing the video clips and group activ-
attract viewers and keep them watching.
is one of the early "success storics" for
ities, only 6 9% agreed with the state-
Alternatives to violent entertainment
the CML's Beyond Blame: Challenging
ment. Thirteen-year-old Anthony Green
are also explored. One activity challenges
Violence in the Media.
noted he had "learned to separate TV
kids to come up with a cast, plot and set-
Using a peer counseling model, high
violence from regular violence and to
ting for a movie that would attract large
school seniors and college students were
know not to handle my decisions like
crowds and be profitable but not include
trained by consultants from University
they do on TV."
any violence. The result from 25 boys
of Missouri/Kansas City to conduct the
The Beyond Blame curriculum includes
in inner city Kansas City? A movie about
eight sessions of the Beyond Blame Mid-
basketball and romance, featuring Shaquille
dle School curriculum with groups of
O'Neal, Halle Berry, Martin Lawrence
younger students. The three afterschool
and Will Smith.
sites included a Boys and Girls' club in
Through discussion the participants
central Kansas City, a Catholic parish
also began to question why they often
in a blue collar community and a youth
laughed in response to screen violence.
center serving high-risk young people
Beyond Blame "gets young people to
from foster care homes A total of 75
start thinking about the violence and how
youngsters attended the three groups.
it affects them and what they can do about
One of the most positive results, accord-
it so that they are not as desensitized to
ing to Whitney Vanderwerff, PhD, direc-
violence and are not as fearful," Ms.
tor of the National Alliance for Nonvi-
Smith said. She notes that as the older
olent Programming, a national grassroots
teens worked with the younger ones,
agency that initiated the local planning
they, too began to be more vigilant about
leading to the pilot program, is that the
the violent images they were exposed to
kids kept "coming back week after week."
on TV and in movies.
Attendance is one of the great chal-
The Kansas City Alliance is so pleased
lenges of voluntary afterschool programs,
with the three pilot groups that the pro-
she explained, crediting the high atten-
ject will expand to 10 additional sites
dance rate with the fact that Beyond Blame
"I've learned more how to con-
this fall.
is video based and that the program deals
trol my anger.
and also that
with "real world" issues the kids are fac-
you can solve your problems
Bevond Blame: Challenging
ing everyday. 90% of the participants
Violence in the Media
personally knew someone who had been
other than just beating on
killed or was seriously hurt by an act of
somebody and shooting them."
A sequenced curriculum, with Elemen-
violence.
tary, Middle School, Teen/Adult and Par-
A basic pre- and post-test evaluation
ANTHONY GREEN, AGE 13
ent/Caregiver units plus an overall com-
also provided some notable results accord-
ing to LeeAnn Smith, local coordinator
a wealth of "kid-friendly" concepts, says
munity outreach component. The com-
of the Kansas City coalition which spon-
Smith, including jolts per minute"
plete package contains 31 lesson plans,
sors the program with funding from the
i.e., any bang-bang-bang sequence that
75 illustrated reproducible activity sheets
Ewing Marion Kauffmann Foundation.
captures the audience's nonstop atten-
and over two hours of video clips for
Before starting the program, 17% of
non in action programming Once they
viewing and analysis. $249.95. To order
the youngsters thought that violence was
grasp such concepts, she explains, they
call the Center at 800-226-9494.
a good way" to solve problems Fol-
can better understand how media pro-
FROM
Center for Media Literacy
PHONE NO. : 323 931 4474
May. 04 1999 03:23PM P10
NUMBER IS
CONNECT
"Everything we needed was there."
Georgia Team Builds Prevention
on CML's Media Violence Kit
harassment. When
ed it to the entire group. "I have never
we began looking
seen a group of people so excited to go
into the TV violence
back and implement the material,"
issue, we felt we
said Errion. "It was so exciting and the
needed some-
comments we received on our evalua-
thing very
tions were extremely favorable."
/
practical for
Participants loved the workshop's
our middle
timeliness and hands-on design, calling
school teachers.
the two-day session "interactive and
We saw Beyond
informative." Another appeal to the
Blame in the
middle school teachers who often team
CML catalog and
teach is how well the Beyond Blame
thought it would
curriculum fit with an interdisciplinary
be perfect."
approach. Participants also felt the per-
Errion and
vasive need for media violence training
other prevention
and curriculum. One teacher suggested
staff saw a need
that Beyond Blame "be incorporated
for a program
into the county curriculum." Another
that addressed
believed, "violence is so prevalent in
Beyond Blame is a sequenced curriculum, with Elementary,
the issue of vio-
our students' lives all teachers should
Middle School. Teen/Adult and Parent/ Caregiver units
lence with target-
be required to take this course."
plus an overall community outreach component. The
ed lessons for mid-
The Prevention and Intervention
complete package contains 31 lesson plans, 75 illustrated
dle school and other
Program will deliver the middle school
reproducible activity sheets and over two hours of video.
levels. With clear,
portion of Beyond Blame to each mid-
clips for viewing and analysis. $249.95.
activity-based lessons
dle school media center. They will
and reproducibles,
keep the rest of the package at their
Beyond Blame provided
office for check out by any of the
Dekalb County teachers with mate-
schools in the 91,000 student Dekalb
hen Dekalb County, Geor-
rials they could use with their students
County School System.
W
gia's Office of Prevention
immediately. But Beyond Blame also
and Intervention began
went a step further by providing staff
If you have a story to tell about
planning a media violence training,
developers with a full inservice compo-
using Beyond Blame in your communi-
they decided CML's Beyond Blame:
nent that didn't require them 10 rein-
ly or if you like more information, call
Challenging Violence in the Media
vent the wheel. "I thought the process
Miriam Berman at (213) 931-4177.
filled their need just perfectly. The
of studying and researching violence in
county-wide office funded through
the media was antextremely daunting
the Safe and Drug-Free Schools and
task. Luckily, I didn't need to: every-
Communities Act- selected a two-per-
thing we needed was right there,"
Beyond Blame
son team from each of the twelve
Errion ained.
Middle Lessons Include:
county middle schools to participate in
They kicked off the session with a
review of the National TV violence
1. What Are You Watching?!
the ten hour workshop.
The county
study noting
2. Why is Everyone Watching?
was granted a
an increase
3. Violence Doesn't Solve
Substance
in violent
Problems, It Causes Them
Abuse Block
Beyond Blame continues to
images in the
Grant which
media. After
4. Heroes and Heroines:
they used to pur-
be used in creative ways
a lunch spent
Who's Real? Who's Fake?
chase 12 Beyond
throughout the United States
watching
5. How Much Violence
Blame kits that
Frontline's
Do You Watch?
now form the
Does TV
backbone of
Kill?. (avail-
6. What's The Big Deal? Four
their media vio-
able from
Effects of Viewing Media
CML) they then conducted the Beyond
Violence
lence module. "We see substance
abuse as a multi-faceted problem
Blame 90-minute introductory unit.
7. Who's Responsible?
requiring a broader approach than
The second day began by dividing
simply an anti-drug message." says
into groups. Each team prepared one
8. Sharing What You
Have Learned
director. Jennifer Errion. We started
of the eight Beyond Blame middle
with modules on mediation and
school lessons below and then present-
FROM
Center for Media Literacy
PHONE NO. : 323 931 4474
May. 04 1999 03:24PM P11
CENTER FOR MEDIA LITERACY
BEYOND BLAME: Challenging Violence in the Media
FACT SHEET
WHAT IS BEYOND BLAME? Beyond Blame is a comprehensive multimedia resource
program with video-based discussion/lesson plans designed to help children and adults
develop and practice skills that will enable them to:
reduce the amount of violent media in their lives;
mitigate the impact of violent images that are seen;
locate and explore alternative, non-violent entertainment;
express an informed opinion to policy makers, to the media and in public forums.
The program consists of four units of video-based lessons geared for Elementary
School, Middle School, Teens/Adults and Parents/Caregivers of Young Children. The fifth
unit is an Introductory/Overview community outreach component with everything needed
for a 90-minute "Town Hall" presentation to school, church or community groups.
WHY WAS BEYOND BLAME DEVELOPED? Beyond Blame was developed to break the
vicious "circle of blame" that has dominated public discussion of media violence for the
last 40 years. The overall goal is to move beyond blame and into constructive solutions
that must begin with each of us accepting responsibility for what each of us can do
wherever we are - parents, teachers, media professionals, community or religious
leader. Beyond Blame is a comprehensive resource "tool kit" to stimulate action-
oriented conversations in thousands of communities across America.
WHO DEVELOPED BEYOND BLAME? The Los Angeles-based Center for Media Literacy
developed Beyond Blame over a two year period in collaboration with psychologists,
media researchers, experienced classroom teachers and violence prevention specialists.
Executive
Editor:
Elizabeth
Thoman
Principal Authors: Jill English, Ph.D., Barbara
Bliss Osborn, P. Rachel Levin
Consultants: Renee Hobbs, EdD, George Gerbner, PhD.
HOW WAS BEYOND BLAME FUNDED? In addition to its own investment of time,
talent and resources, the Center received major funding from the Carnegie Corporation
of New York, Inc., the Ms Foundation for Education and Communication, Inc., the
Lawrence Welk Foundation and the ACTA Foundation Dozens of family foundations,
religious communities and denominations and individual private donors provided
additional support at various stages in the development of the project.
HOW TO OBTAIN BEYOND BLAME: The complete five-unit Beyond Blame package is
$249.95. The program is also available in individual units or smaller packages:
Introduction/ Overview (community outreach) Unit ($59.95), Children's Resource
Package ($149.95) or Adult Resource Package ($149.95). To order call 800-226-9494.
4727 Wilshire Blvd, #403, Los Angeles, CA 90010
213-931-4177
FAX: 213-931-4474
ORDERS: 800-226-9494
E-MAIL: [email protected]
Internet: www.medialit.org
FROM : Center for Media Literacy
PHONE NO. : 323 931 4474
May. 04 1999 03: 25PM P12
128
MORE THAN MEETS THE EYE
Physical violence is an inherent part of them. They are all commercial ven-
to develop
tures. And, usually, the more physical contact there is in the sport, the more
today is m
violence, and the larger the number of spectators.
2.
Sports are big business today. In 1998, 800 million people around the
final. The size of the audience is the main reason why advertisers did not
niques depiction: sports, Change Locate of
use
world watched Super Bowl XXXII and two billion watched the World Cup
use spe
even blink at the $1.2 million charged to air a
thirty-cocord
during the
dr:
Super Bo
ill, sports-
3.
SM
manship,
guarantee
the prefe:
a winning
UNION
npany like
popular (
BANK OF
Roots exp
CALIFORNIA
ig.
his child
Neith
lent. Still,
would "ii
sports ano
DAVID
iewers to
discussio
believe tha
le of four
trouble V
quarters 01
emerges a
4. Expos
winner anc
ground to
media vi
all sports.
- as well
violence
themsel
So?
ical thin
Kathleen McDonnell makes a critical point when she says in Kid Culture:
5. Breal
"Stating the common-sense fact that there is a relationship between media
media V
violence and real-life violence, between male consumption of pornogra-
groups
phy and violence against women, is not the same as saying media violence
and pornography cause violent behaviour. Unless this relationship is
An infc
understood in all its complexity, censorship-type solutions, for all they
In Beyc
appear quick and easy, will fail to yield the resulting behavioral and soci-
three criter
etal changes."
priate and
What to do?
ria relate to
The Center for Media Literacy in Los Angeles has published Beyond
the consec
Blame: Challenging Violence in the Media, a five-part video-based curricu-
individual
lum for children, youth, and adults. It suggests five ways in which media
With ]
education can lessen the impact of me dia violence:
the violen
drama bas
1. Reduce exposure to media violence, especially of the young, by edu-
murder o
cating parents and caregivers about media violence and helping them
there WOL
FROM : Center for Media Literacy
PHONE NO. : 323 931 4474
May. 04 1999 26PM P13
He Shoots, He Kills!
129
to develop and enforce age-appropriate viewing limits. Media violence
today is much different than when parents were growing up.
2. Change the impact of violent images by deconstructing the tech-
niques used to stage violent scenes (what is used to make "blood," the
use of special effects to create bomb blasts), by decoding the various
depictions of violence in different genres - news, cartoons, music,
sports, drama.
3- Locate and explore alternatives to storytelling that use violence as
the preferred solution to conflict. Change undesirable images from
popular culture into opportunities for positive models. One father let
his child watch Teenage Mutant Ninja Turtles, but only if the child
would "imagine" a fifth turtle named "Gandhi." Afterwards, they had
discussions on how "Ninja Gandhi" would get the Turtles out of
trouble without resorting to violence.
4. Expose and challenge cultural, economic, and political support for
media violence - militarism, greed, competition, dominance, poverty
- as well as the personal ways each of us may be contributing to media
violence. The kit encourages participants to ask hard questions of
themselves, of others and of society, by applying the principles of crit-
ical thinking to experiences that look like "mindless entertainment."
5. Break the cycle of blame by promoting intelligent discussion of
media violence at school and home, and with community and religious
groups and representatives of media.
An informed public is less vulnerable to extremist views of actions.
c
In Beyond Blame: Challenging Violence in the Media, the authors suggest
three criteria to distinguish between violence that is acceptable and appro-
priate and that which is unnecessary, perhaps even dangerous. These crite-
ria relate to (a) the significance of violence to the story, (b) the depiction of
the consequences of violence, and (c) the character and motives of the
individuals engaged in violence.
With respect to the story, the point of the exercise is to gauge whether
the violence is essential or gratuitous. In Giant Mine, for example, a CBC
drama based on a real-life labour dispute in Yellowknife that resulted in the
murder of nine miners, the violent incident is clearly central: without it,
there would be no story. In this case, violence provides the occasion for an
FROM : Center for Media Literacy
PHONE NO. : 323 931 4474
May. 04 1999 03:26PM P14
130
MORE THAN MEETS THE EYE
exploration of people's lives at a time of stress - a labour dispute - and
delves also into larger social issues relating to class warfare and the quest
for justice.
Quite different would be an episode of Martial Law where outbreaks of
violence serve as little more than visual punctuation to break up an other-
wise turgid story. Such violence is much harder to justify.
Another way to assess the acceptability of violence is by examining the
shown consequences. Most dangerous, perhaps, are programs that gloss
over the consequences: pain is signified by a grunt or exhalation; repeated
blows to the face or body leave no mark; dead bodies simply disappear from
the screen. This is violence in a cartoon world. The approach advocated in
Beyond Blame: Challenging Violence in the Media emphasizes that the con-
sequences not be shirked. Shows like Law & Order and Homicide: Life on the
Street make certain that the consequences of violence are shown.
Finally, the least justified depiction of violence is one that makes a sim-
plistic distinction between good guys and bad guys. In the everyday world
of our daily experience, motives are always mixed, and character is always
complicated. Even the most virtuous among us is flawed. Even our worst
encmy has his good points. But in prime-time tclevision, too often the good
guy's halo is never dimmed and his arch-enemy's character is painted solid
black. Good guys wear smart clothes, are gallant in the company of women,
and drive desirable cars. Bad guys are unshaven and lecherous and are
C
denied possession of designer labels. This is often the case in Nash Bridges.
