By Jane Close Conoley PhD, Arnold P. Goldstein PhD
Now in a revised and up-to-date moment version, this hugely informative quantity presents empirically dependent versions for intervening with scholars in danger for aggression and retaining college security total. present advances in learn and perform are mirrored within the book's special insurance of potent intervention ways on the scholar, university, and process degrees. provided are concepts for lowering violence hazards in Pre-K-12 study rooms, dealing with challenge habit in various settings and between varied scholar populations, carrying out educational and curriculum interventions, constructing trouble administration and safeguard plans, development profitable partnerships with households and outdoors businesses, and extra. members contain prime scientist-practitioners in addition to skilled educators and policymakers. particular gains of the second one variation comprise new chapters on felony matters and on making a weather for switch within the faculties. (20061001)
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Additional resources for School Violence Intervention, Second Edition: A Practical Handbook
12) This set of tough behavior standards has paid off in his classroom. ” (Sandberg, 1999, p. 12) Just as students have reputations, so too do teachers. If a teacher has been in a building for more than a couple of years and has established a reputation for being “strict” (which often means “firm but fair” in kid talk), that teacher will have an easier time creating the desired low-aggression climate. Although such teachers get new students every year, their reputations precede them, and it does not take them nearly as long as it does for a new teacher to create and maintain the desired climate.
Urban school districts, with their broad mix of social, cultural, economic, and ethnic issues and often underfunded school budgets, struggled to find ways to deal with rising aggression and low achievement levels. Many urban schools and districts worked hard and developed effective programs that made real progress in bringing aggression levels down and academic achievement levels up. They often struggled unnoticed and unappreciated. It was often the problem schools that were noted, not the successful ones.
Although obtaining a gun is an act often based on a perceived need for self-protection, using it is most typically a response to the perception of being disrespected (a perception that can arise from bad looks, bumps in the hall, or minor insults). Though students spend most of their school day in the classroom, guns are most often actually used during between-class transition times, in the school hallways, stairs, or similar venues. It is in these more f luid and less structured locations that the bad looks, the bumps, the perceived insults are more likely to occur.