Safe and Healthy Schools Practical Prevention Strategies

by Sprague, Jeffrey R.; Walker, Hill M.

• ISBN13: 9781593851057
• ISBN10: 1593851057
• Format: Paperback
• Copyright: 2004-12-15
• Publisher: The Guilford Press

Summary

This book has been replaced by Safe and Healthy Schools, Second Edition, ISBN 978-1-4625-4781-4.
 

Author Biography

Jeffrey Sprague PhD, is Associate Professor of Special Education and Codirector of the Institute on Violence and Destructive Behavior at the University of Oregon. In 2001, Dr. Sprague worked with the Oregon legislature to establish the Oregon Center for School Safety. Previously a classroom teacher and a school behavioral consultant, Dr. Sprague was also the Director of the Center for School and Community Integration at the Indiana University Institute for the Study of Developmental Disabilities. He has directed federal, state, and local research and demonstration projects related to whole-school discipline, youth violence prevention, alternative education, juvenile delinquency prevention, school inclusion, school-to-work transition and employment, school systems change, and self-advocacy. His research activities encompass applied behavior analysis, positive behavior supports, functional behavioral assessment, school safety and violence prevention, and juvenile delinquency. A contributor to "Early Warning, Timely Response," and the "President's Annual Reports on School Safety" in 1998, 1999, and 2000, he has recently written a white paper on school safety for Oregon Attorney General Hardy Myers' School Safety Coalition, as well as the book Safe School Design (with Tod Schneider and Hill M. Walker).

Hill M. Walker, PhD, is Professor of Special Education, Codirector of the Institute on Violence and Destructive Behavior, and Director of the Center on Human Development in the College of Education at the University of Oregon. He has a long-standing interest in behavioral assessment and in the development of effective intervention procedures for use in school settings with a range of behavior disorders. He has been engaged in applied research throughout his career, and his research interests include social skills assessment, curriculum development and intervention, longitudinal studies of aggression and antisocial behavior, and the development of early screening procedures for detecting students who are at-risk for social/-behavioral adjustment problems and/or later school dropout. His most recent books include Interventions for Academic and Behavior Problems II (coedited with Mark Shinn and Gary Stoner) and the second edition of Antisocial Behavior in School (coedited with Elizabeth Ramsey and Frank M. Gresham).