From the beginning of time violence has often been an important part
Eva
of drama on stage, in movies, on television. But such violence should always
grie
have a reason and a context. When there is violence it should be inherent to
the story, and the consequences must be appreciated. In Oedipus Rex,
a to
Oedipus puts out his eyes when he learns that he has, unwittingly, mur-
Co
dered his father and married his mother. His most violent act is done
aw
offstage. The Greeks realized that necessary violence did not have to be
of
shown. Shakespeare's plays are filled with violence. At the end of Hamlet
Cc
there are many dead bodies on the stage and not one of them died of a heart
sp
attack. I wonder what the V-chip would make of that scene?
bo
so
Pe
FROM : Center for Media Literacy
PHONE NO. : 323 931 4474
May. 04 1999 03:27PM P15
"TV Violence: It's Time to Break the Circle of Blame"
Summary of testimony to the
Commerce Committee / United States Senate
Wednesday, July 12, 1995
Elizabeth Thoman
Center for Media Literacy/Los Angeles
For 40 years, the American people have been engaged in a "circle of blame" about media
violence: viewers blaming writers; writers blaming producers, producers blaming the networks,
networks blaming the advertisers. And advertisers blaming the public for watching! It's time to
stop the circle of blame and recognize we all share responsibility for the culture we are creating
and passing on to our children.
The media industry must also accept responsibility for what they put into public space and
time. Leaving this issue only up to parents is like asking parents to be responsible for the air
their children breathe. That's impossible! Parents must be supported in their parenting task by
the other sectors of society that also have everything to gain from the raising of healthy and
well-adjusted kids.
For those same 40 years, the circle of blame has been fueled by one unanswerable question:
"Does watching violence cause someone to become violent? The reason we've gotten nowhere
on this issue for 40 years is because this is the wrong question to ask about violence in the
media. To reduce the issue of media violence to "Does TV kill?", as the talk shows might put it,
trivializes a complex question that faces our global society on the brink of the 21st century.
According to the American Psychologica! Association's 1993 report, Violence and Youth:
Psychology's Response, there are not just one: but four long term effects of viewing violence:
1. Increased aggressiveness and anti-social behavior.
2. Increased fear of being or becoming 1 victim.
3. Increased desensitization to violence and victims of violence.
4. Increased appetite for more and more violence in entertainment and real life.
The real question should be: What is the long term impact on our national psyche when
millions of children, in their formative years grow up decade after decade bombarded with very
powerful visual and verbal messages demonstrating violence as the preferred way to solve
problems and normalizing fear and violence as "the way things are?"
The Center for Media Literacy believes that to engage this question is to explore a
fundamental issue of our time. But we need it to happen not just in political speeches or talk
shows. We need to enroll millions of Americans in a locally-based "national conversation" to
resolve the issue of media violence in their own lives and ultimately in our common society.
FROM : Center for Media Literacy
PHONE NO. : 323 931 4474
May. 04 1999 03: 28PM P16
Perhaps violence has proliferated in our mass entertainment culture because citizens haven't
had the information they need to make truly informed choices. In the past 20 years, we've
learned to make different choices around smoking and cholesteral and buckling up your
seatbelt. Media literacy proposes that, with different information, viewers might make different
choices or engage in different behaviors.
I propose that media literacy education is a valuable and critical tool for learning to navigate
our way through the sea of information and images that make up our modern media-saturated
society. There is clear evidence that skills of media literacy can be taught to even young
children and they can have an impact on 2. child's ability to apply critical thinking to a variety of
media. Does that mean they will never watch Power Rangers again? Not necessarily. But I
guarantee they'll never watch it passively or without thinking again - and that is a huge
difference!
Our role at the Center for Media Literacy is to research and develop the educational tools to
conduct this "national conversation" all over the U.S. This past year we have published, with
assistance from the Carnegie Corporation and other foundations (and our own membership
numbering over 2500 individuals and institutions), the first comprehensive educational program
on the topic of television and media violence.
Beyond Blame: Challenging Violence in the Media is a participatory, sequenced collection
of video-based discussion-oriented lesson plans designed to engage children and adults in
rethinking how media violence affects thein (and society). It also helps them practice skills to:
a) reduce the amount of violent media watched;
b) mitigate the impact of violent images that are seen;
c) locate and appreciate the value of alternative entertainment that is not violent;
d) express their informed opinion to policy makers, the media industry and to one
another in public forums.
In short, it's a toolkit for education about core issues and an instruction book for responsible
activism to create change.
I have no doubt that when millions of Americans have the opportunity to examine the many
issues around media violence and practice skills of media advocacy and action (as laid out, for
example, in the Beyond Blame program), we will see a dramatic increase in the public opinion
and strategic actions that will slowly, but surely, yield changes in our media system.
Because it is an educational process and not a "quick fix" solution, media literacy may not
make the headlines today. But it will influence the media world our children will inherit
tomorrow. Ultimately this is what counts.
Speaking for the thousands of innovative teachers and group leaders who are exploring the
exciting world of media literacy in schools and after school programs, churches and temples,
libraries and community centers all over the U.S., I thank you for this opportunity to bring their
transforming work to your attention.
Please feel free to duplicate and distribute these remarks.
For additional information, contact
CENTER FOR MEDIA LITERACY, 4727 Wilshire Blvd. #403, Los Angeles, CA 90010 323-931-4177
www.Call-4-Peace.com
650-843-1867
01/30/99
11:18 AM
1/2
FAX
IN BRIEF
TO: Mrs. Hillary Rodham Clinton The First
Lady, The White House 202-456-2941
FAX: 202 456-5199
FROM: www.Call-4-Peace.com
PAGES (INCLUDING COVER): 2
Friday, April 30, 1999
Teach Peace!
Attn: Assignment Editor
From: Ron L. Jones 650-843-1048
www.Cal-4-Peace.com
650-843-1867
14/30/99
11:19 AM
2/2
April 21, 1
. (
Letter
Subject: Teach Peace!
Dear
.
President,
1 solution to "School Violence" Is teaching peace and angry management In schools. I wish
you could take a look at my campalgn for "TeachIng-Peace" In our nation's schools. The next
time you want some Input, I have video from Peace Week school events of past, that you and the
Secretary of Education should take a look at.
Promoting "Peace and Diversity" Is my avocation. The next time you visit Stanford, my house Is
the one with the blg Peace Symbol on the garage door and on my red Corvette.
I
ly pray that you take my recommendation to heart and "Implement my Peace Week program
on a nationwide level."
Peace & Blessings
Ron L. Jones
OUR LIVES WERE PREMATURELY TERMINATED BY
WAYWARD BULLETS THAT SHOULDVE ELSEN FISHING WEIGHTS
GetMad
CoFfishing
WANTED: Volunteers, Participants & Organizations to join in
WAY
25-31,1998
Fur information call:
2666 E. Bayshore Road
1(B00) 225-4726 . (850) 858-2993, Ext 15
Palo Allo, CA 94303
www.call-4-peace.com
www.Call-4-Peace.com
650-843-1867
4/30/99
Φ
12:02 PM
1/3
RUSH TO: Mrs. Hillary Rodham Clinton The First Lady, The
FAX: 202 456-5199
FROM: www.Call-4-Peace.com
PAGES (INCLUDING THIS COVER): 3
Here's another Press Release that demos my committment to
promoting Peace
Ron L. Jones 650-843-1048 [email protected]
Friday, April 30, 1999
www.Call-4-Peace.com
650-843-1867
4/30/99
12:03 PM
2/3
May-24-98 12:32A Colossal Graphics Inc.
1
P.01
Colossal Graphics, Inc.
Press Release
For Immediate Release
For further Information Contact:
Ronald L. Jones, 650.858.2993, Ext. 11
Ronald L. Jones, entrepreneur, inventor, and advocate for peace, is devoting his energies
towards creating "Peace Week", a nation-wide effort, focused on promoting peace in our lives.
Jones says that violence is pervasive in our society. To underscore this thought, he reflects on
the five recent murders in Jonesboro, Arkansas, the scene of the most recent killings of
innocents. Four of the murder victims were junior high school students. The alleged killers -
juveniles, a thirteen year-old and an eleven year-old.
Jones' passion for peace grew out of a reflection on the lives of people who had been
assassinated - President John Kennedy, Martin Luther King, Jr., John Lennon, Malcolm X,
Selena, and Tupac Shakur. "These, and countless others, have been killed, and will continue to
be killed by wayward assassin's bullets, if we don't seek a way to curb the violence." Jones
said. Jones recommends that we re-examine our behavior, and begin to promote peace, in
order to curb the violence. To this end, Peace Week, May 25-31ˢᵗ, offers a way for the nation
to focus on rethinking our values and focusing on an alternative to violent actions. Jones'
suggestion: "Think before you act."
To support this idea, Jones created the slogan, "Get Mad, Go Fishing." Jones also interpreted
this slogan in a "Get Mad, Go Fishing" poster. This colorful interpretive piece depicts ten
internationally reknowned people, those mentioned above and others, who have fallen victim to
assassins' bullets. "The acts of violence that cut short these lives should have been
redirected." said Jones. Peace Week will help the nation concentrate on curbing violence,
reflecting on our values, and finding alternative responses to violent actions. Jones emphasizes
that he is not an anti-gun activist. He says that the primary focus on the "Get Mad, Go
Fishing" concept is to find alternative behavior to vent anger.
Jones is asking public officials and corporate leaders to create a peace week mentality in their
communities, and that they actively solicit volunteers, participants, and organizations to
support the peace concept during this week. Jones said, "Peace Week will focus on learning to
forgive, walking away from fights, and studying the history of peace makers."
For further information on Peace Week, or to volunteer, call (800) 225.4726 or (650)
858.2993, ext. 15 or see the Web site at www.call-4-peace.com.
pressrelease:040198:cbj
2666 E. Bayshore Road, Palo Alto, CA 94303
Telephone: 650.858.2993
Facsimile: 650.858.2994
[email protected]
www.call-4-peace.com
3/3
P 02 P.02
OUR LIVES WERE PREMATURELY TERMINATED BY
12:03 PM
WAYWARD BULLETS THAT SHOULD'VE BEEN FISHING WEIGHTS
GetMad
GO Fishing
4/30/99
(a 650-843-1867 .
WANTED: Volunteers, Participants & Organizations to join in
PEACE WEEK V98 MAY 25-31,1998
2666 E. Bayshore Road
Palo Alto, CA 94303
1
1/5
May-24-98 : 12:32A Colossal Graphics Inc.
www.call-4-peace.com
DIE II
For information call:
. (650) 858-2993, ext.15
1(800) 225-4726
www.Call-4-Peace.com
Copyright C Ron 1.. Jones, All rights reserved 1998
www.Call-4-Peace.com
650-843-1867
4/30/99
O
11:59 AM
1/3
RUSH TO: Mrs. Hillary Rodham Clinton The First Lady, The
FAX: 202 456-5199
FROM: www.Call-4-Peace.com
PAGES (INCLUDING THIS COVER): 3
Here are a Press Release from the past to show that I am no
Johnny come lately
Friday, April 30, 1999
www.Call-4-Peace.com
650-843-1867
4/30/99
11:59 AM
2/3
Oct-15-97 11:54P Colossal Graphics Inc.
1
P.01
SODCUMMUNICATIONS
$100
PEACE IN THE STREETS CALL 4 PEACE
PRESS RELEASE
For More Information:
Shelley Bradford-Bell. (415) 824-0324
Ron L. Jones, (650)858-2993
For Immediate Release
Event Date: Thursday, October 16, 1997 -
Kickoff 9:30 am Bayview Opera House, 4705 3rd Street at Oakdale
Rally 12:00 noon, Martin Luther King Jr. Park, 3rd Street & Carroll
MURAL OF PEACE TO BE UNVEILED AT RALLY
TO MARK 2ND ANNIVERSARY OF THE MILLION MAN MARCH
SAN FRANCISCO-- San Francisco's African American youth will lead a March and Rally to
commemorate the anniversary of the Million Man March on Thursday, October, 16. 1997
beginning at 9:30 a.m. at the Bayview Opera House. 4705 Third Street at Oakdale in San
Francisco. The March will progress to Martin I uther King Jr. Park at 3rd Street and Carroll where
youth will lead a celebration of unity. love and peace. Youth and community leaders will make
commitments to peace and pledge to elevate education as the number one priority of the African
American community.
The opening of the Rally. following the prayer will be the unveiling of a symbolic mural
entitled "PEACE IN THE STREETS". "PEACE IN THE STREETS" is a record-size, full-color mural
depicting the devastating impact crime has on communities and the domino effect it will cause if not
addressed. The mural consist of nineteen. 3 ft by 96 ft. laminated strips. joined together to cover a
regulation-size (96 ft X 54 ft.) basketball court.
-CONTINUED-
www.Call-4-Peace.com
650-843-1867
4/30/99
11:59AM
3/3
Oct-15-97 11:54P Colossal Graphics Inc.
1
P.02
SDD
141:10/15/97
1910.24 PM
11313
Mural of Peace to be Unveiled at Rally
to Mark 2nd Anniversary of the Million Man March
Event: Thursday October 16, 1997 -- Page Two of Two
The symbolic mural was created by Ron L. Jones, CEO and President of Colossal
Graphics, in Palo Alto California whose latest campaign is to mobilize Californians to encourage
the NFL to take the superbowl game away from California in light of recent implementation of
Props 209 and 187.
"PEACE IN THE STREETS' delivers a message of hope to our children." says Jones. "It
shows our youth that education and opportunity are the direct antidotes to violence, drug abuse
and crime. The March and Rally which commemorates the anniversary of the Million Man March
has the same agenda. Sponsors and speakers from community based organizations, San
Francisco's Unified School District. the Association of Black Educators and the community at
large will join African American youth and the Nation of Islam on stage in a day of atonement and
commitment to the education. health and economic growth of the African American community.
The Rally will end at 3 p.m. followed at 4 p.m. by a live-remote broadcast of a speech by
Minister Farrahkan and a documentary on the Million Man March at the Bayview Opera House
hosted by the Nation of Islam.
At sunset Jones, will hold a peace vigil in the courtyard of the Bayview Opera House. "I
want everybody to stop by and light a candle for peace and reflect on the power. we as African
Americans have when WC exercise our citizenship." says Jones. "Education is power."
###
www.Call-4-Peace.com
650-843-1867
4/30/99
11:55AM
1/1
May-07-97 10:15A Colossal Graphics Inc.
1
P.01
UNITY BANQUET 1997
0
NSBE-AE-SVC
NCCBPE
May 2, 1997
Mr. Ronald Lee Jones
1110 Embarcadero Rd.
Palo Alto, CA 94303
Dear Mr. Jones:
Congratulations. You have been selected to receive one of the Technical
Achievement Awards which will be presented at the 1997 Unity Banquet
sponsored by the Northern California Council of Black Professional
Engineers and the National Society of Black Engineers-Alumni Extension-
Silicon Valley Chapter. It is our pleasure to recognize your achievements
in advancements in computer printing technology.
The Unity Banquet will be held on May 10, 1997 at the Le Baron Hotel in San
Jose (name recently change to Windham Hotel). The cocktail hour will
take place between 6pm and 7pm. This will give participants the
opportunity to visit exhibitor tables and displays and to network. Dinner
will begin at 7pm. Following dinner will be a talk by the keynote speaker.
