The Educator Role School Violence

1. The Educator Role School Violence Association for Criminal Justice Research California

2. UCSB Association for Criminal Justice Research California Center for School-Based Youth Development

3. What is the “School” in School Violence What is School Safety? Educators Role in Preventing School Violence..working toward School Safety Differentiating Interventions Applied to School Discipline Goals of this Presentation Association for Criminal Justice Research California

4. Counseling/Clinical/School Psychology School Psychology School Violence/School Safety Michael Furlong, Richard Morrison Zero-tolerance & School Discipline Students “at-risk” & with disabilities Perspective Association for Criminal Justice Research California

5. Student Worries Getting Good Grades 58% Being accepted by peers 15% Getting along at home 11% Violence at school 11% Violence in the neighborhood 5% Association for Criminal Justice Research California

6. What Students Worry About Association for Criminal Justice Research California

7. Are Our Public Schools Violent? Association for Criminal Justice Research California

8. Social withdrawal Excessive feelings of isolation and being alone Excessive feelings of rejection Being a victim of violence Feelings of being picked on and persecuted Low school interest and academic performance Expressions of violence in writings or drawings Uncontrolled anger Patterns of impulsive and chronic hitting, intimidating, and bullying behaviors History of discipline problems Past history of violent and aggressive behavior Intolerance of differences and prejudicial attitudes Drug use or alcohol use Affiliation with gangs Inappropriate access to, possession of, and use of firearms Threats of violence Students--Warning Signs Association for Criminal Justice Research California

9. Risk & Protection in Schools Are Schools to Blame? What part do they OWN? Association for Criminal Justice Research California

10. Assigning Blame Association for Criminal Justice Research California

11. ENVIRONMENT Damage or vandalism obvious to the school building…or general disrepair and a state of neglect Halls are crowded and chaotic during transitions Notices about awards, special events, special achievements are not displayed FACULTY/STAFF BEHAVIOR Adult supervision is not visible No teachers greeting or interacting with students in a friendly and welcoming manner Staff talk negatively about students, families, community Teachers blame don’t feel a responsibility for outcomes and blame students for failure Excessive disciplinary referrals School-Based Warning Signs Association for Criminal Justice Research California

12. Emphasis on exclusion rather than inclusion Overly competitive learning environment Toleration of abuse Zero-tolerance approach to discipline Discriminatory guidance policies SCHOOL POLICIES“systemic violence” Association for Criminal Justice Research California

13. Safe Schools How do we create them? Association for Criminal Justice Research California

14. “A meaningful approach to school discipline is one that treats students and their families with respect throughout the process, seeks to learn from students and to nurture their learning and growth as human beings, and that find ways to bring students more deeply into the school community” (Civil Rights Project Report, p. 15). School Discipline…a kinder, gentler approach?

15. Psychological Safety Feeling protected from harm caused by bullying or harassment Developmental Safety Freedom to learn and develop in a safe school environment In Addition to Physical Safety Association for Criminal Justice Research California

16. From Risk to Resilience • Life threatening • Physical Harm • Personal-Social Intimidation • Individual Isolation and Rejection • Opportunities and Support • School Success and Productivity • Personal & Social • Self-Determination Physical Psychological Association for Criminal Justice Research California Developmental Threatening Enhancing

17. Problem-Solving Skills Critical consciousness Flexibility imagination Resourcefulness/initiative Planning Social competence Responsiveness Flexibility Empathy/caring Communication skills Sense of humor Autonomy Self-esteem, self-efficacy Internal locus of control Mastery Ability to separate resistance Sense of Purpose and Future Special interest Goal directedness Achievement motivation Educational aspirations Healthy expectancies Persistence Hopefulness Compelling future Faith/spirituality Coherence/meaningfulness Profile of the Resilient Child Association for Criminal Justice Research California

18. Caring Loving support Compassion Listening/giving voice Believing Basic trust/safety Participation Inclusion Responsibility Ownership Opportunities to contribute Opportunities for social competence and problem solving Protective Factors in Environments • High/Positive Expectations • Firm guidance • Respect • Challenge (w/supports) • Success for all kids • Promotes bright future • Recognizes and builds on strengths Association for Criminal Justice Research California

19. A Developmental, Differentiated, School-Based Approach • Based on Primary, Secondary, and Tertiary Prevention –Differentiated Intervention • Focus on Schooling Contexts • School Organization & Management • Curriculum & Instruction • Climate & Relationships • Individual Development • Incorporate Social Learning Model--Bonding concept • Opportunities • Skills • Recognition Association for Criminal Justice Research California

20. Relationship Need ..academic intervention ..social/behavioral intervention Target population Reconstruct Students with chronic, severe problems Association for Criminal Justice Research California Students at-risk for problems Reconnect Students who are adjusted to school Reaffirm

21. Section A Section B Section C Protective Actions Actions for Thriving Ensure success to enhance mastery and confidence Develop self-determination Enhance optimism and hope Encourage continued engagement Help to persevere Allow to prepare, plan, execute, assess Encourage active, positive relationships Help through crises & mistakes with encouragement and support Develop academic and social skills Teach problem-solving and coping skills Have clear norms and expectations Give Opportunities for participation Recognize and reward success Enhance family participation Students with chronic, severe behavior problems Reconstruct Reconnect Reaffirm Reconstruct Reconnect Reaffirm Students at-risk for behavior problems Students without serious behavior problems

22. Although some relationships will be more difficult than others to build, the actions needed by educators are guided by the general principles of resilience and encompass such actions as as: Develop academic and social skills Teach problem-solving and coping skills Have clear norms and expectations Give opportunities for participation Recognize and reward success Enhance family participation Toward Resilience Association for Criminal Justice Research California

23. Effective Schools • strong leadership, • an orderly, nonoppressive climate, • teacher participation in decision-making • high expectations for students learning and behavior • curricular emphasis on academics • frequent monitoring and feedback in regard to student performance Association for Criminal Justice Research California

24. First offense n=44 Not history Accident Reaction to family crisis Disconnected n=42 Not coming to school Alienated Drug/alcohol use Troubled n=41 Discipline history Significant family disruptions Emotional/Behavior problems Socialized Delinq n = 31 Offenses are violent/defiant Discipline history Gang or pre-gang involvement The Web of Zero-Tolerance Association for Criminal Justice Research California

25. Told Joe she liked him and then tripped him Krazy glued a marker to the desk Locked the cheerleaders in the bathroom Hit Johnny in the stomach “because it was his birthday” brought itching powder to school Told Sarah to “shut-up, loose weight, and get a haircut” Screamed in the hallway “let’s ditch this class” Wrote letters to classmates saying “I know what you did last summer” Threw a stink bomb into the girls bathroom Became upset, dropped his pants, and “mooned” the teacher Turning Points Favorites Association for Criminal Justice Research California

26. “Constrained” view--humans are imperfect; they misbehave, are responsible for that misbehavior, and should pay the consequences “Unconstrained” view--humans are perfectible; they misbehave due to special causes, ignorance or social inequities; special circumstances require individualized application of consequences. World View and School Discipline Association for Criminal Justice Research California

27. Discipline is a process where we can exit or maintain challenging students Prevention Tolerance levels Reaction to early behavioral transgressions Interventions offered Application of institutional sanctions Alternative education Support upon return Association for Criminal Justice Research California

28. Come visit! Association for Criminal Justice Research California