School Violence: Positive School Violence: Positive Results From A Results From A

Comprehensive Prevention Comprehensive Prevention Program and ApproachProgram and Approach

Dahlia SubaranDahlia SubaranHSCI 440 Family Health Issues for HSCI 440 Family Health Issues for

EducatorsEducatorsFall 2004Fall 2004

Professor LaChausseProfessor LaChausse

Events of the past decade has Events of the past decade has altered society’s perception of altered society’s perception of school campus safetyschool campus safety• Although rare, serious acts of violence occur Although rare, serious acts of violence occur

at schoolat school

• ““low level” aggressive and antisocial low level” aggressive and antisocial behaviors are more prevalent:behaviors are more prevalent:– TeasingTeasing– FightingFighting– Name callingName calling– RidiculingRidiculing– ThreateningThreatening– Forms of intimidation / harassmentForms of intimidation / harassment

(Sandhu & Smith, 2004)

EpidemiologyEpidemiology • In 2002, more than 877,700 young people ages 10 to 24 were In 2002, more than 877,700 young people ages 10 to 24 were injured from violent acts. Approximately 1 in 13 required injured from violent acts. Approximately 1 in 13 required hospitalization (CDC 2004).hospitalization (CDC 2004).

• Homicide is the second leading cause of death among young people Homicide is the second leading cause of death among young people ages 10 to 24 overall. ages 10 to 24 overall. – In this age group, it is the leading cause of death for African-Americans, 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 the second leading cause of death for Hispanics, and the third leading cause of death for American Indians, Alaskan Natives, and Asian Pacific cause of death for American Indians, Alaskan Natives, and Asian Pacific Islanders (Anderson and Smith 2003).Islanders (Anderson and Smith 2003).

(as cited in Baer, Craft, Dahlberg, Lynch, & Thornton, 2002)

(Google images)

Occurrence and Occurrence and Consequences Continued…Consequences Continued…• Between 1994 and 1999, Between 1994 and 1999,

172 students ages 5 to 172 students ages 5 to 18 were killed on or near 18 were killed on or near school grounds or at school grounds or at school-related activities school-related activities (Anderson et al. 2001).(Anderson et al. 2001).

• More than 50% of all More than 50% of all school-associated school-associated violent deaths occur at violent deaths occur at the beginning or end of the beginning or end of the school day or during the school day or during lunch (Anderson et al. lunch (Anderson et al. 2001). 2001).

• In a nationwide survey, 17% of students reported carrying a In a nationwide survey, 17% of students reported carrying a weapon (e.g., gun, knife, or club) on one or more days in weapon (e.g., gun, knife, or club) on one or more days in the 30 days preceding the survey (Grunbaum et al. 2004).the 30 days preceding the survey (Grunbaum et al. 2004).

• Nationwide, 9% of students reported being hit, slapped, or Nationwide, 9% of students reported being hit, slapped, or physically hurt on purpose by their boyfriend or girlfriend in physically hurt on purpose by their boyfriend or girlfriend in the 12 months prior to being surveyed (Grunbaum et al. the 12 months prior to being surveyed (Grunbaum et al. 2004). 2004).

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

Risk FactorsRisk FactorsIndividualIndividual

Attention deficits/hyperactivityAttention deficits/hyperactivity

Antisocial beliefs and attitudesAntisocial beliefs and attitudes

History of early aggressive behaviorHistory of early aggressive behavior

Involvement with alcohol, drugs, or tobaccoInvolvement with alcohol, drugs, or tobacco

Early involvement in general offensesEarly involvement in general offenses

Low IQLow IQ

Poor behavioral controlPoor behavioral control

Social cognitive or information processing deficitsSocial cognitive or information processing deficits

FamilyFamily

Authoritarian childrearing attitudes Authoritarian childrearing attitudes

Exposure to violence and family conflictExposure to violence and family conflict

Harsh, lax, or inconsistent disciplinary practicesHarsh, lax, or inconsistent disciplinary practices

Lack of involvement in the child’s lifeLack of involvement in the child’s life

Low emotional attachment to parents or caregiversLow emotional attachment to parents or caregivers

Low parental education and incomeLow parental education and income

Parental substance abuse and criminalityParental substance abuse and criminality

Poor family functioningPoor family functioning

Poor monitoring and supervision of childrenPoor monitoring and supervision of children