Lt. Colonel James C. Warren who will give a first hand account of the
legendary Tuskegee Airmen,
Enclosed is your ticket for the banquet. If you would like to invite guests,
you may reserve tickets for them by contacting either Joan Hickman (408)
223-6465 or Ricardo Thomas (415) 284-5653. The cost per ticket is $40.00.
Your reserved tickets will be waiting at the reception table under "Will
Call". It is essential that you make your reservations by May 5 to ensure
that space is available.
We look forward to seeing you at the banquet.
Sincerely.
Statte Caruell
Hattie Carwell
Banquet C0-Chair
www.Call-4-Peace.com
650-843-1867
4/30/99
11:52 AM
1/1
May-24-98 12:19A Colossal Graphics Inc.
1
P.01
Office of the Mayor
Proclamation
OAKLAND CALIFORNIA
WHEREAS, The lives of thousands of people, especially our
young people have been prematurely terminated by wayward
assassins' bullets. It is proposed that we re-examine our behavior and
begin to promote peace in order to curb the violence by setting aside
a week to concentrate on this purpose and reach this goal; and
WHEREAS, The week of May 25 - - 31, 1998, has been
designated as Peace Week '98 - to get the media, parents, relatives,
friends, teachers, community leaders, civic leaders. employers,
employees, students, and concerned citizens involved in the effort to
teach "Peace in the Streets"; and
WHEREAS, "Peace in the Streets" will take a message of hope
to our children, showing them that education and opportunity are
direct solutions to violence, drug abuse, and crime; and
WHEREAS, Ronald L. Jones, President of Colossal Graphics,
Inc. is concerned about peace in our community and has made
PEACE FOR ALL the focus of his life's work. All individuals and
organizations interested in promoting peace in the home, workplace,
schools, communities and the nation by encouraging humankind to
throw away their wayward assassins' bullets, can learn more by
visiting the "Peace in the Streets" website at www.call-4-peace.com
or call 1-800-255-4726; now
THEREFORE, 1 ELIHU M. HARRIS, Mayor of the City of
Oakland, do hereby proclaim the week of May25 - 31, 1998, as
"PEACE WEEK '98"
in the City of Oakland, and I commend Ronald L. Jones for his
outstanding efforts and contributions to the City of Oakland.
IN WITNESS WHEREOF, I have hereunto set my hand and caused the
Seal of the Office of the Mayor to be affixed.
Enter M. HARRIS
MAYOR
a
FROM : ChildrensBook&LiteracyAlliance PHONE NO. : 8028936610
May. 04 1999 01:17PM P1
NCBLA FAX
Date:
5/4/99
Number of pages including cover sheet:
2
To: Katie Button
From:
National Children's Book and
202.456.6244
Literacy Alliance
Mary Brigid Barrett
1
Pine Street
Urgent!
Franklin, MA 02038
[email protected]
Phone:
08-533-5851
Fax phone:
08-541-1002
REMARKS:
X
Urgent
For your review
X
Reply ASAP
Please comment
Hi Katie!
I caught the Today Show interview that Katie Couric did with President Clinton. The President
mentioned that he and Mrs. Clinton would be hosting a summit on young people and violence at the
White House, possibly this week. I have three strong suggestions of individuals to include at that
summit and if you agree with the choices could you pass them on to the appropriate staff members
in the President's office.
Katherine Paterson- As you know, a vice-president of the NCBLA. I would choose Katherine's over
Robert Coles or Howard Gardner of any "expert" on young people. Why? She is the foremost
writer for young people in the world. Which means she is not only a great communicator but she
knows kids, emotionally and spiritually, and can articulate their needs with passion and conviction.
She understands the power of story in a young person's life, its emotional value, and story's
transforming nature for the good and the bad. She is a champion of freedom of artistic expression,
and hugely anti-censorship. Her books often appear on the banned list of books in our nation. Her
work has been adapted for the stage and screen and she understand the impact and challenges in
faced by the electronic media. Her credentials are impeccable. She has won not only numerous
National Book, and Newbery Awards, but is the recipient of the Hans Christian Anderson Award,
the Nobel Prize of children's literature. She would be an effective, objective person to include in a
discussion about Hollywood and violence and its effect on young people.
Katherine can be reached at 802.476.4057
Geoffrey Canada - Author of Fist Stick Knife Gun, A Personal History of Violence in America, and
President of the Rheedlen Center for Families in Harlem. Jeff knows first hand what it is like
growing up black in an urban environment and has strong feelings about the causes of violence in
young people and what we should be doing about it. I know from first hand experience that he is
powerful, passionate and articulate. He is also one of the people in this country who is acting on this
issue and has clear ideas in how to combat violence in young people. Geoffrey can be reached at
212.866.0700.
P.
FROM : ChildrensBook&LiteracyAlliance PHONE NO. : 8028936610
May. 04 1999 01:17PM P2
Marian Rees- Marian is a highly successful television producer in Los Angeles who has been working on issues related
to quality television and families for many years. She is thoughtful and very provocative. She feels that the television
and movie industries are not being responsible and that there is far too much gratuitous violence in television and the
movies and she is not afraid to say so out loud. She has produced extensively for Hallmark Television and recently
received an Emmy for her Ruby Bridges production on ABC. She is currently working with PBS to create a series of
America Literature based dramas for Masterpiece Theater. Marian can be reached at 818.508.5594.
Thanks Katie, I hope this is information you can use. If I can be helpful with this issue, I would love to be. It is an issue
I have been speaking with in relationship to our work, because their is a huge tie with what we are doing, parental and
teaching involvement, art, literature, communication and censorship. Also, violence is a male problem, and most boys
are not reading and reading. Prisons are full of illiterate males. There need to be some voices at the summit that speak
to these connections.
MyBri My best,
Mary Brigid Barrett
President
National Children's Book and Literacy Alliance
I
ROBERTA COOPER RAMO
Pam-
Thanks for calling me back.
Bruce has significant scientific
research & applied experience that
should not be missed in your stategic
Thinking Also Jeff J acobs- Pres. of Horpo
& founder of CIU ITAS would be a great
committed to make america a much better place
addition to your thinking - he is totally
for Children has the power 13 his contacts,tecond Rith the efforts
Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
001. bio
re: Bruce Duncan Perry [partial] (1 page)
n.d.
b(6)
COLLECTION:
Clinton Presidential Records
Domestic Policy Council
Ann O'Leary
OA/Box Number: 19586
FOLDER TITLE:
Youth Violence [Folder 3] [1]
2013-0436-S
rc1260
RESTRICTION CODES
Presidential Records Act (44 U.S.C. 2204(a)]
Freedom of Information Act - 15 U.S.C. 552(b)]
P1 National Security Classified Information [(a)(1) of the PRA|
b(1) National security classified information |(b)(1) of the FOIA]
P2 Relating to the appointment to Federal office |(a)(2) of the PRAJ
b(2) Release would disclose internal personnel rules and practices of
P3 Release would violate a Federal statute [(a)(3) of the PRA|
an agency |(b)(2) of the FOIA]
P4 Release would disclose trade secrets or confidential commercial or
b(3) Release would violate a Federal statute |(b)(3) of the FOIA|
financial information |(a)(4) of the PRA
b(4) Release would disclose trade secrets or confidential or financial
P5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors |a)(5) of the PRA]
b(6) Release would constitute a clearly unwarranted invasion of
P6 Release would constitute a clearly unwarranted invasion of
personal privacy |(b)(6) of the FOIA]
personal privacy |(a)(6) of the PRA|
b(7) Release would disclose information compiled for law enforcement
purposes |(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed
b(8) Release would disclose information concerning the regulation of
of gift.
financial institutions [(b)(8) of the FOIA]
PRM. Personal record misfile defined in accordance with 44 U.S.C.
b(9) Release would disclose geological or geophysical information
2201(3).
concerning wells |(b)(9) of the FOIA]
RR. Document will be reviewed upon request.
Bruce Duncan Perry, M.D., Ph.D.
Senior Fellow
Dr. Perry is the Senior Fellow of the CIVITAS Initiative, a national organization
based in Chicago. Dr. Perry serves as the Thomas S. Trammell Research Professor
of Child Psychiatry, and the Vice-Chairman for Research in the Department of
Psychiatry and Behavioral Sciences at the Baylor College of Medicine in Houston,
Texas. Within the Baylor College of Medicine clinical system, he serves as Chief of
Psychiatry at Texas Children's Hospital. Dr. Perry has secondary appointments in
Pediatrics, Pharmacology and Neuroscience.
Dr. Perry, a native of
(b)(6)
was an undergraduate at Stanford [001]
University and Amherst College. He attended medical and graduate school at
Northwestern University, receiving both M.D. and Ph.D. degrees. Dr. Perry
completed a residency in general psychiatry at Yale University School of Medicine
and a fellowship in Child and Adolescent Psychiatry at The University of Chicago.
Dr. Perry's neuroscience research has examined the effects of prenatal drug
exposure on brain development, the neurobiology of human neuropsychiatric
disorders, the neurophysiology of traumatic life events and basic mechanisms related
to the development of neurotransmitters in the brain. His clinical research and
practice has focused on traumatized children -- examining long-term cognitive,
behavioral, emotional, social, and physiological effects of neglect and trauma in
children, adolescents and adults. This work has been instrumental in describing how
childhood experiences, including neglect and traumatic stress, change the biology of
the brain. Dr. Perry is the author of over 150 journal articles, book chapters and
scientific proceedings and is the recipient of a variety of professional awards and
honors.
Dr. Perry is the author of Maltreated Children: Experience, Brain Development
and the Next Generation to be published by W. W. Norton & Co. and How Nurture
Becomes Nature: The Influence of Social Structures on the Development of the Brain.
Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
002. resume
re: Bruce Duncan Perry [partial] (I page)
n.d.
b(6)
COLLECTION:
Clinton Presidential Records
Domestic Policy Council
Ann O'Leary
OA/Box Number: 19586
FOLDER TITLE:
Youth Violence [Folder 3] [1]
2013-0436-S
rc1260
RESTRICTION CODES
Presidential Records Act - |44 U.S.C. 2204(a)]
Freedom of Information Act - 15 U.S.C. 552(b)|
P1 National Security Classified Information |(a)(1) of the PRA]
b(1) National security classified information [(b)(1) of the FOIA]
P2 Relating to the appointment to Federal office [(a)(2) of the PRA|
b(2) Release would disclose internal personnel rules and practices of
P3 Release would violate a Federal statute [(a)(3) of the PRA]
an agency |(b)(2) of the FOIA]
P4 Release would disclose trade secrets or confidential commercial or
b(3) Release would violate a Federal statute |(b)(3) of the FOIA]
financial information |(a)(4) of the PRA|
b(4) Release would disclose trade secrets or confidential or financial
P5 Release would disclose confidential advice between the President
information |(b)(4) of the FOIA|
and his advisors, or between such advisors [a)(5) of the PRA|
b(6) Release would constitute a clearly unwarranted invasion of
P6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy [(a)(6) of the PRA]
b(7) Release would disclose information compiled for law enforcement
purposes |(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed
b(8) Release would disclose information concerning the regulation of
of gift.
financial institutions [(b)(8) of the FOIA]
PRM. Personal record misfile defined in accordance with 44 U.S.C.
h(9) Release would disclose geological or geophysical information
2201(3).
concerning wells |(b)(9) of the FOIA]
RR. Document will be reviewed upon request.
CURRICULUM VITAE
-
Bruce Duncan Perry, M.D., Ph.D.
