School Violence: Positive Results From A Comprehensive Prevention Program and Approach

1. School Violence: Positive Results From A Comprehensive Prevention Program and Approach Dahlia Subaran HSCI 440 Family Health Issues for Educators Fall 2004 Professor LaChausse

2. Events of the past decade has altered society’s perception of school campus safety • Although rare, serious acts of violence occur at school • “low level” aggressive and antisocial behaviors are more prevalent: • Teasing • Fighting • Name calling • Ridiculing • Threatening • Forms of intimidation / harassment (Sandhu & Smith, 2004)

3. Epidemiology • In 2002, more than 877,700 young people ages 10 to 24 were injured from violent acts. Approximately 1 in 13 required hospitalization (CDC 2004). • Homicide is the second leading cause of death among young people ages 10 to 24 overall. • In this age group, it is the leading cause of death for African-Americans, the second leading cause of death for Hispanics, and the third leading cause of death for American Indians, Alaskan Natives, and Asian Pacific Islanders (Anderson and Smith 2003). (as cited in Baer, Craft, Dahlberg, Lynch, & Thornton, 2002) (Google images)

4. Occurrence and Consequences Continued… • Between 1994 and 1999, 172 students ages 5 to 18 were killed on or near school grounds or at school-related activities (Anderson et al. 2001). • More than 50% of all school-associated violent deaths occur at the beginning or end of the school day or during lunch (Anderson et al. 2001).

5. In a nationwide survey, 17% of students reported carrying a weapon (e.g., gun, knife, or club) on one or more days in the 30 days preceding the survey (Grunbaum et al. 2004). • Nationwide, 9% of students reported being hit, slapped, or physically hurt on purpose by their boyfriend or girlfriend in the 12 months prior to being surveyed (Grunbaum et al. 2004).

6. Among students nationwide, 33% reported being in a physical fight one or more times in the 12 months preceding the survey (Grunbaum et al. 2004).

7. Risk Factors (Getting Results. Developing Safe and Healthy Kids)

8. Where we’ve been: Schools failed to adopt and implement effective evidence-based practices Continuous change but little sustained improvement No systematic or broad implementation of school-based mental health Where we are: Accountability pressure from legislators, policymakers, and the public Increasing school shootings result in enormous media attention Educators are beginning to embrace intervention and prevention approaches Positive Behavioral Support (PBS) Effective Behavioral Support (EBS) in 500 schools representing 50 states The Trail of School Violence Prevention tactics (Walker, 2004)

9. Punitive Policies employed to deter school violence (Erickson, Mattaini, & McGuire, 2004)

10. Where we need to go: • Bridge the wide chasm that exists between research and practice • A positive approach that focuses on: • Emotional literacy skills • Boosting resiliency factors • Establish a high degree of connectedness between students, their families, peers, schools, and communities (Walker, 2004)

11. What Research Says (McManis & Sorenson, 2000)

12. Public Health Model

13. Best Practices of Youth Violence Prevention: A Sourcebook for Community Action This hyperlink takes you to the 216 page publication which addresses specific violence prevention practices in four key areas: parents and families home visiting social and conflict resolution skills mentoring Teach children social cognitive interventions which will equip them with skills they can use to deal with difficult social situations. Incorporate: didactic teaching, Modeling role-playing to enhance positive social interactions teach nonviolent methods for resolving conflict establish or strengthen nonviolent beliefs in young people. What Works

14. What Works continued… • Programs that address interlocking cultural practices among an entire network (family, peer group, school, and community) • Programs that are adapted to fit the preferences, customs, and values of the school and its community

15. Predisposing, Reinforcing, and Enabling Constructs in Educational/Environmental Diagnosis and Evaluation PRECEDE: Sample Comprehensive Program / Framework (Chaney, Hunt, & Schulz, 2000)

16. References: Baer, K.B., Craft, C.A., Dahlberg, L.L., Lynch, B.S., & Thornton, T.N. (2002) Best Practices of Youth Violence Prevention: A Sourcebook for Community Action. National Center for Injury Prevention and Control of the Centers for Disease Control and Prevention. [On-line], Available: http://www.cdc.gov/ncipc/factsheets/yvfacts.htm. Chaney, J.D., Hunt, B.P., & Schulz, J.W. (2000). An Examination Using The PRECEDE Model Framework To Establish A Comprehensive Program To Prevent School Violence: American Journal of Health Studies, 16, (4) 199-204. Erickson, C.L., Mattaini, M.A., McGuire, M.S. (2004). Constructing Nonviolent Cultures in Schools: The State of the Science. Children & Schools, 26, (2) 102-116. McManis, D. & Sorenson, D. (2000). The Role of Comprehensive School Health Education Programs In the link Between Health and Academic Performance: A Literature Review: Massachusetts Department of Education Learning Support Services . National Center for Chronic Disease Prevention and Health Promotion. Healthy Youth. YRBSS Online : Comprehensive Results. [On-line]. Available: http://apps.nccd.cdc.gov/yrbss/ . Sandhu,D.S. & Smith, D.C. (2004). Toward a Positive Perspective on Violence Prevention in Schools: Building Connections. Journal of Counseling & Development, 82, 287-293. Walker, H.M. (2004). Commentary: Use of Evidence-Based Interventions in Schools: Where We’ve Been, Where We Are, and Where We Need to Go. School Psychology Review, 33 (3), 398-418.