Perceptions of School Administrators Regarding Variables that Impact Violence in Urban School Districts and Implications for School Counselors PDF Download

Author: Richard E. Wilson
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 194

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Author: Huey Smith
Publisher:
ISBN: 9781109903225
Category : Education, Urban
Languages : en
Pages : 115

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Book Description
Significant differences were reported in regard to relationships between the dependent variable, perceived level of violence, and the independent variables based management programs, environmental modifications, and educational and curriculum-based programs. School principals reported overwhelmingly that these independent variables were key factors in contributing to decreased violence within their schools.

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 582

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Author: Elvirita R. Finley
Publisher:
ISBN:
Category : Parents
Languages : en
Pages : 174

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Author: Rita Mabon Patterson
Publisher:
ISBN:
Category :
Languages : en
Pages : 27

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Violence is a problem that affects the family structure, schools, and communities. Although some violence takes place behind closed doors, the effects are devastating to society and the community. The overwhelming results are seen with the increase of visits to abuse shelters and emergency rooms. Domestic violence in households tends to continue over long periods of time with the occurrences increasing in duration and severity. The theoretical framework for this study drew from Bronfenbrenner's ecological. This case study investigated the perceptions of school district officials: the chief of school safety; the gang awareness/intervention coordinator; hearing officers; middle and high school police officers; and elementary, middle, and high school administrators. This study also investigated the perceptions of city stakeholders: the local police director, police officers, a member of the crime commission, a program manager for the Detention Services Bureau for Juvenile Court, a community gang activist, and the city mayor about the causes of acts of violence happening in this city and their plans to provide citizens with a safer environment. Open-ended interview questions were recorded and transcribed verbatim. Inductive analysis was used to discover themes. Key findings of the larger study included causes of violence in schools, what can be done to address violence in schools, programs in place to help curb the violence in schools, causes of violence in communities, programs in place to help curb violence in the communities, violence in homes, and programs in place to help curb violence in homes. For the purposes of this paper, causes of violence in schools and what can be done to address violence in schools will be discussed.

Author: Gary D. Gottfredson
Publisher: Springer Science & Business Media
ISBN: 1468449850
Category : Education
Languages : en
Pages : 291

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The perception that our nation's public schools are disorderly and unsafe is widespread, and the image of the public school is deteriorating. Since 1974, the Gallup organization has gathered opinions about the public schools. The percentage giving the schools an "A" rating declined from 18% to 6% between 1974 and 1983 (Gallup, 1974, 1984). In a recent survey of America's teenagers, only 9% gave the schools an "A" rating (Bahner, 1980, p. 106). Lack of discipline tops the list of the problems adults see facing schools, and class disturbances and theft are reported by teenagers to be "very big" or "fairly big" problems in their schools (Bahner, 1980, p. 107). These public perceptions are fostered by and reflected in national media attention ("City Schools in Crisis," 1977; "Help! Teacher Can't Teach!" 1980; "High Schools under Fire," 1977). Public concern is also reflected in Congressional hearings where testimony creates the image of grave disorder within our schools (U.s. Senate, Committee on the Judiciary, 1975, 1976b; U.s. House of Representatives, Subcommittee on Elementary, Secondary, and Vocational Education, 1980). The public has given the schools low marks, and the Senate Judiciary Committee (1975) gave the schools an" A" in violence and vandalism. In short, parents, students, and public officials are alarmed at what they see as a rising tide of violence and disorder in the schools and are concerned about how much learning can occur in a disruptive environ ment, and about the safety of teachers and students.

Author: Latonya C. Davis
Publisher:
ISBN:
Category : Aurora University
Languages : en
Pages : 168

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"This qualitative in-depth phenomenological based interview explored the effectiveness of anti-violence programs from the school administrator's perception of select urban public high schools....The perceptions of ten practicing school administrators from the urban public schools with anti-violence programs in use are used to gain knowledge of their experience, programs use, and the effectiveness of the programs.--Abstract.