Department of Psychiatry and Behavioral Sciences
Baylor College of Medicine
One Baylor Plaza
Houston, Texas 77030
(713) 770-3750
(713) 770-3747 (FAX)
[email protected]
http://www.bcm.tmc.edu/civitas
Birthdate
[002]
(b)(6)
Birthplace
(b)(6)
Social Security Number
(b)(6)
PRESENT POSITION
Senior Fellow The CIVITAS Initiative, Chicago Illinois (1997- )
Thomas S Trammell Research Professor of Child Psychiatry: Baylor College of Medicine,
(1993- )
Associate Professor: Departments of Psychiatry and Behavioral Sciences, (1992- ), Pediatrics,
(1993- ), Pharmacology, (1993- ) and Neuroscience Program, (1994- ), Baylor College of
Medicine, Houston, Texas
Vice Chairman for Research: Department of Psychiatry and Behavioral Sciences, (1992- )
Chief of Psychiatry: Texas Children's Hospital, Baylor College of Medicine, (1992- )
Director: CIVITAS ChildTrauma Programs, Baylor College of Medicine, (1994- )
PREVIOUS POSITIONS
Assistant Professor: Departments of Psychiatry (1989-1992), Pediatrics (1990-1992), and Section
of Pharmacology, (1991-1992)
Director: Laboratory of Developmental Neurosciences (1987-1992), Section of Child and
Adolescent Psychiatry, The University of Chicago
Co-Director: Human Brain Tissue Bank (1989-1992), Department of Psychiatry, The University of
Chicago
Director: Center for the Study of Childhood Trauma, (1990- )
Instructor: Department of Psychiatry, The University of Chicago, (1987-1989)
Fellow: Harris Center for Developmental Studies, The University of Chicago, (1987-1989)
EDUCATION
Fellowship in Child and Adolescent Psychiatry: Section of Child and Adolescent Psychiatry,
Department of Psychiatry, The University of Chicago, Chicago, IL (1987-1989)
Post-Doctoral Fellowship (Psychiatry). Department of Psychiatry, Yale University, New Haven,
CT (1984-1987)
Internship (Flexible). St. Raphael's Hospital, Yale University School of Medicine, New Haven,
CT (1984-1985)
Medical School: Northwestem University School of Medicine, Chicago, IL (1977-1984) MD
awarded 1984
Graduate School (Pharmacology): Department of Pharmacology, The Graduate School,
Northwestem University, Chicago, IL (1979-1984) PhD awarded 1984
Undergraduate School: Amherst College, Amherst, MA, Neuroscience Program (1975-1977)
Undergraduate School: Stanford University, Stanford, CA, Biology and Psychology (1973-1975)
High School: Bismarck Public High School Bismarck, ND (1970-1973)
PROFESSIONAL ACTIVITIES
Teaching
Baylor College of Medicine. (1992-_) CNS Pharmacology; Developmental Neurobiology;
Research Issues in Psychiatry, Pediatric Psychopharmacology; Trauma-related Disorders and
related subjects to medical students, psychiatry, pediatric and child psychiatry residents, graduate
students in psychology, pharmacology, social work, and the neurosciences
The University of Chicago (1987-1992) Introductory Neurosciences; Advanced Clinical
Neurosciences; Developmental Neurobiology; Research Issues in Child Psychiatry,
Psychopharmacology, Psychopathology
Yale University (1985-1987) Psychopharmacology
Northwestern University (1980-1983) CNS and ANS Pharmacology
Illinois College of Optometry. (1981-1983) CNS and ANS Pharmacology
University of North Dakota (1980) Hypnosis, Acupuncture and Placebo
Amherst College. (1978-1979) Laboratory Techniques in Physiological Psychology
Stanford,Iniversity, (1974), Mathematics.without.Anviety,
Accreditation
Diplomate, National Board of Medical Examiners, 1984
Illinois State Medical License #036-075366
North Dakota Medical License #6328
Texas State Medical License # J3573
Board Certified in Psychiatry: American Board of Psychiatry and Neurology (ABPN)
Certificate #33888
Board Certified in Child and Adolescent Psychiatry: ABPN Certificate # 2837
Committees (current)
Institutional
Executive Committee, Department of Psychiatry, Baylor College of Medicine
Research Committee, Department of Psychiatry, Baylor College of Medicine
Advancements and Promotions Committee, Department of Psychiatry, Baylor College of Medicine
Therapeutic Abortions and Sterilization Committee, Texas Children's Hospital
Search Committee, Chief, Developmental Pediatrics, Texas Children's Hospital
Local
Board of Directors, Texas Professional Society on the Abuse of Children, 1994-
Board of Advisors, Houston Advocates for Mentally Ill Children, 1993-
Board of Directors, The Grief Center (Bo's Place), 1995-
Chairman, Advisory Board, Healthy Steps, Houston, 1998 -
National
Conduct Disorders Committee, American Academy of Child and Adolescent Psychiatry, 1994
National Board of Medical Examiners, Test Material Development Committee, 1996-
Board of Directors, The Reiner Foundation, Los Angeles, CA 1998
Board of Advisors, I Am Your Child, National Public Engagement Campaign, 1997
Board of Directors, CIVITAS Initiative, 1997-
Committees (past)
Institutional
Steering Committee, Neurobiology of Disease Program, Neurosensory Institute, BCM
Member, Brain Research Foundation and Brain Research Institute, 1989-1991
Chair, Chicago Consortium for Psychiatric Research, PTSD Research Subcommittee, 1991-1993
Advisory Board, High School for Health Professionals, Baylor College of Medicine
Local
Project Advisory Board, Alliance for the Mentally Ill: Greater Chicago (AMI-GC)
Illinois State Psychiatric Institute, Drug Evaluation Committee, 1990-1992
Advisory Board, Alliance for the Mentally III of Greater Chicago
Children's Crisis Care Center Task Force (CPS Fund Board), 1993-1997
Board of Advisors, Mark Roberts Foundation for the Prevention of Child Abuse, 1995-1997
State of Texas Child Fatality Review Team, 1995-1997
National
Ad Hoc Member, Special Study Group, MacArthur Early Childhood Transitions Network 1994
Academy of Child and Adolescent Psychiatry Scientific Issues Work Group, 1988-1990
Board of Counselors, Loyola University Chicago School of Law, CIVTAS ChildLaw Center, 1993-1997
Board of Counselors, The CIVITAS Initiative, 1993-1997
Research Committee, American Professional Society on the Abuse of Children, 1995-1997
Advisory Board, BCM Group, Inc, Children and Violence Initiative, Washington, DC, 1994-1997
International
Work Group on "Children, Violence and War" (Spunk Fund and Harris Foundation) 1991-1993
Work Group on Bosnia (Dept of Defense, Menninger Clinic, World Health Organization, United
Nations Consortium)
OTHER ACTIVITIES
Coordinator, Grand Rounds, Department of Psychiatry, University of Chicago, 1990-1992
Program Consultant, St. Joseph's Carondelet Child Center, 1989-1995
Consultant, Federal Bureau of Investigation (Critical Incident Protocols, Juvenile Violence, Child
Abduction) 1993-
Consultant, Princess Sophie Foundation of Romania (neglect, adoption, orphans)
HONORS AND AWARDS
Northwestem University Graduate Fellow, 1979-1980
National Institute of Health Training Grant Predoctoral Fellow (GM 07263), 1980-1982
National Institute of Mental Health Predoctoral Fellow (ADAMHA: MH-08834), 1982-1984
Recipient, American Society of Pharmacology and Experimental Therapeutics Robert F Furchgott
Travel Award, 1983
Nominee, Donald B Lindsley Prize in Behavioral Neuroscience, 1984
Recipient, Presidential Scholar Award, American Academy of Child and Adolescent Psychiatry,
1988
Recipient, American College of Neuropsychopharmacology, Travel Award, 1988
Recipient, Director's Clinical Service Leadership Award, Houston VAMC, 1993
Recipient, Department of Veteran's Affairs, National Service Director's Award (Mental Health and
Behavioral Sciences), Washington, DC, 1993
Lawrence Breslow Memorial Lecturer, Lutheran General Hospital, University of Chicago, 1993
19th Annual Ester s Zetland Lecturer, Chicago Psychoanalytic Association and Association of Child
Psychotherapists, Chicago, IL 1993.
The Thirty-third Gertrude Victorson Ratner Lecturer, "Malignant Memories: Trauma and Abuse in
Children and Adolescents", Evanston Hospital, Northwestem University, Chicago, IL 1994
Recipient, Mental Health Association's, Research Award, Houston, TX, 1995
Recipeint, Carondelet Child Center's Public Service Award, Chicago, IL 1995
Recipient, The Children's Hospital Department of Psychiatry and Behavioral Sciences,
Rosenberry Award, The University of Colorado, Denver, CO 1995
Recipient, The Children's Hospital Department of Psychiatry and Behavioral Sciences,
Rosenberry Award, The University of Colorado, Denver, CO 1996
Selected to -- The Best Doctors in America: Central Region 1996-1997
Invited Participant, White House Conference on Early Childhood and the Brain, 1997
Invited Plenary Speaker, President's Summit on America's Future, Philadelphia, 1997
Invited Speaker, National Governor's Association, Brain Development and Early Childhood
Initiatives, Washington, DC, 1997
Invited Testimony, United States Senate, Appropriations Committee, Recent Findings on Early
Childhood Development, Washington, DC, 1997
Recipient, Distinguished Service Award, National Association of Homes and Services for Children,
Houston, TX 1997
Invited Participant, White House Dinner on Earty Brain Development and the I Am Your Child Campaign, 1998
EDITORIAL REVIEW
Grants
Clinical Research Planning Panel, Intramural Research Program of the National Institute of Mental Health (NIMH
IRP), 1998
Ad Hoc Reviewer, Research Advisory Group for Mental Health (National Veterans
Administration Study Section), 1986-1987
Ad Hoc Reviewer, March of Dimes Basic Science Study Section, 1988
Ad Hoc Reviewer, Merit Review Board for Mental Health and Behavioral Sciences, Department of
Veterans Affairs, 1994-1995
Ad Hoc Member, National Institute of Mental Health (NIMH) Board of Scientific Counselors Meeting,
Investigating the Behavioral and Biological Consequences of Child Abuse, Bethesda, Maryland,
1997
Ad Hoc Member, PHS: NIH/NIMH, Violence and Traumatic Stress Review Committee, 1995-1998
Member, Merit Review Board of Mental Health and Behavioral Sciences, Department of Veterans Affairs, 1998
Journals
Ad Hoc referee for Brain Research; Developmental Brain Research; Molecular Brain Research;
Life Sciences; Biological Psychiatry; Archives of General Psychiatry; Journal of Neuropsychiatry
and Clinical Neurosciences; Neuroscience Letters; Journal of Interpersonal Violence; Journal of
Pharmacological and Experimental Therapeutics; Pharmacology, Biochemistry and Behavior;
Annals of Neurology; Pediatrics; Archives of Pediatric and Adolescent Medicine, Journal of the
Academy of Child and Adolescent Psychiatry, International Journal of Neuropsychiatry,
Ad Hoc book reviews for Yale Journal of Biology and Medicine; Journal of Neuropsychiatry and
Clinical Neurosciences; Journal of Interpersonal Violence; New England Journal of Medicine
Review Panel, Journal of the American Academy of Child and Adolescent Psychiatry, 1994-
Editorial Board, Cultic Studies Journal, 1994 -
Editorial Board: Consulting Editor, Child Maltreatment, the Journal of the American Professional
Society on the Abuse of Children, 1995-
Other
Reviewer. American Medical Association's Diagnostic and Treatment Guidelines on Mental Health
Effects of Family Violence AMA, Chicago, 1995
Reviewer: NIMH Report Card on the National Plan for Child and Adolescent Mental Disorders,
1995
Reviewer. State of Texas' Sunset Commission's Review of the Texas Department of Protective and
Regulatory Services, 1995
Reviewer. Clinical Practice Guidelines for Children & Adolescents in the Emergency Department, Emergency
Medical Services for Children, National Association of Social Workers, 1998
RESEARCH SUPPORT (Grants and Contracts)
ACTIVE
Principal Investigator
CIVITAS Initiative: Development of Emotional, Behavioral and Neurophysiological
Symptoms in Children Following Traumatic Abuse or Neglect: An Integrated Service,
Training and Research Program (Principal Investigator: BD Perry) 7-94 to 7-99: Annual Budget
$250,000
Child Protective Services Fund Board: Children's Crisis Care Center: Development of a
Proactive Assessment and Service Model for Children at Risk (Principal Investigator: BD
Perry) 3-96 to 7-98: Annual Budget $ 160,000
Texas Department of Protective and Regulatory Services: Development of Regional Critical
Incident Response Teams for Child Protective Services (Principal Investigator: BD Perry)
9-94 to 9-97 (renewable): Total Budget $ 150,000
Texas Department of Protective and Regulatory Services: A Longitudinal Clinical Case
Management Model for Severely Traumatized Children in the CPS System: A Pilot
Study (Principal Investigator: BD Perry) Active 4-94 to 9-96 (renewable), Total Budget $ 300,000
Hogg Foundation for Mental Health: Critical Incident Stress Debriefing Models for
Traumatized Children (Principal Investigator: BD Perry) 9-96 to 9-99, Total Budget $ 109,000
M.B. O'Connor: Development of a Broad-based Assessment Process for Adolescents in
the Juvenile Justice System: The Burnett Bayland Project (Principal Investigator: BD Perry)
3-97 to 3-99, Total Budget $ 112,000
Co-Investigator
Azzam Foundation Comparison of Medical and Psychosocial Outcomes of Injured
Children with Multidisciplinary vs Conventional Medical Follow-up. (Principal
Investigator: MJ Hanfling) Active 10-94 to 10-96: Total Project Budget $ 310,000 (10%
effort)
HRSA Ryan White (Title IV) Case Management and Psychotherapy Services for HIV-
Infected Children/Families followed at Texas Children's Hospital (Principal Investigator:
WT Shearer, Sub-project Director: BD Perry) Annual Sub-project Budget $ 10,000, 1995-1996
NIH/NICDH: Rett Syndrome Research Program Project (Principal Investigator: DG Glaze)
Neuropathological Abnormalities in Rett Syndrome (SubProject PI: D Armstrong), (10 %
effort)
Consultant
PHS NIMH Research Career Award (K-08) Traumatized Young Children: Risk for
Maladaptation: (Principal Investigator: Michael S. Scheeringa) Tulane Department of Psychiatry and
Neurology, Active 7-96 to 7-99
PHS NIMH Scientist Development Award for Clinicians (K-20) PTSD in Maltreated
Adolescents: Psychobiology (Principal Investigator: Michael DeBellis) Western Psychiatric
Institute, University of Pittsburgh, Active 3-96 to 7-99
PENDING
Principal Investigator
Episcopal Health Charities "Family Health Collaborative Program: Child and Family
Enrichment Program: School-based Services to Promote Healthy Child Development
(Principal Investigator: BD Perry), Active 2/98-2/02, Total Project Budget $385,000.
PAST RESEARCH SUPPORT (Selected)
Principal Investigator
PHS NIDA DA-00250:7 Effects of Cocaine in Reaggregating Neuronal Cultures.
(Principal Investigator: B D Perry) Active: 1990 - 1993. Total direct costs $ 396,066 (30 % effort)
PHS ADAHMA Pre-doctoral Fellowship for Mark Wainwright (Sponsor/ Principal Investigator: B D
Perry): Dopamine Receptor Regulation in Hybrid Striatal Cells. Active: 1992 to 1994
Scottish Rite Schizophrenia Research Program: Developmental Determinants of Dopamine
Receptors in Tissue Culture (Principal Investigator: BD Perry) Active: 1992 to 1994: Total direct
costs $ 65,000
PHS ADAHMA Pre-doctoral Fellowship (MH-08834) (Sponsor: David U' Prichard) Adrenergic
Receptor Regulation in Mammalian Brain. Active 1982-1984.
Pfizer, Inc: Double-Blind Comparison of Sertraline and Placebo in Outpatients with
Post-traumatic Stress Disorder (93-CE21-0640, 0641), Active 7-94 to 7-96, (Principal
Investigator: BD Perry), Annual Budget, $ 123,875
Co-Investigator
Department of Education, Early Childhood Violence Prevention Collaborative of Houston:
A Training Program. (CFDA No. 84.266) (Principal Investigator: R McLaughlin) Active 1993-
1995, Total Project Budget: $ 1,000,000 (10 % effort).
National Institute of Mental Health Grant PHS MH-28942-07 Development of Dopamine-
containing Neurons in Primary Reaggregate Cell Cultures (Principal Investigator: A Heller)
Active: 1988-1991. (10 % effort)
National Institute on Drug Abuse PHS DA-00085 The Effects of Chronic
Methamphetamine Administration (Principal Investigator: L Seiden) Active: 1990-1995. (15 %
effort)
Shaw Foundation Grant: Research in Child and Adolescent Mental Health (Principal
Investigators: B Leventhal and C Roth) Active: 1990-1991, Total direct costs: $ 100,000
National Institute on Drug Abuse, Research Training Grant: Research Training in Drug
Abuse (Principal Investigator: L Seiden): Core Faculty and Trainer: 1992-1997.
Consultant/Collaborator
Stoff, D (Hershey Medical College, Pennslyvania) NIMH, RO-1: Serotonergic Mechanisms
in Childhood Aggressive Disorders.
Giller, E (The University of Connecticut) PHS, NIMH RO-1: Neuroendocrine Mechanisms
in Post-traumatic Stress Disorders
Van Kammen, D (The University of Pittsburgh) VAMC Merit Award: Neurochemical
Mechanisms in Schizophrenia
Perlman, R and Fox, A (The University of Chicago) PHS, RO-1: Calcium Channel
Mechanisms in Cultured Adrenal Chromaffin Cells
Murberg, M (The University of Washington) VAMC Merit Award: Sympathetic Nervous
System and Opioid Functioning in Combat Veterans with PTSD
Todd, RD and O'Malley, KL (Washington University) NIMH RO-1: Molecular Cloning of
Dopamine Receptors
Mukherjee,] (The University of Chicago) NIMH RO-1: Development of Dopaminergic
Radiopharmaceuticals
JOURNAL PUBLICATIONS
1. Perry, BD and U'Prichard, DC 3H-Rauwolscine (alpha-yohimbine): A specific antagonist
radioligand for brain alpha2-adrenergic receptors. Eur Pharmacol, 76, 461-464, 1981
2. Mellow, A.M, Perry, BD, and Silinsky, EM Effects of calcium and strontium in the process
of acetylcholine release from motor nerve endings. J Physiol (Lond), 328, 547-562, 1982
3. Perry, DB, Stolk, JM, Vantini, G, Guchhait, RB and U'Prichard, DC Strain differences in rat
brain epinephrine synthesis and alpha-adrenergic receptor number: Apparent in vivo
regulation of brain alpha- adrenergic receptors by epinephrine. Science, 221, 1297-1299,
1983
4. Perry, BD, Vantini, G, Stolk, JM and U'Prichard, DC Apparent regulation of brainstem and
hypothalamic adrenergic receptors by PNMT and epinephrine: A comparison in inbred
rat strains. Psychopharmacology Bulletin, 19(4), 612-616, 1983
5. Vantini, G, Perry, BD, Hurst, JH, Guchhait, R, Elston, RC, U'Prichard, DC and Stolk, JM
Genetic differences in phenylethanolamine N-methyltransferase activity in rats.
