Violence Prevention and Reduction in Schools

* Violence Prevention and Reduction in Schools presents an extensive analysis of the evolution of school violence in the United States. The chapters are authored by experts in special education and behavioral disorders. This book is an essential resource for both educators and parents, providing a balanced combination of theory and practice. As violence escalates in educational settings, teachers and parents struggle with strategies to make life more secure in schools. The overview of the critical issues and potential solutions provided in this book is ideal for educators and parents who want to be better informed about the social and educational developments in America's schools and the characteristics of school disturbances. Chapter One offers a comprehensive introduction to the parameters of school violence and the available options for its regulation. Bender emphasizes that both violence against students and violence against teachers affect the climate of a school. While searching for causal factors of school violence, the author stresses the concept of connectedness, seen as the degree to which students are positively emotionally, academically, and socially involved with others in the school and/or home environment. Addressing the parameters of violence, he emphasizes the importance of same-sex role models for healthy emotional and social development. Bender believes that connectedness and same-sex role models can be addressed by teachers to a certain degree. Nevertheless, the primary influences on the occurrence of violence (i.e., the availability of guns and drugs in society) go beyond the potential influence of teachers at school. The chapter closes by providing an extensive description of general types of violence prevention and reduction strategies (e.g., behavior management approaches, collaborativeinterpersonal strategies, school security approaches) and training for nonviolence. Chapter Two focuses on cooperative discipline as a factor in the reduction of classroom violence. Throughout the chapter, Kyle discusses The Cooperative Discipline Program developed by Linda Albert. The program is designed for the classroom teacher who intends to reduce violent and aggressive behaviors. It focuses on immediate classroom responses to violent and aggressive behavior. In addition, long-term encouragement strategies for reconnecting the problem student to the teacher and the school are presented. Also included are strategies for regulating violent behaviors and other types of misbehaviors, and for dealing with student lack of motivation. The focus of Chapter Three is on a mentoring strategy that can be used for treatment of children who are at risk for violent behavior. Clinton and Miles suggest that mentoring is a successful strategy for enhancing resiliency. Resiliency refers to a child's ability to prevent the negative outcomes that may be associated with his or her social and/or emotional surroundings. The authors emphasize mentor training-whereby experienced mentors become resources for the training of new volunteers-and describe criteria for the selection of students who should attend mentoring programs. The description includes matching of mentors and students based on the degree of choice afforded to participants and the degree of similarity between mentor and student in terms of ethnic background, gender, and class. Chapter Four focuses on conflict resolution strategies that address group violence and gang or gang-like activity in school. The common rule is that students need to have clear limits for their behavioral choices and consequences that hold them responsible when they do violate the school code of conduct. …