Peer/SchoolPeer/School

Social rejection by peers Social rejection by peers

Association with delinquent peersAssociation with delinquent peers

Involvement in gangsInvolvement in gangs

Lack of involvement in conventional activitiesLack of involvement in conventional activities

Poor academic performancePoor academic performance

Low commitment to school and school failureLow commitment to school and school failure

Neighborhood/CommunityNeighborhood/Community

Diminished economic opportunity Diminished economic opportunity

High concentrations of poor residentsHigh concentrations of poor residents

High levels of transienceHigh levels of transience

High levels of family disruptionHigh levels of family disruption

Low community participationLow community participation

Socially disorganized neighborhoodsSocially disorganized neighborhoods

(Getting Results. Developing Safe and Healthy Kids)

The Trail of School Violence The Trail of School Violence Prevention tacticsPrevention tacticsWhere we’ve been:Where we’ve been:Schools failed to adopt Schools failed to adopt

and implement and implement effective evidence-effective evidence-based practicesbased practices

Continuous change but Continuous change but little sustained little sustained improvementimprovement

No systematic or broad No systematic or broad implementation of implementation of school-based mental school-based mental health health

Where we are:Where we are: Accountability pressure from Accountability pressure from

legislators, policymakers, legislators, policymakers, and the publicand the public

Increasing school shootings Increasing school shootings result in enormous media result in enormous media attentionattention

Educators are beginning to Educators are beginning to embrace intervention and embrace intervention and prevention approachesprevention approaches

Positive Behavioral Support Positive Behavioral Support (PBS)(PBS)

Effective Behavioral Support Effective Behavioral Support (EBS) in 500 schools (EBS) in 500 schools representing 50 statesrepresenting 50 states

(Walker, 2004)

Punitive Policies employed to Punitive Policies employed to deter school violencedeter school violence

Metal Metal detectordetectorss

Security Security guardsguards

SurveilanSurveilancece camerascameras

Dress Dress codescodes

““zero zero toleranctolerance” e” policiespolicies

““profilinprofiling g students students most most likely to likely to commit commit violent violent actsacts

Strong Strong disciplinardisciplinary tactics y tactics in in response response to to disruptive disruptive behaviorsbehaviors

suspensiosuspension/n/expulsionexpulsion

(Erickson, Mattaini, & McGuire, 2004)

Where we need to go:Where we need to go:

Bridge the wide chasm that exists Bridge the wide chasm that exists between research and practicebetween research and practice

A positive approach that focuses on:A positive approach that focuses on:• Emotional literacy skillsEmotional literacy skills• Boosting resiliency factorsBoosting resiliency factors• Establish a high degree of connectedness Establish a high degree of connectedness

between students, their families, peers, between students, their families, peers, schools, and communitiesschools, and communities

(Walker, 2004)

What Research SaysWhat Research Says

A Comprehensive

School Health Program for Violence Prevention

Builds long-term benefitsOf better school performance

Participation in high-risk behaviors is lowered

Builds Coping Skills and resiliency

(McManis & Sorenson, 2000)

Public Health ModelPublic Health Model

Primary Primary PreventionPrevention

Attack the problem of violence at its Attack the problem of violence at its point of origin:point of origin:

psychological, and environmental psychological, and environmental variablesvariables

Secondary Secondary PreventionPrevention

Through early identification and Through early identification and therapeutic help, many risk factors therapeutic help, many risk factors can be addressed can be addressed

Tertiary Tertiary preventionprevention

Isolate / rehabilitate violent Isolate / rehabilitate violent individuals in order to protect othersindividuals in order to protect others

What WorksWhat Works

• Best Practices of YoutBest Practices of Youth Violence Prevention:h Violence Prevention: A Sourcebook for Com A Sourcebook for Community Actionmunity Action This hyperlink takes This hyperlink takes you to the 216 page you to the 216 page publication which publication which addresses specific addresses specific violence prevention violence prevention practices in four key practices in four key areas: areas: – parents and familiesparents and families– home visitinghome visiting– social and conflict social and conflict

resolution skillsresolution skills– mentoringmentoring

• Teach children social Teach children social cognitive interventions cognitive interventions which will equip them which will equip them with skills they can use with skills they can use to deal with difficult to deal with difficult social situations. social situations. Incorporate:Incorporate:– didactic teaching,didactic teaching,– ModelingModeling– role-playing to enhance role-playing to enhance

positive social interactionspositive social interactions– teach nonviolent methods teach nonviolent methods

for resolving conflictfor resolving conflict– establish or strengthen establish or strengthen

nonviolent beliefs in young nonviolent beliefs in young people.people.