Psychopharmacology Bulletin, 19(4), 616-619, 1983
6. Perry, BD, Simon, P and U'Prichard, DC Interactions of ineuroleptic compounds at alpha2-
adrenergic receptor affinity states in bovine caudate nucleus. Eur] Pharmacol, 95, 315-
318, 1983
7. Vantini, G, Perry, BD, Guchhait, RB, U'Prichard, DC and Stolk, JM Brain epinephrine
systems: Detailed comparison of adrenergic and noradrenergic metabolism, receptor
number and in vivo regulation, in two inbred rat strains. Brain Research, 296, 49-65, 1984
8. Stolk, JM, Vantini, G, Guchhait, RB, Hurst, JM, Perry, BD, U'Prichard, DC and Elston, RC
Inheritance of adrenal phenylethanolamine N-methyltransferase activity in the rat.
Genetics, 108, 633-649, 1984
9. Stolk, JM, Vantini, G, Perry, BD, Guchhait, RB and U'Prichard, DC Assessment of the
functional role of brain adrenergic neurons: Chronic effects of phenylethanolamine N-
methyltransferase inhibitors and alpha-adrenergic receptor antagonists on brain
norepinephrine metabolism. Pharmacol Exp Ther, 230(3), 577-586, 1984
10. Perry, DB, Pesavento, DJ, Kussie, PH, U'Prichard, DC and Schnoll, SH Prenatal exposure to
drugs of abuse in humans: Effects on placental neurotransmitter receptors.
Neurobehavioral Toxicology and Teratology, 6, 295-301, 1984
11. Stolk, JM, Vantini, G, Guchhait, RB, Perry, BD and U'Prichard, DC A model for evaluating
the functional role of brain adrenaline-containing neurons. Clinical Neuropharmacology,
7, Suppl. 1, 5372- 5373, 1984
12. Perry, BD Alpha2-adrenergic receptor binding sites in mammalian brain:
Characterization, localization, regulation and relation to central adrenergic systems.
University Microfilms, Ann Arbor, Michigan, 1984
13. Wang, C, Pasulka, P, Perry, BD, Pizzi, WJ and Schnoll, SH Effect of perinatal exposure to
methadone on brain opioid and alpha-adrenergic receptors. Neurobehavioral Toxicology
and Teratology, 8:399-402, 1986
14. Perry, BD, Giller, EL and Southwick, S Altered platelet alpha2-adrenergic binding sites in
post-traumatic stress disorder. Am J Psychiatry, 144(11): 1511-1512, 1987
15. Krystal, JH, Kosten, T, Perry, BD, Southwick, SM, Mason, J and Giller, EL Neurobiological
aspects of post-traumatic stress disorder: review of clinical and preclinical studies. Behav
Ther, 20: 177-198, 1989
16. Mukherjee, J, Perry, BD and Cooper, M Fluorinated benzamide neuroleptics. 1.
Radiosynthesis of (S)-N-[(1-Ethyl-2-pyrrolidinyl)nethyl]-5-(2[F-18]tuoroethy)-2-
methyoxybenzamide: a potential fluorine-18 labeled PET radiotracer for dopamine D2
receptors. J of Labeled Compounds and Radiopharmaceuticals, 28: 609-616, 1990
17. Southwick, SM, Yehuda, R, Giller, EL and Perry, BD Platelet alpha2-adrenergic receptors in
borderline personality disorder. Am Psychiatry, 147: 1014-1017, 1990
18. Southwick, SM, Yehuda, R, Giller, EL and Perry, BD Platelet alpha2-adrenergic receptor
binding sites in major depressive disorder and borderline personality disorder. Psychiatry
Res, 34: 193-203, 1990
19. Mukherjee, J, Luh, KE, Yasillo, N, Perry, BD, Levy, D, Chen, T, Ortega, C, Beck, RN and
Cooper, M Dopamine D2 receptors imaged by PET in Cebus Apella using [F-
18]benzamide neuroleptic. Eur Pharmacology, 175: 363-364, 1990
20. Kleven, M, Perry, BD, Woolverton, W and Seiden, L Effects of repeated injections of
cocaine on D1 and D2 dopamine receptors in rat brain. Brain Research, 532: 265-270,
1990
21. Perry, BD, Cook, E, Leventhal, B, Wainwright, M and Freedman, DX Platelet 5-HT2-
serotonin receptor binding sites in autistic children and their first degree relatives. Biol
Psychiatry, 29: 1-10, 1991
22. Mukherjee, J, Perry, BD and Cooper, M (S)-N-[(1-Ethyl-2-pyrrolidinyl)methyl]-5-(3[18F]-
fluoropropyl)-2,3- dimethyoxybenzamide: a high affinity [18F]-fluorinated radioligand
for imaging dopamine D2 receptors by PET. Medicinal Chemistry, accepted, in revision.
23. Giller, EL, Kosten, RT, Yehuda, R, Perry, BD, Southwick, S and Mason, JW
Psychoendocrinology and pharmcotherapy of PTSD. Clinical Neuropharmacology, 13:
329- 331, 1991
24. Gui-Hua, C, Perry, BD and Woolverton, W Effects of chronic SCH 23390 or acute EEDQ
on the discriminative stimulus effects of SKF 38393. Pharmacol Biochem Behavior 41: 321-
327, 1992
25. Farfel, G, Kleven, MS, Woolverton, WL, Seiden, LS and Perry, BD Effects of repeated
injections of cocaine on catecholamine receptor binding sites, dopamine transporter
binding sites and behavior in Rhesus monkeys. Brain Res, 578: 235-243, 1992
26. Yang, ZY, Mukherjee, and Perry, BD Fluorinated Derivatives of 7-Chloro-8-Hydroxy-3-
Methyl-1-(3'-Aminophenyl)-2,3,4,5-Tetrahydro-1H-3-Benzapin (SCH 38548): Selective
and High Affinity Ligands for Dopamine D-1 Receptors. I Labeled Compounds and
Radionuclide Res, accepted, in revision.
27. Cook, E, Perry, BD, Dawson, G, Wainwright, M and Leventhal, BL Receptor inhibition by
immunoglobulin fraction: specific inhibition by autistic children, their relatives, and
control subjects. LAutism and Developmental Disorders, 23: 67-78, 1993
28. Tsai, L-L, Bergmann, BM, Perry, BD and Rechtschaffen, A Effects of chronic total sleep
deprivation on central noradrenergic receptors in rat brain. Brain Res, 602:221-227, 1993
29. Choi, A, Cahill, A, Perry, BD and Perlman, R Histamine evokes greater increases in
phosphatidylinositol metabolism and catecholamine secretion in epinephrine-containing
than in norepinephrine containing chromaffin cells. I Neurochemistry, 61:2, 541-549,
1993
30. Perry, BD Neurodevelopment and the neurophysiology of trauma I: Conceptual
considerations for clinical work with maltreated children. APSAC Advisor, 6:1,1-18, 1993
31. Perry, BD Neurodevelopment and the psychophysiology of trauma II: Clinical work
along the alarm-fear-terror contiuum. APSAC Advisor, 6:2, 1-20, 1993.
32. Tsai, LL, Bergmann, BM, Perry, BD and Rechtschaffen, A Effects of chronic sleep
deprivation on central cholinergic receptors in rat brain Brain Research, 642: 95-103,
1994
33. Schwarz, E and Perry, The post-traumatic response in children and adolescents.
Psychiatric Clinics of North America, 17 (2): 311-326, 1994
34. Wainwright, MS, Perry, BD, Won, LA, O'Malley, KL, Wang, W-Y and Heller, A
Immortalization of murine striatal neurons by somatic cell fusion with the N18TG2
neuroblastoma: characterization of cell lines expressing a variety of dopamine receptors
and cholinergic markers. I Neuroscience, 15 (1):676-688, 1995.
35. Perry, BD, Pollard, R, Blakely, T, Baker, W, Vigilante, D Childhood trauma, the
neurobiology of adaptation and 'use-dependent' development of the brain: how "states"
become "traits". Infant Mental Health I, 16 (4): 271-291, 1995.
36. Unis, A.S, Cook, EH, Vincent, JG, Gjerde, DK, Perry, B,D, and Mitchell, J Peripheral
serotonergic measures correlate with aggression and impulsivitiy in juvenile offenders.
Biological Psychiatry, 42; 7: 553-560, 1997.
37. Perry, BD Children raised in psychologically-destructive settings I: a brief review of
children in cults. Cultic Studies J, accepted.
38. Pate, J Baker, W, Pollard, R, Perry, BD Children raised in psychologically-destructive
settings II: human social organization and child-rearing. Cultic Studies], accepted.
39. Perry, BD, Baker, W, Pollard, R, Blakely, T, et al Children raised in psychologically-
destructive settings III: clinical experiences- Ranch Apocalypse and beyond. Cultic
Studies J, accepted.
40. Perry, BD Children raised in psychologically-destructive settings IV: commentary and
future directions. Cultic Studies J, accepted.
41. Perry, BD Clonidine decreases symptoms of physiological hyperarousal in traumatized
children. LAmer.Acad. Child Adol. Psych, accepted, in revision.
42. Perry, BD, Luchins, D and Schmajuk, NA Hippocampal lesions result in altered dopamine
receptor densities in frontal cortex, nucleus accumbens and corpus striatum in the rat.
Pharmacol Biochem Behav, accepted, in revision.
43. Perry, BD, Pollard, R, Homeostasis, Stress, Trauma, and Adaptation - A
Neurodevelopmental View of Childhood Trauma. Child and Adolescent Psychiatric Clinics
of North America, 7; 1: 33-51, 1998.
44. Perry, BD, Conrad, D, Dobson, C, Schick, S, Runyan, D, The CIVITAS/Children's Crisis
Care Center Model: A Proactive, Multidimensional Child and Family Assessnent
Process for Child Protective Services submitted.
45. Perry, BD, Czyzewski, D, Lopez, M, Spiller, L, Treadwell-Deering, D, Neuropsychologic
Impact of Facial Deformities in Children-Neurodevelopmental Role of the Face in
Communication and Bonding. Clinics in Plastic Surgery, accepted, in revision.
BOOK CHAPTERS
1. U'Prichard, DC, Mitrius, JC, Kahn, DJ and Perry, BD The alpha2-adrenergic receptor:
Multiple affinity states and regulation of a receptor inversely coupled to adenylate
cyclase. In: The Molecular Pharmacology of Neurotransmitter Receptor Systems. (T Segawa,
HL, Yamamura and K Kuriyama, Eds.). In: Advances in Biochemical Psychopharmacology,
Vol. 36, pp. 53-57, 1983.
2. U'Prichard, DC, Perry, BD, Wang, CH, Mitrius, JC and Kahn, DJ Molecular aspects of
regulation of alpha2-adrenergic receptors. In: Frontiers in Neuropsychiatric Research. (E
Usdin et al., Eds.). MacMillan Press, London, pp. 65-82, 1985
3. Perry, BD and U'Prichard, DC Alpha adrenergic receptors in neural tissues: Methods and
applications of radioligand binding assays. In: Methods in Neurobiology, Vol. I Brain
receptor methodologies, Part A: General methods and concepts. Amines and acetylcholine (PJ
Marangos, I Campbell and RM Cohen, Eds.). Academic Press, New York, 256-284, 1985.
4. Stolk, JM, Vantini, G, Guchhait, RB, Elston, RL, Perry, BD and U'Prichard, DC Genetic
mechanisms regulating phenylethanolamine N-methyltransferase and their implications
for the physiological response to stress. In: Catecholamine and Other Neurotransmitters in
Stress (I Kvetnansky and E Usdin, Eds.). Elsevier Press, Amsterdam, 1985.
5. Perry, BD Placental and blood element neurotransmitter receptor dysregulation: A
model for examining mechanisms of neurochemical teratology in humans. Chapter 13.
In: Neurochemistry of Functional Neuroteratology, Progress in Brain Research. Vol. 73 (GJ
Boer, MGP Feenstra, M Mirmiran et al. Eds.). Elsevier Press, Amsterdam, 189-206, 1988.
6. Yehuda, R, Southwick, SM, Perry, BD, Mason, JW and Giller, EL Interactions of the
hypothalamic- pituitary-adrenal axis and the catecholaminergic system in PTSD. In:
Advances in Psychiatry: Biological Assessment and Treatment of Post Traumatic Stress Disorder
(EL Giller, Ed.). American Psychiatric Press, Washington, DC, PP 115-135, 1990.
7. Perry, BD, Southwick, SW, Yehuda, R and Giller, EL Adrenergic receptor regulation in
post-traumatic stress disorder. In: Advances in Psychiatry: Biological Assessment and
Treatment of Post Traumatic Stress Disorder (EL Giller, Ed.). American Psychiatric Press,
Washington, DC, 87-115, 1990.
8. Giller, EL, Perry, BD, Southwick, SM, Yehuda, R, Wahby, V, Kosten, TR and Mason, JW
Psychoendocrinology of posttraumatic stress disorder. In: PTSD: Biological Mechanisms
and Clinical Aspects (ME Wolf and AD Mosnaim, Eds). American Psychiatric Press,
Washington, DC, 158-170, 1990.
9. Perry, BD Neurobiological Sequelae of Childhood Trauma: Post traumatic Stress
Disorders in Children. In Catecholamine Function in Post Traumatic Stress Disorder:
Emerging Concepts
(M Murburg, Ed.) American Psychiatric Press, Washington, DC, 253-276, 1994
10. Yehuda, R, Southwick, SM, Perry, BD and Giller, EL Peripheral Catecholamine Alterations
in Borderline Personality Disorder. In: Biological and Neurobehavioral Studies of Borderline
Personality Disorder (K Silk, Ed.). Progress in Psychiatry Series. American Psychiatric Press,
Washington, DC, 63-89, 1994
11. Perry, BD and Pate, J E Neurodevelopment and the Psychobiological Roots of Post
Traumatic Stress Disorders. In: The Neuropsychology of Mental Disorders: A Practical
Guide. (C Stout and LF Koziol, Eds.). Charles C Thomas, Springfield, IL, 129-147, 1994
12. Perry, BD and Gomez, M. Role of the EMS Provider in Crisis Intervention:
Neurophysiological Aspects of Acute Trauma in Children. In: Instructor Resource for
Teaching Prehospital Pediatrics: EMT Training Manual. 1998
13. Perry, BD Incubated in Terror: Neurodevelopmental Factors in the 'Cycle of Violence'
In: Children, Youth and Violence: The Search for Solutions J Osofsky, Ed.). Guilford Press,
New York, PP 124-148, 1997
14. Perry, BD, Neurodevelopmental Adaptations to Violence: How Children Survive the
Intragenerational Vortex of Violence. In: Violence and Trauma: Understanding and
Responding to the Effects of Violence on Young Children (WL Reed, Ed.). In preparation
15. Perry, BD, Memories of Fear: How the Brain Stores and Retrieves Physiologic States,
Feelings, Behaviors and Thoughts from Traumatic Events: In: Images of the Body in
Trauma (JM Goodwin and R. Attias, Ed.). Basic Books. In press (1999)
16. Perry, BD Anxiety Disorders. In: Textbook of Pediatric Neuropsychiatry (CE Coffey and RA
Brumback, Eds.). American Psychiatric Press, Inc, Washington, DC., 580-594, 1998
17. Perry, BD and O'Connor, M Neurodevelopment and Violence. In: Youth Incarceration
and the Promotion of Positive Youth Development: Theoretical and Empirical Challenges,
Policy and Program Options (CS Taylor and RM Lemer, Eds.). Cambridge University Press. In
preparation
BOOKS
1. Perry, BD Maltreated Children: Experience, Brain Development and the Next
Generation. WW Norton & Company, New York, London. Publication date Fall 97
2. Perry, BD How Nurture Becomes Nature: The Influence of Social Structures on the
Development of the Human Brain.
