Violence is one of the most complex and difficult student problems in public education. It interferes with students' academic performance, career options, and personal and social growth, and threatens the safety of students and faculty. Most professionals who work in schools are not trained to deal with violence. At the same time, incidents of violence are growing dramatically in urban, suburban, and rural schools. This book outlines national trends and describes what places students at risk for violent and aggressive behavior. It provides school counselors and other staff with practical principles and guidelines for understanding and providing effective interventions. In addition, it presents new prevention and intervention strategies for dealing with violence and developing prevention models to work with aggressive students. Chapter one provides an overview of the literature on school violence and discusses general themes related to counselors, teachers, administrators, and students in relationship to aggression. Chapter two examines the roots of youth aggression, focusing on such factors as peer influence and family relationships. Chapter three describes individually focused interventions with violent youth; and chapter four presents specific intervention principles and techniques. Chapter five discusses how to use collaborative efforts to design and implement violence prevention programs. In conclusion, chapter six stresses the importance of self-awareness as a means of becoming nonjudgmental in dealing with aggressive students and effective in reducing school violence. (Contains 12 references and an index.) (JDM)
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Korn and Bursztyn and their contributors examine the cultural transitions that children make as they move between home and school. Case studies present instances of how diversity engages us in renegotiating the personal and social.
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Drawing on the original essays of four distinguished historians—Hugh Hawkins, James Axtell, David All- mendinger, and David Potts—the cumulative impact of this volume was to upset the conventional notion that somehow liberal arts ...
So we said , no guarantee , no deal . And everything were fine . Till two year ago . We're renegotiating . What they do ? Promote a darky , don't they . OK , on the nightshift , and that's as black as ink . But once they set a precedent ...
Goleman, D., Boyatzis, R., & McKee, A. (2004). Primal leadership: Learning to lead with emotional intelligence. Boston: Harvard Business Review Press. Good, T. L., & Brophy, J. E. (2002). Looking in classrooms (9th ed.).
Pearson Prentice Hall® is a trademark of Pearson Education , Inc. Hannuloks 42581708 mech 1-12-4 CONTENTS Preface 29.5 ... Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 ISBN 0-13-143775-5 Pearson Education Ltd. , London ...
THE NORTH CAROLINA STUDY Corbett , Gentry , and Pearson ( 1993 ) surveyed 185 high school students in North Carolina on the frequency and seriousness of sexual harassment in their schools . Most students did not feel that sexual ...
New York : Simon & Schuster Custom Publishing , 1988/1996 . Delgago , R. , and Stefancic , J. ( eds . ) . Critical White Studies : Looking Behind the Mirror . Philadelphia : Temple University Press , 1997 .
Savage Inequalities : Children in America's Schools . New York : Crown . Leonard , H. B. 1992. By Choice or By Chance ? Tracking the Values in Massachusetts Public Spending . Boston : Pioneer Institute for Public Policy Research .