Using an Ecological Model of Consultation to Address School Violence Jared Bishop

1. Macrosystem Exosystem Mesosystems Microsystems Using an Ecological Model of Consultation to Address School Violence Jared Bishop Child Abstract The purpose of this presentation is to summarize the literature on consultation regarding school violence. Information will be provided on consulting with teachers concerning individual students, consulting with teachers and school officials concerning school violence prevention programs, and consulting with school officials on changes to the school environment to promote student safety. The consultation literature will be presented through the framework of an ecological model, which is designed to help the consultee better understand the context of school violence. The presentation is aimed to provide participants with the information to apply an ecological model in school settings to reduce violence. Methods A review of the literature was conducted. The current literature on using an ecological model in consultation with teachers and school officials regarding school violence will be discussed. The following databases were used to search for all literature on the ecological model in regards to school violence with the search terms of ‘consultation,’ ‘school aggression’ and ‘school violence -- prevention’: Academic Search Premier, ERIC, Primary Search, PsycARTICLES, PsycCRITIQUES, PsychEXTRA, and PsychINFO. Thirty-nine articles were identified in this search, and the results from this literature review will inform School Psychologists about consultation regarding school violence for individuals and school systems. Review of the Literature Violence within schools can take many forms, ranging from intentional attacks with weapons, gang violence, and sexual assault to kicking and punching (Fuchs 2009). Although the tragedies at Columbine High School and Sandy Hooks Elementary are rare occurrences, violence in some form affects every community and nearly all schools (Astor, Pitner, & Duncan 1996). As school psychologists, one method of intervention is by providing consultation services to both teachers and school officials through the lens of an ecological framework. To date most interventions regarding school violence have focused on the individual level, have been implemented by professionals from outside of the school, and had little impact on the student’s daily functioning. (Astor et al. 1996). While these individual interventions could be helpful, they have been useless without a change in the context of the individual. Through consultation, school psychologists can teach educators to problem solve by considering factors beyond those of the individual student (Astor, Pitner, & Duncan 1996; Hong, Cho & Lee 2010). Not only do factors such as early aggressive behavior, difficult temperament, and low IQ predict behavior problems, but also stressful family circumstances. (Conduct Problems Prevention Research Group, 2010). The ecological model examines four system levels beyond the individual: the microsystem level (i.e. the systems the student is a part of), the mesosystem level (i.e. the relationship between microsystems), the exosystem level (i.e. systems that the student is not a part of that affect the microsystems), and the macrosystem level (i.e. the culture in which the student lives). Through consultation, school psychologists can work to makes changes to reduce school violence at each level. The use of the ecological model reminds us that school violence generally takes place in a social context. Both bullies and their victims have usually been rejected by their peers (Kumpulainen et al, 1998) and by the third grade have developed a new aggressive peer group of other similarly rejected youth (Astor et al. 1996). Consultation may be needed to produce change in the social context of the school through Social-Emotional Learning programs. Fonagy et al. (2009) noted that “We have shown that a program that is not focused on aggressive children, but rather on other aspects of social relationships has significant effects…” Similarly, the Conduct Problems Prevention Research Group (2010) found that “programs that focus on social-cognitive and emotional processes and that provide adequate opportunities to practice new skills improve social competence and reduce aggression.” As a school psychologist, one may be asked to consult with teacher and/or school officials in the implementation of a school-wide Social-Emotional Learning program. Finally, the ecological model points the consultant to problems that exist in the student’s environment. Research has shown that the school environment can be a contributor to violence among students. As a member of the school system, consultation services may be needed to begin system-wide change in the school. There is an association between the students’ perceptions of school security, disorder, and the presence of drugs and graffiti and school violence (Johnson, Burke & Gielen, 2010). While there are some damaging aspects of a school environment that cannot be changed (e.g. the school’s neighborhood), positive change to reduce school violence is possible (Johnson et al. 2010; Steffgen, Recchia & Viechtbauer, 2013). . References Astor, R., Pitner, R. O., & Duncan, B. B. (1996). Ecological approaches to mental health consultation with teachers on issues related to youth and school violence. Journal Of Negro Education, 65(3), 336. Conduct Problems Prevention Research Group. (2010). The effects of a multiyear universal social-emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78(2), 156-168. Fonagy, P., Twemlow, S. W., Vernberg, E. M., Nelson, J., Dill, E. J., Little, T. D., & Sargent, J.A. (2009). A cluster randomized controlled trial of child- focused psychiatric consultation and a school systems-focused intervention to reduce aggression. Journal Of Child Psychology & Psychiatry, 50(5), 607-616. doi:10.1111/j.1469-7610.2008.02025.x Fuchs, M. (2009). Impact of school context on violence in schools: A multi-level analysis. International Journal on Violence and Schools, 7(1), 20-42. Hong, J.S., Cho, H., & Lee, A.S. (2010). Revisiting the Virginia Tech shootings: An ecological systems analysis. Journal Of Loss & Trauma, 15(6), 561-575. doi:10.1080/15325024.2010.519285 Johnson, S., Burke, J. G., & Gielen, A. C. (2011). Prioritizing the school environment in school violence prevention efforts. Journal Of School Health, 81(6), 331-340. doi:10.1111/j.1746-1561.2011.00598.x Kumpulainen, K., Räsänen, E., Henttonen, I., Almqvist, F., Kresanov, K., Linna, S., & Tamminen, T. (1998). Bullying and psychiatric symptoms among elementary school-age children. Child Abuse & Neglect, 22(7), 705-717. Steffgen, G., Recchia, S., & Viechtbauer, W. (2013). The link between school climate and violence in school: A meta-analytic review. Aggression and Violent Behavior, 18(1), 300-309. The Metropolitan Area Child Study Research Group. (2007). Changing the way children “think” about aggression: Social-cognitive effects of a preventive intervention. Journal of Consulting and Clinical Psychology, 75(1), 160-167. Ecological Model Outcomes for Participants • Based on the literature review, participants will view the research behind school violence an ecological framework to consultation with teachers and school officials. With the ecological model as a guide, participants will also learn how Social-Emotional Learning programs and initiatives to change school environment to reduce incidents of school violence fit within an ecological model of consultation. Contact for Correspondence: jabishop@bsu.edu