OTHER
Publications
1. Perry, BD and U'Prichard, DC Selection and use of alpha-adrenergic radioligands. New
England Nuclear New Product News, July/August, pp. 1-4, 1983
2. Southwick, SM, Giller, EL and Perry, BD Adrenergic receptor regulation in post-traumatic
stress disorder. PTSD Quarterly, Vol. 4, No. 2, 1987
3. Perry, BD, Conroy, L and Ravitz, A Persisting psychophysiological effects of traumatic
stress: The memory of "states". Violence Update 1:(8), 1-11, 1991
4. Perry, BD The Child's Loss: Death, Grief and Mourning: General Guidelines for
Caretakers of Children Experiencing Death. CIVITAS Initiative Press (Psychoeducational
booklet). Also available on CIVITAS ChildTrauma Web Site (see below) 1995
5. Perry, BD Principles of Working with Traumatized Children: Special Considerations for
Parents, Caretakers and Teachers. CIVITAS Initiative Press (Psychoeducational booklet).
Also available on CIVITAS ChildTrauma Web Site (see below) 1995
6. Perry, BD The Effects of Traumatic Events on Children: Materials for Parents. CIVITAS
Initiative Press (Psychoeducational booklet). Also available on CIVITAS ChildTrauma Web Site
(see below) 1995
7. Perry, BD Principles of Working with Traumatized Children II: Special Considerations
for Clinicians. CIVITAS Initiative Press (Psychoeducational booklet). Also available on
CIVITAS ChildTrauma Web Site (see below) 1995
8. Perry, BD Congressional Testimony at Oversight Hearings on Federal Law
Enforcement Actions in Relation to the Branch Davidian Compound in Waco, Texas. In
Congressional Record ( )pp 312-383 with attachments -- as below, 1995
9. Perry, BD Preliminary Statement. Congressional Hearings on Waco. Attachments:
including 1) Biographical Sketch; 2) Curriculum Vitae; 3) Appendix 1: Comments on the
Social, Religious and Educational Experiences of the Children Living at Ranch
Apocalypse (v2: March 25, 1993); 4) Appendix 2: The Effects of Traumatic Events on
Children (v1: April 20, 1993); 5) Appendix 7: The Child's Loss - Death, Grief and
Mourning: General Guidelines for Caretakers of Children Experiencing Traumatic
Family Death (v1: April 20, 193); 6) memo to FBI (March 11, 1993); 7) Appendix 8:
Issues Related to the Physical, Sexual and Emotional Abuse an Neglect in the
Koreshian Children (April 26, 1993)., Congressional Record, 1995 (also available at CIVITAS
Web Site: see below)
10. Perry, BD. Aggression and Violence: The Neurobiology of Experience. The AACAP
Developmentor Spring, 1996.
11. Perry, BD. Translation by Gomez, GM. La perdida de nino-muerte, pesar, y luto: guias
generales
para conserjes de ninos que experiencian la muerte.
12. Perry, BD. Translation by Gomez, GM. Pricipios de funcionamiento con ninos
traumatizados: consieracions especiales para padresm conserjes, y maestros.
13. Perry, BD. Translation by Gomez, GM. Los efectos de traumatic eventos en ninos yo: una
guia del informe por padres, conseyes y maestros.
14. Perry, BD., Runyan, D., Sturges, C., Bonding and Attachment in Maltreated Chilldren:
How Abuse and Neglected in Childhood Impact Social and Emotional Development.
(CIVITAS Academy Caregiver Education Series), 1: (5) 1-12, 1998.
Theses
1. Perry, BD An investigation of the role of CNS opiate receptors and catecholamines in an
animal model of a 'pure' behavioral teratogen. Doctoral candidacy research thesis.
Department of Pharmacology, Northwestem University, 1980.
2. Perry, BD Alpha2-adrenergic receptor binding sites in mammalian brain:
Characterization, localization, regulation and relation to central adrenergic systems.
Doctoral dissertation. DC U'Prichard advisor. Northwestern University, 1984.
Videotapes
1. Perry, BD The Traumatized Child: Assessment and Treatment, (two parts: 50 minutes
each) CIVITAS Initiative Training Series, HARPO Productions, Chicago, IL, 1996
2. Perry, BD Innovations in Treatment of Children Impacted by Violence. (60 minutes)
From Second Conference on Children and Violence. Produced by University of Houston and
Houston Department of Health and Human Services, in association with The Municipal
Channel, 1995
3. Perry, BD Hope as Protective Factor in Maltreated Children (60 minutes) From
Conference on Psychotherapy and Religion: Produced by The Institute of Religion, Texas
Medical Center, 1995
Audio Tapes
1. Perry, BD Children's Response to Trauma: Psychological, Physiological and
Neurological Making Connections. Produced by InfoEdge, Willowbrook, IL. 1996
2. Perry, BD Interventions with Traumatized Children Making Connections. Produced by
InfoEdge, Willowbrook, IL. 1996
3. Perry, BD Body Symptoms of Trauma (parts 1 and 2) American Psychiatric Association.
Produced by Mobiltape Co., Valencia, CA. 1996
Slides
1. Perry, BD The Acutely Traumatized Child, CIVITAS ChildTrauma Training Slides (Series I):
Baylor College of Medicine, Houston, TX, 1995
2. Perry, BD The Neurobiological Sequelae of Childhood Trauma, CIVITAS ChildTrauma
Training Slides (Series III): Baylor College of Medicine, Houston, TX, 1995
3. Perry, BD The Impact of Violence on the Developing Child, CIVITAS ChildTrauma
Training Slides (Series VI): Baylor College of Medicine, Houston, TX, 1995
Electronic
CIVITAS ChildTrauma Web Page: http://www.bcm.tmc.edu/civitas (miscellaneous available
materials in addition to those listed)
PUBLISHED ABSTRACTS
1. Perry, BD and U'Prichard, DC 3H-Rauwolscine binding to alpha2-adrenergic receptors in bovine
brain. Neurosci Soc Abstr, 7, 424, 1981.
2. U'Prichard, DC, Perry, BD and Kahn, DJ Alpha2-adrenergic receptors in neurons: Heterogeneity
of states with respect to agonists and antagonists, and regulation in vivo. Abstr. Symp. "CNS
Receptors- from Molecular Pharmacology to Behavior", Strasbourg, France, 1982.
3. Valverius, P, Borg, S, Fields, J, Hoffman, PL, Knoblech, M, Lee, J, Moses, R, Munoz-Marcus, M, Perry,
BD, U'Prichard, DC, Stibler, H and Tabakoff, B Brain neurotransmitter receptors in alcoholics: A
post mortem study. First Int Soc Biomed Res Alcoholism, Munich, Germany, 1982.
4. Perry, BD, Schnoll, SH and U'Prichard, DC Placental neurotransmitter receptors in normal and
substance-abusing women. The Pharmacologist, 24, 134, 1982.
5. Perry, BD, Stolk, JM, Vantini, G, Hurst, J and U'Prichard, DC Genetic analysis of an inverse
relationship between brainstem alpha2-adrenergic receptors and PNMT activity and epinephrine
level in rats. Neurosci Soc Abstr, 8, 525, 1982.
6. U'Prichard, DC and Perry, BD Regional and species comparison of brain alpha2-receptor states.
Neurosci Soc Abstr,8, 525, 1982.
7. Perry, BD, Vantini, G, Stolk, JM and U'Prichard, DC Differences in medullary adrenergic receptor
regulation in inbred rat strains: Functional consequences of differences in brainstem PNMT
activity. Abstr American College of Neuropsychopharmacology (ANCP) Meeting, Puerto Rico, 1982.
8. Vantini, G, Perry, BD, Hurst, JH, Guchhait, RB, Elston, RC, U'Prichard, DC and Stolk, JM Genetic
differences in phenylethanolamine N-methyltranferase (PNMT) activity in rats. ACNP Meeting,
Puerto Rico, 1982.
9. Perry, BD and U'Prichard, DC The application of an allosteric model to neuronal alpha2-
adrenergic receptor function and regulation. Abstr. Symp. "Neuroactive Drugs and Biomembrane
Interaction," Ninth Meeting Int. Soc. Neurochem., Neurochem, 41, (Suppl), 5110, 1983.
10. Vantini, G, Perry, BD, Guchhait, R, U'Prichard, DC and Stolk, JM Brain phenylethanolamine N-
methyltransferase (PNMT) and epinephrine: Genetic and functional studies. 5th International
Catecholamine Symposium, Goteborg, Sweden, 1983.
11. Perry, BD, Vantini, G, Guchhait, RB, Stolk, JM and U'Prichard, DC Relationship between
epinephrine synthesis and brain alpha-adrenergic receptors in inbred F344 and BUF rat strains.
Abstract, 5th International Catecholamine Symposium, Goteborg, Sweden, 1983.
12. Stolk, JM, Vantini, G, Guchhait, RB, Elston, RC, Perry, BD and U'Prichard, DC Mechanisms
regulating the response of rat phenylethanolamine N-methyltransferase to stress. Third
Symposium on Catecholamines and Other Neurotransmitters in Stress, Smolenice Castle,
Czechoslovakia, 1983.
13. Perry, BD 'In vivo' regulation of alpha-adrenergic receptors by the endogenous agonist,
epinephrine. For Sigma Xi Graduate Research Symposium, Chicago, IL, 1983.
14. Salama, A.I, Perry, BD, Lin, L, Mitrius, JC and U'Prichard, DC A comparison of the alpha2-
antagonists RX 781094 and yohimbine at central and peripheral receptors. The Pharmacologist,
25, 166, 1983.
15. Perry, BD, Vantini, G, Guchhait, RB, Stolk, JM and U'Prichard, DC Characterization of between-
strains differences in brain adrenergic neurons and associated adrenergic receptors in F344 and
BUF rats. The Pharmacologist, 25, 162, 1983.
16. Guchhait, RB, Vantini, G, Perry, BD, U'Prichard, DC and Stolk, JM Evidence for structural
differences in adrenal PNMTs from inbred rat strains. The Pharmacologist. 25, 162,1983.
17. Kussie, P, Perry, BD, Pesavento, D, Schnoll, S and U'Prichard, DC Prenatal exposure to drugs of
abuse in humans: Effects on neurotransmitter receptors. Neurosci Soc Abst, 2, Part 1, 520, 1983.
18. Vantini, G, Perry, BD, Guchhait, RB, French, E, U'Prichard, DC and Stolk, JM Brain epinephrine-
containing neurons: Functional role in regulating medulla-pons noradrenergic neurons.
Neurosci Soc Abstr, 2, Part 2, 989, 1983.
19. Perry, BD, Vantini, G, Stolk, JM and U'Prichard, DC Specific up-regulation of medullary/pontine
and hypothalamic alpha-adrenergic receptors after PNMT inhibition. Neurosci Soc Abstr, 2 Part
2, 989, 1983.
20. Stolk, JM, Guchhait, RB, Vantini, G, Perry, BD, U'Prichard, DC and Elston, RC PNMT activity in the
rat: Co-inheritance of adrenomedullary and regional brain enzyme. Neurosci Soc Abstr. 2. Part 2,
834, 1983.
21. Schnoll, SH, Perry, BD, Kussie, PH, Pesavento, DJ and U'Prichard, DC Prenatal exposure to drugs of
abuse in humans: Effects on placental neurotransmitter receptors. Symposium on "Developmental
Effects of Drug Dependence Satellite of 3rd Meeting of the Committee on Problems of Drug
Dependence, Louisville, KY, 1983.
22. Perry, BD Alpha2-adrenergic receptor binding sites in mammalian brain: Characterization,
localization, regulation and relation to central adrenergic neurons. Diss Abstr, 1984.
23. Vantini, G, Gelpi, J, Perry, BD, Guchhait, RB, U'Prichard, DC and Stolk, JM Chronic treatment with
the PNMT inhibitor 2,3, -dichloro-x-methyl benzylamine (DCMB): Altered drug metabolism
superimposed upon adaptive changes in brain adrenergic function. J Neurochem. P-713, 1984.
24. Wang, C, Pasulka, P, Perry, BD and Schnoll, SH Effect of perinatal exposure to methadone on brain
opioid and alpha2-adrenergic receptors. Symposium of 4th Meeting of Committee on Problems of
Drug Dependence. Baltimore, MD, 1985.
25. Giller, EL, Southwick, SM and Perry, BD Blood element adrenergic receptors in affective
psychiatric disorders. Neurosci Soc Abstr, Vol. 12, Part 2, 1247, 1986.
26. Perry, BD Homeostasis and dysregulation of blood element adrenergic receptors. A model for
examining parameters of membrane receptor functioning in human psychiatric populations.
Neurosci Soc Abstr, Vol. 12, Part 1, 414, 1986.
27. Giller, EL, Southwick, SM and Perry, BD Blood element adrenergic receptor parameters in post-
traumatic stress disorder and related affective disorders. Society for Biological Psychiatry Annual
Meeting, Chicago, IL, 1987
28. Perry, BD, Southwick, SM and Giller, EL Dysregulation of platelet alpha2 and lymphocyte beta-
receptors in psychiatric populations: Application of a new paradigm for examining membrane
receptor regulation in clinical populations. Soc. for Biol. Psychiatry Annual Meeting, Chicago, IL
1987
29. Perry, BD, Southwick, SM and Giller, EL In vitro dysregulation of blood element adrenergic
receptors: Application of a new paradigm for examining parameters of membrane receptor
regulation in humans. American Psychiatric Association Annual Meeting, Chicago, IL 1987
30. Southwick, S, Giller, EL and Perry, BD Altered adrenergic receptors in borderlines. Proceedings of
the Annual Meeting of the American Psychiatric Association, 1987
31. Perry, BD Altered placental and blood element neurotransmitter receptor regulation following
substance abuse in humans: Models for mechanisms of neurochemical teratogenesis. 15th
International Summer School of Brain Research, Neurochemistry of Functional Neuroteratology,
Amsterdam, The Netherlands, 1987
32. Perry, BD, Southwick, SM and Giller, EL Adrenergic receptor regulation in post-traumatic stress
disorder. Symposium on "Biological Aspects of Post- Traumatic Stress Disorder" at Third Annual
Meeting of Society for Traumatic Stress Studies, Baltimore, MD 1987.