Author: Michael J. Furlong
Publisher: Nova Publishers
ISBN: 9781594540417
Category : Business & Economics
Languages : en
Pages : 314

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Book Description
Violence and the threat of violence in schools are legitimate concerns for researchers and educators wishing to create safe and productive learning environments for all students. 'Appraisal and Prediction of School Violence: Methods, Issues, and Contexts', edited by Michael Furlong, Michael Bates, Douglas Smith, and Paul Kingery, provides up-to-date information about best practices for understanding, predicting, and preventing violence on school campuses. In addition to providing in-depth coverage of approaches to assessing threats of violence in schools, the book covers important related topics such as bullying in schools, anger and hostility among students, discipline strategies, weapon possession, crisis preparation and response, and diversity and disability issues related to school safety. The book is essential reading for researchers, school administrators, counselors, psychologists, and other school personnel who are working to reduce the incidence of school violence in a manner that supports positive student development.

Author: Mary Susan Fishbaugh
Publisher: Routledge
ISBN: 1135631417
Category : Education
Languages : en
Pages : 340

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Book Description
Ensuring Safe School Environments: Exploring Issues--Seeking Solutions presents research findings and information about school violence, with a focus on strategies for increasing school safety. Based on a special topical issue of Rural Special Education Quarterly, the original journal articles have been rewritten to address safe schools from the perspective of suburban and urban, as well as rural environments. Topics include the frequency of violence in these different settings; violence as it directly impacts school administrators; strategies for preventing and addressing violence at both the school and individual levels; and ways to work with the community both in and out of schools. Part I focuses on issues. In Part II, solutions that have been used to deal with youth violence are offered for readers to consider, including chapters on effective conflict management practices, behavioral support plans, school-community relations, the development of a caring school community as a way to decrease tendencies toward violence, and a model which demonstrates an in-practice, state-wide program designed to assist in the development of a community-focused school. Each chapter concludes with discussion questions and a case study to enhance understanding of and reflection on the issues surrounding school violence. The text is intended as supplementary material for any course preparing school administrators. Presenting both research and practice, the text can be a guide for practicing school administrators in their search for ways to insure the safety and well being of the students whom they serve, as well as a resource for individuals in other community-based human service agencies who deal with school violence.

Author: Mohammad Shafii
Publisher: American Psychiatric Pub
ISBN: 1585628042
Category : Medical
Languages : en
Pages : 344

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Book Description
The statistics are appalling. Between 8% and 10% of U.S. high school students carry guns to school every day. In a typical mid-size city, 30 to 50 cases of school violence are reported daily, and half of these cases involve guns. School Violence: Assessment, Treatment, Prevention shows us the reality behind the statistics. Its distinguished contributors include leading clinicians, researchers, school counselors, and legal authorities who closely examine every aspect of this complex epidemic, challenging us to solve this multifaceted public health problem and offering concrete recommendations on how to do it. The comprehensive volume is divided into four parts: Part I, Contributing Factors, presents the multiple contributing factors, including those involved in creating violent children and violence-prone schools, the nature and context of school violence, and its biological and cultural causes. For example, although the number of violent deaths by shooting in schools remained stable through the 1990s, the number of violent acts against female students increased significantly, as did gang activity and the availability of guns in schools. Part II, Assessment and Management, details diagnostic assessment, management, and treatment of children and adolescents who have the potential for or have threatened school violence. Eyewitnesses describe the shootings and their aftermaths in Pearl, Mississippi, and Littleton, Colorado, including the extensive measures taken to decrease the traumatic effect of these incidents on the children and adolescents and their families, the educators, and the community at large. Also presented is a model for time-limited, cognitive-behavioral group therapy for those who sustain or witness violent injuries in schools -- a model that could be adapted to other settings. Part III, Legal Aspects, begins by putting us on notice that anyone aware of a potentially violent act by a youth has a legal responsibility to alert the intended victim(s) and others who could warn or protect them, offering a uniquely insightful view -- by the plaintiff attorney for the victims of school violence in Paducah, Kentucky -- of the Tarasoff case and its ramifications. Part IV, Prevention, concludes with what we can do now to help prevent school violence, detailing effective prevention measures that range from the innovative (a method that focuses on the school as a whole rather than on individuals and uses a social system and power-dynamics perspective) to the everyday (teaching tolerance and conflict resolution). Psychiatric practitioners, clinical social workers, pediatricians, art and activity therapists, school counselors and administrators, and other educators and mental health care professionals -- and concerned adults -- who want to help prevent violence in our schools and minimize its traumatic effects on children, parents, and the community at large will appreciate this lucid, in-depth treatment of what has become one of today's most disturbing issues.