Table of Contents

List of Tables, Figures, Boxes, and Forms	xv
At-Risk Youth and School Safety: Critical Issues, Current Challenges, and Promising Approaches	1	(35)
School Safety and Security	4	(2)
Antisocial Behavior, Delinquency, and Youth Violence	6	(3)
Current Status and Trends in Youth Violence and School Safety	9	(3)
Conceptualizing School Safety	12	(1)
Sources of Vulnerability to School Safety	12	(3)
Assessing School Safety	15	(2)
What the Science Says about What Does and Does Not Work in School Crime Prevention	17	(3)
School Safety Intervention Strategies	20	(6)
Secure the School	20	(1)
Develop a Comprehensive School Safety and Crisis-Response Plan	21	(2)
Create a Positive, Inclusive School Climate and Culture	23	(1)
Address the Peer Culture and Its Problems	24	(1)
Involve Parents in Making the School Safer	25	(1)
Support At-Risk Youth and Antisocial Youth	26	(1)
Conclusion	26	(2)
How This Book Addresses the Recommended Strategies	28	(8)
Developing a Comprehensive School Safety and Prevention Plan	36	(22)
Stephen G. Smith
Background and Rationale	36	(2)
Four Sources of Vulnerability to School Violence	38	(5)
The Physical Layout of the School Building and Grounds	39	(2)
The Administrative, Teaching, and Management Practices of the School	41	(1)
Characteristics of Surrounding Neighborhoods	42	(1)
Characteristics of the Students Enrolled in the School	42	(1)
The ``How to'' of School Safety Planning and Intervention	43	(7)
Conducting a Local Needs Assessment	43	(5)
Setting Measurable Goals and Objectives and Selecting Evidence-Based Strategies	48	(2)
Developing a Written Crisis-Response Plan	50	(2)
Conclusion	52	(6)
Improving School Climate, Safety, and Student Health with Schoolwide Positive Behavior Supports	58	(18)
The Challenge of School Discipline	59	(1)
School Practices Contributing to the Problem	60	(3)
Common Response to Behavioral Problems: Turn to Office Referrals, Suspensions, and Expulsions	60	(1)
If Not Punishment, Then What Is the Solution?	61	(1)
Changing School Climate Is an Essential Element	62	(1)
Schoolwide, Positive Discipline: How to Get There	63	(6)
Improvement of Discipline	63	(1)
Commitment of Administrator	63	(1)
Commitment of Staff	64	(1)
Selection of Evidence-Based Practices	65	(4)
Conclusion	69	(7)
Bullying and Peer-Based Harassment in Schools: Current Status, Influencing Factors, and Identification Methods	76	(22)
Stephen G. Smith
The Current Landscape of School-Based Bullying and Peer Harassment	77	(1)
The Characteristics and Critical Features of Bullying and Harassment in Today's Schools	78	(6)
The Relationship of Bullying and Harassment to Antisocial Behavior	78	(1)
Interpersonal Violence as a Correlate of Severe Bullying	79	(1)
State Legislation and Definitions of Bullying	80	(2)
Types of Bullying	82	(1)
Prevalence of Bullying in Schools	82	(2)
The Social Dynamics of Bullying and Peer Harassment	84	(1)
Common Attributes and Behavioral Characteristics of Bullies and Their Victims: What Do They Look Like?	85	(2)
Views of Bullying and Harassment by Victims and Their Peers	87	(1)
Personal Qualities as Determinants of Victimization by Peers	88	(2)
The Influence of Social Context on Bullying Dynamics	90	(3)
The Family Situation and Associated Parenting Practices	90	(1)
Free Play Settings and Peer Relations	91	(1)
Classroom Settings and the Teacher	92	(1)
Identifying Bullies and Their Victims within the Context of Schooling	93	(4)
Conclusion	97	(1)
Solutions for Bullying and Peer Harassment in the School Setting	98	(26)
Stephen G. Smith
Key Considerations Regarding Effective School-Based Efforts to Intervene with Bullying and Harassment	98	(2)
Recommended Steps and Model Programs for Use by Schools in Addressing Bullying and Peer Harassment	100	(11)
Recommended Steps	100	(2)
Model Programs That Address Peer Bullying and Harassment	102	(8)
Bully-Proofing Your School	110	(1)
Legal Issues Concerning Bullying and Harassment in Schools	111	(5)
Conclusion	116	(8)
Screening and Identifying Behaviorally At-Risk Students: Purposes, Approaches, Outcomes, and Cautions	124	(28)
Risk Factors and the Warning Signs of Potential Violence	127	(4)
Risk Factors	127	(1)
Warning Signs	128	(3)
Approaches to the Screening and Identification of At-Risk Students	131	(1)
Using Prevention-Based Interventions as a Means of Identifying Behaviorally At-Risk Students	132	(3)
Universal Screening to Proactively Identify Students with Externalizing and Internalizing Behavior Problems	135	(8)
Teacher Nominations	136	(1)
Teacher Ratings	136	(4)
Behavioral Observations	140	(3)
Analyzing Archival School Records	143	(2)
Applying Threat Assessment Procedures within School Settings	145	(1)
Conclusion	146	(6)
Supporting Antisocial and Potentially Violent Youth	152	(25)
Vicki Nishioka
Risk and Protective Factors	152	(2)
Gender Differences	154	(1)
Features of Successful Programs and Services	155	(21)
Program Structure and Behavioral Interventions	156	(5)
Mentoring and Individualized Case Management	161	(2)
Social Skills Training and Academic Instruction	163	(3)
Service Learning	166	(1)
Multicomponent School Programs	166	(1)
Problems with Grouping Antisocial Students	166	(2)
Family and Community Collaboration	168	(8)
Conclusion	176	(1)
References	177	(20)
Index	197