33. Southwick, SM, Giller, EL, and Perry, BD A comparison of blood element adrenergic receptor
binding sites in borderline personality disorder and major depression. Neurosci Soc Abstr, Vol. 13,
1474, 1987
34. Perry, BD, Southwick, SM and Giller, Jr., EL A re-examination of blood element adrenergic
receptor regulation in psychiatric disorders. Neurosci Soc Abstr. Vol. 13, 1474, 1987
35. Perry, B, Southwick, S and Giller, EL Receptor dysregulation in psychiatric disorders. Proceedings
of the Annual Meeting of the American Psychiatric Association, 1987
36. Southwick, S, Giller, EL, and Perry, BD Altered adrenergic receptors in borderline personality
disorder. Proceedings of the Annual Meeting of the American Psychiatric Association, 1987
37. Perry, BD, Southwick, SM, and Giller, EL Adrenergic receptor regulation in post-traumatic stress
disorder. Symposium on "Biological Aspects of Post-traumatic Stress Disorders" at Annual Meeting of
American Psychiatric Association, Montreal, 1988
38. Yehuda, R, Perry, BD, Southwick, SM and Giller, EL Platelet alpha2-adrenergic receptors
borderline personality disorder. regulation related to 'anxiety'. Soc Neurosci. Abstr., Vol. 14, 413,
1988
39. Perry, BD Perinatal determinants of neuronal differentiation. Proceedings of the 4th International
Congress of Pre- and Perinatal Psychology, 1989
40. Kleven, M, Perry, BD, Woolverton, W and Seiden, L Repeated administration of cocaine alters
striatal and frontal cortex D1 dopamine receptors. Proceedings of the 8th Meeting of Committee on
Problems in Drug Dependence (CPDD), Annual Meeting, 1989
41. Giller, EL, Yehuda, R, Perry, BD, Southwick, S and Mason,J Biological assessment and treatment of
post-traumatic stress disorder. Proceedings of the World Federation of Societies of Biological
Psychiatry, Jerusalem, 1989
42. Yehuda, R, Edell, R, Giller, EL, Perry, BD and Southwick, SM Platelet alpha-2 and MAO activity in
hospitalized adolescents. Proceedings of the Society for Biological Psychiatry, Biol. Psychiatry, 232,
1989
43. Wainwright, M, Perry, BD, Choi, Y, Heller, A and Hoffmann, P Characterization of dopamine
receptors in immortalized dopamine-containing neurons. Soc Neurosci Abstr, Vol 15, 431, 1989
44. Perry, BD, Wainwright, M, Won, L, Heller, A and Hoffmann, P Ontogeny of dopamine receptors in
murine CNS tissues. Soc Neurosci Abstr Vol. 15, 293, 1989
45. Perry, BD, Cook, E, Leventhal, BL, Wainwright, M and Freedman, DX Platelet 5-HT2-serotonergic
receptor binding sites in autistic children and their family members. Proceedings of Annual
Meeting of the Academy of Child and Adolescent Psychiatry Vol. V, 67, 1989
46. Cook, E, Perry, BD, Leventhal, BL, Wainwright, M, Dawson, G and Freedman, DX Inhibition of
specific binding to neurotransmitter receptor binding sites by the plasma IGG fraction from
autistic children and their family members. Proceedings of Annual Meeting of the Academy of Child
and Adolescent Psychiatry Vol. 15, 67, 1989
47. Yehuda, R, Perry, BD, Edell, W, Giller, E L and Southwick, SM Relationship between premorbid
functioning and platelet alpha2-adrenergic receptor binding sites and MAO activity in
hospitalized adolescents. Proceedings of Annual Meeting of the Academy of Child and Adolescent
Psychiatry Vol. 15, 68, 1989
48. Giller EL, Perry, BD, Rohrbaugh, R and Yehuda, R Platelet alpha2 receptor binding sites in
alcoholism. Proceedings of 28th Meeting of the American College of Neuropsychopharmacology pp.
156, 1989
49. Perry, BD, Wainwright, M, Won, L, Heller, A and Hoffmann, P Enhanced expression of corpus
striatal D1- dopamine receptor binding sites in the presence of dopamine-containing cells in
reaggregate tissue culture. Proceedings of 28th Meeting of the American College of
Neuropsychopharmacology PP. 129, 1989
50. Mukherjee, J, Luh, KE, Yasillo, N, Perry, BD, Levy, D and Cooper, M (S)-N-[1-ethyl-2-
pyrolidinyl)methyl]- 5-(3[F-18]fluoropopyl)-2,3-dimethoxybenzamide: a new PET radiotracer
for dopamine D2 receptors. Annual Meeting of NMB Congress, 1990
51. Mukherjee, J, Luh, KE, Yasillo, N, Perry, BD, Levy, D, Chen, T, Chou, S, Ortega C and Cooper, M
Dopamine D₂ receptors imaged by PET in Cebus Apella with (S)-N-[1-ethyl-2-
pyrolidinyl)methyl]-5-(3[F- 18]luooopropyl)-2,3-dimethoxybenzanide. Annual Meeting of Society
of Nuclear Medicine, 1990
52. Mukherjee, J, Perry, BD and Cooper, M Development of (S)-N-[1-ethyl-2-pyrolidinyl)methyl]-5-
(IF- 18]fluoroalkyl)-3-substituted-2-methoxybenzamides as potential dopamine D2 radiotracers
for PET. Annual Meeting of Society of Radiopharmaceutical Chemistry, 1990
53. Yehuda, R, Perry, BD, Southwick, S and Giller, EJ Alpha 2 adrenergic receptors in anxiety
disorders, MDD and PTSD. Proceedings of Annual Meeting of the American Psychiatric Association,
1990
54. Southwick, S, Krystal, J, Charney, D, Yehuda, R and Perry, BD Pathophysiological aspects of PTSD.
Proceedings of Annual Meeting of the American Psychiatric Association, 1990
55. Perry, BD Adrenergic receptors in child and adolescent PTSD in Symposium on Catecholamine
Function in PTSD. Proceedings of Annual Meeting of the American Psychiatric Association, 1990
56. Kleven, M, Perry BD, Woolverton, W and Seiden, L Long term effects of cocaine on Djand D₂
receptors in rat brain. European Biological Psychiaty Society, 1990
57. Farfel, GM, Kleven, MS, Perry, BD, Woolverton, WL and Seiden, LS Effects of repeated cocaine
injections on D1 and D2 binding sites and dopamine reuptake sites in rhesus monkey caudate.
Soc Neurosci Abstr. Vol 16, 12, 1990
58. Wainwright, MS, Perry, BD, Kontur, P and Heller, A Expression of D1-dopamine receptor binding
sites in an immortalized murine corpus striatum cell line. Soc Neurosci Abstr, Vol. 16, 646, 1990
59. Perry, BD, Wainwright, MS, Won, L, Heller, A and Hoffmann, P The influence of dopamine neurons
on D1-dopamine receptor binding site development in three dimensional reaggregate tissue
culture. Soc Neurosci Abstr. Vol. 16, 646, 1990
60. Perry, BD, Cuenco, TC, Murphy, SG, Hoff, S and Wainwright, MS Altered dopamine receptors
following prenatal cocaine exposure. Proceedings of 29th Meeting of the American College of
Neuropsychopharmacology, 1990
61. Stoff, DM, Cook, E, Perry, BD, Pasatiempo, A, Bridger, WH, Friedman, E and Yeung, J Blood
Serotonin (5-HT) indices in children. Proceedings of 5th World Congress of Biological Psychiatry,
Biol. Psych. 29: 523S, 1991
62. Farfel, G, Wainwright, M, Salti, H, Kleven, M, Woolverton, W, Seiden, LS and Perry, BD
Neurotransmitter receptor/effector alterations in Rhesus monkey brain following repeated
cocaine. injections. Annual Meeting of Committee for Problems in Drug Dependence, 1991
63. Perry, BD, Cuenco, JT, Murphy, S, Wainwright, M, Vigilante, D, Repogle, E and Choi, A Altered
monoamine receptors following prenatal cocaine exposure. Annual Meeting of Committee for
Problems in Drug Dependence, 1991
64. Perry, BD, Cuenco, JT, Murphy, S, Wainwright, M, Vigilante, D, Salti, M, Repogle, E and Choi, A
Alterations in monoamine receptor-effector systems following prenatal cocaine exposure.
Neurobehavioral Teratology Society, 1991
65. Perry, BD Childhood Trauma and Neurophysiological Development. International Society for
Traumatic Stress Studies Annual Meeting, Washington, DC 1991
66. Gui-Hua, C, Perry, BD and Woolverton, WL Effects of chronic SCH 23390 or acute EEDQ on the
discriminative stimulus effects of SKF 38393. Soc Neurosci Abstr, 21:98, 1991
67. Perry, BD, Wainwright, M, Salti, H, Cuenco, JT and Farfel, G D-1 Dopamine receptors differentially
coupled to phospholipase C (PLC) and adenylate cyclase (AC) in CNS. Soc Neurosci Abstr. 21:86.
1991
68. Wainwright, M, Salti, H, Heller, A and Perry, BD D-1 Dopamine Receptor-mediated phospholipase
c (PLC) activity in immortalized murine corpus striatum cells. Soc Neurosci Abstr, 21: 86, 1991
69. Mukherjee, J, Yang, ZY, Perry, BD and Cooper, M High affinity and selective [F-18]flourinated
derivatives of SCH 38548 as potential PET radiotracers for dopamine D-1 receptors. Proceedings
for 39th Annual Meeting of the Society for Nuclear Medicine, 1992
70. Perry, BD Post-traumatic stress disorders in children: Implications for the child witness.
Proceedings of NATO Advanced Studies Institute "The Child Witness in Context Cognitive, Social and
Legal Perspectives". Tuscany ITALY, 1992
71. Perry, BD Development of catecholamines and post-traumatic stress disorders in children
exposed to violence. Institute on "Violence: Current Data and Implications for the Practice of Child
and Adolescent Psychiatry" in Proceedings of 39th Annual Meeting of the American Academy of Child
and Adolescent Psychiatry. 1992
72. Tsai, LL, Bergmann, B, Perry, BD and Rechtshaffen, A Effects of chronic sleep deprivation on
central adrenoceptors in rat brain. Soc Neurosci Abstr, 22, 1992
73. Perry, BD Catecholamine sensitization and pharmacotherapy in PTSD. in Symposium on
Pharmacological Inverventions in PTSD. Proceedings of Annual Meeting of the American
Psychiatric Association. 1993
74. Unis, A.S, Cook, E, Vincent, J, Gjerde, D, Perry, BD, Mitchell, J Peripheral serotonergic measures
correlate with violence and impulsivity in juvenile offenders. Proceedings of the American
Academy of Child and Adolescent Psychiatry. 1993
75. Perry, BD, Dunn, NJ, Denney, L, Baker, B, Rector, L, Sparks, J, Hibbert, K, Patterson, B, Guardiola, J,
Daniels, J, Trevino, D, Locklin et al. Multi-agency rapid response for traumatized children:
Lessons from the Koreshian children in Waco, Texas. Proceedings of the Annual Meeting of the
International Society for Traumatic Stress Studies. 1993
76. Garcia, J, Dunn, NJ, Denney, L, Blackbum, A, and Perry, BD Over-representation of medical
problems in veterans at a PTSD specialty clinic. Proceedings of the Annual Meeting of the
International Society for Traumatic Stress Studies. 1993
77. Denney, L, Rector, L, Dunn, NJ, Pate, J and Perry, BD Critical incident debriefing protocols for
traumatized children. Proceedings of the Annual Meeting of the International Society for Traumatic
Stress Studies. 1993
78. Dunn, NJ, Denney, L, Blackburn, A, Garcia, J, Wurth, M, Baker, B, Stulb, V and Perry, BD Stereotypes
of the Vietnam vet: Experiences of the Houston VAMC PTSD specialty clinic. Proceedings of the
Annual Meeting of the International Society for Traumatic Stress Studies. 1993
79. Perry, BD Childhood trauma, catecholamine sensitization and the devlopment of
neuropsychiatric symptoms. Proceedings of the Annual Meeting of the International Society for
Traumatic Stress Studies. 1993
80. Perry, BD Evolution of emotional, behavioral, and physiological responses in children acutely
exposed to violence. Symposium on Children and Violence at the annual meeting of the American
Academy of Child and Adolescent Psychiatry, New York, NY 1994
81. Perry, BD Evolution of physiological responses in acutely traumatized children. Symposium on
Childhood Trauma, at the annual meeting for the International Society for Traumatic Stress Studies.
Chicago, IL 1994
82. Perry, BD Dissociation and physiological hyper-reactivity as persisting adaptations in response
to childhood trauma. 11th International Conference on Multiple Personality and Dissociative States.
Chicago, IL 1994
83. Perry, BD Neurodevelpmental adaptations to severe maltreatment: dissociation and
hyperarousal. Third National Colloquium of the American Professional Society on the Abuse of
Children. Tuscon, AZ 1995
84. Perry, BD Evolution of symptoms following traumatic events in children. Symposium on Post-
traumatic stress disorder. Annual Meeting of the American Psychiatric Association. Miami, FL 1995
85. Vigilante, D and Perry, BD Development of computerized charting in an academic child
psychiatry service, New Research Presentation at the Annual Meeting of the American Academy of
Child and Adolescent Psychiatry, New Orleans, LA 1995.
86. Perry, BD, Pollard, R and Blakley, T Prophylactic pharmacotherapies to prevent the abnormal
persistence of post-traumatic neuropsychiatric symptoms. Annual Meeting of the International
Society for Traumatic Stress Studies, Boston, MA 1995
87. Perry, BD, Baker, W, Pollard, R, Denney, L and Conrad, D Critical incident response models for
traumatized children Annual Meeting of the International Society for Traumatic Stress Studies, Boston,
MA 1995
88. Perry, BD, Pollard, R, Vigilante, D, Blakley, T, Baker, B, Withers, A and Sturges, C Continuous heart
rate monitoring in maltreated children New Research Presentation at the Annual Meeting of the
American Academy of Child and Adolescent Psychiatry, New Orleans, LA 1995
89. Perry, BD, Pollard, R, Blakley, T, Brazeau, N, Austin, N An innovative approach to the
interdisciplinary training of medical and legal experts in the field of child maltreatment: the
CIVITAS model Research presentation APSAC Fourth Annual Colloquium, Chicago, 1996
90. Pollard,R, Perry, BD, Gomez, GM, Blakley, T Early environmental chaos and emotional neglect in
children produces abnormal brain development Research presentation APSAC Fourth Annual
Colloquium. Chicago, 1996
91. Perry, BD, Pollard, R, Conrad, D Various adaptations to childhood trauma: dissociation and
hyperarousal Research presentation APSAC Fourth Annual Colloquium, Chicago, 1996
93. Hanfling, M, Gill, A, Jaksic,7 Perry,BI and PIC Injury Group Factors predictive of poor outcome
one year post childhood injury. American Pediatric Society/Society for Pediatric Research Annual
Meeting, 1996
94. Perry, BD Trauma in childhood: the memory of states in Symposium on Body Symptoms and
Trauma at 149th Annual Meeting of the American Psychiatric Association, New York, 1996
95. Perry, BD The Branch Davidian children: lessons from Waco in Symposium on The Role of
Psychiatrists in the Branch Davidian Crisis at Waco at 149th Annual Meeting of the American Psychiatric
Association, New York, 1996
96. Perry, BD, Vigilante, D. and Armstrong, D. Altered dopaminergic receptor binding sites in the
caudate nucleus of subjects with Rett Syndrome. Proceedings of the World Congress on Rett
Syndrome, Goteborg, Sweden, 1996
97. Perry, BD Integrated assessment and outcome in the child protective system. Int. Soc Traumatic
Stress Studies, 1997
98. Perry, BD and Pollard, D. Altered brain development following global neglect in early childhood
Soc. For Neuroscience, Annual Meeting, New Orleans, 1997
99. Hanfling, M., Perry, B.D., Kozinetz, C., Gill, A., Tilbor, A., Brams, M., Levin, H. Improved medical
and psychosocial outcomes of injured children with multidisciplinary versus conventional
medical follow-up. Fourth World Conference on Injury Prevention and Control, Amsterdam, 1998.