What Works continued…What Works continued…

• Programs that address Programs that address interlocking cultural interlocking cultural practices among an practices among an entire network (family, entire network (family, peer group, school, and peer group, school, and community)community)

• Programs that are Programs that are adapted to fit the adapted to fit the preferences, customs, preferences, customs, and values of the school and values of the school and its communityand its community

PRECEDE: Sample Comprehensive PRECEDE: Sample Comprehensive Program / FrameworkProgram / FrameworkPredisposing, Reinforcing, and Enabling Constructs Predisposing, Reinforcing, and Enabling Constructs

in Educational/Environmental Diagnosis and in Educational/Environmental Diagnosis and EvaluationEvaluation

Phase 1Phase 1 Identifying social indicator, Identifying social indicator, and subjectively defined and subjectively defined problems and priorities of problems and priorities of individuals and groups that individuals and groups that factor into their quality of factor into their quality of lifelife

Phase 2Phase 2 Examine epidemiological Examine epidemiological data that is associated with data that is associated with the particular topicthe particular topic

Phase 3Phase 3 Identifies behavioral Identifies behavioral characteristics that are characteristics that are linked to the health risks linked to the health risks identified in Phase 2identified in Phase 2

Phase 4Phase 4 Identifying predisposing, Identifying predisposing, enabling and reinforcing enabling and reinforcing factors that contribute to factors that contribute to the targeted behaviorthe targeted behavior

Phase 5Phase 5 Examines policies that can Examines policies that can serve to reinforce the serve to reinforce the desired behavior changedesired behavior change

(Chaney, Hunt, & Schulz, 2000)

References:References:Baer, K.B., Craft, C.A., Dahlberg, L.L., Lynch, B.S., & Thornton, T.N. (2002) Best Practices of 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 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: and Control of the Centers for Disease Control and Prevention. [On-line], Available: http://http://www.cdc.gov/ncipc/factsheets/yvfacts.htmwww.cdc.gov/ncipc/factsheets/yvfacts.htm..

Chaney, J.D., Hunt, B.P., & Schulz, J.W. (2000). An Examination Using The PRECEDE Model 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: Framework To Establish A Comprehensive Program To Prevent School Violence: American Journal of American Journal of Health Studies, 16Health Studies, 16, (4) 199-204., (4) 199-204.

Erickson, C.L., Mattaini, M.A., McGuire, M.S. (2004). Constructing Nonviolent Cultures in Erickson, C.L., Mattaini, M.A., McGuire, M.S. (2004). Constructing Nonviolent Cultures in Schools: The State of the Science. Schools: The State of the Science. Children & Schools, 26Children & Schools, 26, (2) 102-116., (2) 102-116.

McManis, D. & Sorenson, D. (2000). The Role of Comprehensive School Health Education McManis, D. & Sorenson, D. (2000). The Role of Comprehensive School Health Education Programs In the link Between Health and Academic Performance: A Literature Review: Programs In the link Between Health and Academic Performance: A Literature Review: Massachusetts Massachusetts Department of Education Learning Support Services Department of Education Learning Support Services ..

National Center for Chronic Disease Prevention and Health Promotion. Healthy Youth. YRBSS National Center for Chronic Disease Prevention and Health Promotion. Healthy Youth. YRBSS Online : Comprehensive Results. [On-line]. Available: Online : Comprehensive Results. [On-line]. Available: http://http://apps.nccd.cdc.gov/yrbssapps.nccd.cdc.gov/yrbss// . .

Sandhu,D.S. & Smith, D.C. (2004). Toward a Positive Perspective on Violence Prevention in Sandhu,D.S. & Smith, D.C. (2004). Toward a Positive Perspective on Violence Prevention in Schools: Building Connections. Schools: Building Connections. Journal of Counseling & Development, 82,Journal of Counseling & Development, 82, 287-293. 287-293.

Walker, H.M. (2004). Commentary: Use of Evidence-Based Interventions in Schools: Where 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. We’ve Been, Where We Are, and Where We Need to Go. School Psychology Review, 33School Psychology Review, 33 (3), 398-418. (3), 398-418.