100.
Perry, BD., Pfeiffer, D., Runyan, D., Webb, J., Conrad, D., Dobson, C., Developmental delays in
neglected and abused children. Head Start's Fourth National Research Conference, Washington, DC,
1998
SELECTED PRESENTATIONS
1981-1990
Research Presentations
Invited Speaker, Symposium on Neuroactive Drugs and Biomembrane Interaction, Ninth International
Society of Neurochemistry Meeting, Vancouver, BC 1983
Invited Panelist, Society for Traumatic Stress Studies Third Annual Meeting Symposium, Biological
Aspects of Post Traumatic Stress Disorder, Baltimore, MD 1987
Invited Panelist, American Psychiatric Association Annual Meeting Symposium, Biological Assessment
and Treatment of Post Traumatic Stress Disorder, Montreal, Canada 1988
Invited Chair and Symposium Organizer, 4th International Congress, Pre- and Perinatal Psychology Plenary
Symposium, Perinatal Determinants of Neuronal Differentiation, Amherst, MA 1989
Invited Panelist and Symposium Speaker, Society for Traumatic Stress Studies, Annual Meeting, Symposium,
Biological Aspects of Post-traumatic Stress Disorder, San Francisco, CA 1989
Invited Panelist, American Psychiatric Association Annual Meeting, Symposium, Catecholamines in Post-
traumatic Stress Disorder, New York, NY 1990
Training/Education (local)
Invited Speaker, Northwestern University Department of Pharmacology, 1981-1983; 1988
Invited Speaker, University of Chicago, Pediatric Grand Rounds, Chicago, IL 1988
Invited Speaker, Department of Psychiatry Grand Rounds, The University of Chicago, IL 1990
Invited Speaker, Annual Meeting Illinois Council of Adolescent Psychiatry, Chicago, IL 1990
Training/Educational (national/international)
Invited Speaker, Mount Sinai Department of Psychiatry, Homeostasis and Dysregulation of Blood
Element Adrenergic Receptors, New York, NY 1987
Invited Speaker, Cornell Department of Psychiatry, Use of Peripheral Adrenergic Receptors as
Markers in Psychiatry, 1987
Invited Speaker, Loyola University, Department of Psychiatry Grand Rounds, Chicago, IL 1988
Keynote Speaker, Michigan Mental Health Association Annual Meeting, 1989
Honorary Lectureships
Invited Faculty, Netherlands Institute for Brain Research, Royal Academy of Science, 15th International
Summer School of Brain Research, Neurochemistry of Functional Neuroteratology: Permanent
Effects of Chemicals on the Developing Brain, Amsterdam, The Netherlands 1987
1991
Research Presentations
Invited Speaker, Eleventh National Conference on Anxiety Disorders, Symposium on Neurobiological
Aspects of Anxiety, Chicago, IL 1991
Invited Speaker, National Symposium, Schwab Rehabilitation Center, Prenatal Cocaine: Neurobiological
Effects Exposed Prenatally to Drugs, Chicago, IL 1991
Invited Speaker, International Society for Traumatic Stress Studies, Symposium, Early Life Experiences
and the Development of PTSD, Washington, DC 1991
Invited Speaker, Eighth International Conference on Multiple Personality / Dissociative States Symposium
Chair, Recent Advances in the Etiology, Phenomenology, and Treatment of Post-traumatic
Stress Disorder, 1991
Invited Speaker, Anxiety Disorders Association of America, Chicago Consortium for Psychiatric Research,
The Development of the Noradrenergic and Gabaergic Systems: Early Life Experience and
Anxiety Disorders, 1991
Invited Speaker, International Society for Traumatic Stress Studies, Symposium, Trauma,
Psychopathology and the Development of Psychiatric Disorders, Washington, DC 1991
Training/Education (local)
Invited Speaker, Harris Foundation, Chicago, IL 1991
Invited Speaker, The University of Chicago, Department of Pediatrics Grand Rounds, Chicago, IL 1991
Training/Educational (national/international)
Invited Speaker, American Medical Television (The Discovery Channel), Recent Advances in the
Treatment of Schizophrenia, 1991
Invited Speaker, University of Wisconsin, Special Grand Rounds, Traumatic Life Experiences During
Development: Implications for Childhood Mental Disorders, Madison, WI 1991
Invited Speaker, Midwest Meeting of Speech and Language Disorders Society, 1991
1992
Research Presentations
Invited Participant/Speaker, American Academy of Child and Adolescent Psychiatry, Annual Meeting,
Institute on Violence: Current Data and Implications for the Practice of Child and Adolescent
Psychiatry, Washington, DC 1992
Training/Education (local)
Invited Speaker, Baylor College of Medicine, Department of Psychiatry, Grand Rounds, Houston, TX
1992
Training/Educational (national/intemational)
Invited Speaker, University of Illinois, Michael Reese Hospital Grand Rounds, Neurobiological Sequelae
of Perinatal Cocaine Exposure, Chicago, IL 1992
Invited Speaker, Northwestern University, Evanston Hospital Grand Rounds, The Development of
Catecholamines: Early Life Experience and Anxiety Disorders, Chicago, IL 1992
Honorary Lectureships
Invited Participant/Speaker, Macarthur Foundation Study Group, Post-traumatic Stress Disorders in
Children, 1992
1993
Training/Education (local)
Invited Speaker, Baylor College of Medicine, Department of Pediatrics, Grand Rounds, Houston, TX 1993
Invited Speaker, Institute of Religion, Conference on Psychotherapy and Faith, Healing Maltreated
Children, Houston, TX 1993
Invited Speaker, Veteran's Administration, Inspector General's Office, Training Program on Post-Traumatic
Stress Disorder, 1993
Invited Speaker, University of Texas Medical Branch, Department of Pharmacology and Toxicology,
Developmental Determinants of CNS Dopamine Receptor Expression, Galveston, TX 1993
Invited Speaker, The University of Texas, Department of Psychiatry and Behavioral Sciences, Grand
Rounds, The Traumatized Child: The Neurobiological Sequelae of Growing Up In An Abusive
Environment, Houston, TX 1993
Training/Educational (national/international)
Invited Speaker, Forest Hospital, Psychiatric Grand Rounds, Recent Advances in PTSD, Chicago, IL
1993
Invited Speaker, Advanced Clinical Training Conference, University of North Dakota, West Central
Human Services, Severely Emotionally Disturbed Children and Families, Bismarck, ND 1993
Invited Speaker, Children's Memorial Hospital Symposium: Controversies in Child Abuse and Neglect,
Post-traumatic Stress and Behavioral Problems after Child Abuse, Chicago, IL 1993
Invited Speaker, Office of the Cook County Public Guardian, Effects of Trauma on Abused Children,
Chicago, IL 1993
Invited Speaker, Organized Crime Drug Enforcement Task Force (FBI, DEA, BATF), Lake Geneva, WI
1993
Invited Speaker, Dupage County Special Education Institute, Post-traumatic Stress Disorders in
Children and Adolescents, Wheaton, IL 1993
Honorary Lectureships
Invited Speaker, Lutheran General Children's Medical Center, Lawrence Breslow Memorial Lecture,
Violence in the 1990's, Park Ridge, IL 1993
19th Annual Ester S Zetland Lecturer, Chicago Psychoanalytic Association and Association of Child
Psychotherapists, The Traumatized Child: The Neurobiologcal Sequelae of Growing Up In An
Abusive Environment, Chicago, IL 1993.
1994
Research Presentations
Invited Speaker, Kempe Center for the Prevention of Child Abuse, Developing Multi-Agency Trauma
Teams: Lessons from Waco, Keystone, CO 1994
Invited Speaker, Partners in Prevention and Treatment of Youth Violence: Maternal and Child Health,
Mental Health and Substance Abuse, Region VI State Leadership Meeting, The Role of Mental Health
in Preventing and Treating Youth Violence, Dallas, TX 1994
Invited Speaker, American Academy of Child and Adolescent Psychiatry Annual Meeting, Evolution of
Emotional, Behavioral and Physiological Responses in Children Acutely Exposed to Violence,
New York, NY 1994
Invited Speaker, International Society for Traumatic Stress Studies, Psychophysiological Effects of
Childhood Trauma and Their Influence on Development, Chicago, IL 1994
Training/Education (local)
Invited Speaker, Child Victimization Seminar, Tarrant County Junior College/CPS Child Abuse
Intervention Training Project, The Neurodevelopment and the Neurophysiology of Trauma,
Arlington, TX 1994
Invited Speaker, Harris County Child Abuse Task Force, Junior League, The Traumatized Child,
Houston, TX 1994
Invited Speaker, Houston Group Psychotherapy Society Annual Institute, The Breakdown of Group
Defenses: Examples from the Surviving Branch Davidian Children, Houston, TX 1994
Invited Speaker, Houston Bar Association Juvenile Law Section, Waco, Revisited, Houston, TX 1994
Invited Speaker, Cook-Fort Worth Children's Medical Center, Grand Rounds, Fort Worth, TX 1994
Invited Speaker, Baptist Children's Home Ministries, What We Learned from the Branch Davidian
Incident, San Antonio, TX 1994
Keynote Speaker, National Conference on Children and Violence: Intervention and Prevention Programs
for Youth, School and Media, Houston, TX 1994
Invited Speaker, Advocates for Incest Survival, Childhood Trauma and Neurophysiological
Development, Houston, TX 1994
Invited Speaker, University of Texas Medical Branch, Department of Psychiatry and Behavioral Sciences,
Grand Rounds, Longitudinal Follow-up of Severely Abused Children, Galveston, TX 1994
Training/Educational (national/international)
Invited Speaker, LSU School of Medicine Grand Rounds, Developmental Sequelae of Trauma in
Children, New Orleans, LA 1994
Invited Speaker, Arkansas Society for Neuroscience, The Neurodevelopmental Sequelae in Childhood
Trauma, Little Rock, AK 1994
Invited Speaker, University of Arkansas Department of Psychiatry Grand Rounds, Post-traumatic Stress
in Children, Little Rock, AK 1994
Invited Speaker, Kempe Center for the Prevention of Child Abuse, Salt in the Wound: Re-
traumatization of Maltreated Children by the Law Enforcement, Juvenile Justice, Child Welfare
and Mental Health Systems, Keystone, CO 1994
Plenary Speaker, Illinois Council of Child and Adolescent Psychiatry, Lake Geneva, WI 1994
Invited Plenary Speaker, Children's Memorial Hospital, Symposium, Controversies in Child Abuse and
Neglect, Chicago, IL 1994
Keynote Speaker, Abused Adult Resource Center, After the Crisis Children's Issues, Behavioral Cues,
Treatment Modalities beyond reporting for Parents, Educators, Law Enforcement, Social Service
Providers, Bismarck, ND 1994
Invited Speaker, Crimes Against Children National Conference, Neurological Development of Children
Raised in Psychologically Destructive Environments, Washington, DC 1994
Invited Speaker, Finch University of Health Sciences/ Chicago Medical School, Department of Psychiatry
and Behavioral Sciences, Grand Rounds, Developmental Neurobiology of Trauma, Chicago, IL 1994
Invited Speaker, Youth Services Network of Southwest Ohio: Violence, Our Kids and Healing Post-
traumatic Stress Disorder, Brain Development and Trauma, Dayton, OH 1994
Invited Speaker, Youth Services Network of Southwest Ohio: Violence, Our Kids and Healing Post-
traumatic Stress Disorder, Clinic Work with Traumatized Children, Dayton, OH 1994
Invited Speaker, National Association of Counsel for Children, 17th National Children's Law Conference,
Presenting Expert Witness Testimony in Child Abuse Cases: A Collaborative Simulation
Involving Victims with Post-traumatic Stress Disorder, San Francisco, CA 1994
Keynote Speaker, Cult Awareness Network National Conference, Understanding Children Raised in
Psychologically Destructive Settings, Cleveland, OH 1994
Keynote Speaker, International Conference on Multiple Personality and Dissociative States, Dissociation
and Physiological Hyper-reactivity as Persisting Adaptations in Response to Childhood Trauma,
Chicago, IL 1994
Invited Speaker, Wayne State University, Department of Psychiatry, Biological and Clinical Psychiatry of
Anxiety and Depression Across the Life Cycle, Developmental Sequelae of PTSD in Children,
Dearbom, MI 1994
Honorary Lectureships
Invited Plenary Speaker, Kempe Center for the Prevention of Child Abuse, Impact of Traumatic Life
Experiences on the Development of the Brain, Keystone, CO 1994
Invited Speaker, Evanston and Glenbrook Hospitals, Department of Psychiatry, Gertrude Victorson Ratner
Lecture. Malignant Memories: Trauma and Abuse in Children and Adolescents, Evanston, IL
1994
1995
Research Presentations
Invited Speaker, American Psychiatric Association Annual Meeting, Symposium on Post-traumatic Stress
Disorders: The Evolution of Symptoms Following Traumatic Events in Children, Miami, FL 1995
Invited Speaker, Harvard University, Department of Psychiatry Special Symposium of Trauma,
Neurodevelopment following Child Maltreatment, Cambridge, MA 1995
Invited Faculty, American Professional Society on the Abuse of Children Third Annual Symposium,
Dissociative Disorders and Other Severe Reactions to Child Abuse, Tucson, AZ 1995
Training/Education (local)
Invited Speaker, Child Abuse Prevention Network, What Happens to Abused Children ?, Houston, TX
1995
Invited Speaker, School Based Interventions for Children of Addicted Parents, Dealing with
Traumatized Children, Houston, TX 1995
Invited Speaker, Houston Bar Association Juvenile Law Section, Juvenile Justice Programs in Harris
County, Houston, TX 1995
Invited Speaker, Main Academic Seminar, Houston Child Guidance Center, Research in Child and
Adolescent Psychiatry, Houston, TX 1995
Keynote Speaker, Council of Agencies Serving Youths, Community Youth Services, Houston, TX 1995
Invited Speaker, St. Martin's Episcopal Church, Trauma and Children, Houston, TX 1995
Invited Speaker, Texas Youth Commission, The Violent Child, Hunt, TX 1995
Invited Speaker, Health Services Department, The Impact of Violence on Children, Houston, TX 1995
Invited Speaker, Psychopharmacology Update, BCM Office of Continuing Education, Pharmacotherapy
of Post-traumatic Stress Disorders, Houston, TX 1995
Invited Speaker, Baylor College of Medicine, Department of Psychiatry, Grand Rounds, Memory and
Trauma, Houston, TX 1995
Training/Educational (national/international)