9781593851057

Safe and Healthy Schools Practical Prevention Strategies

by ;
  • ISBN13:

    9781593851057

  • ISBN10:

    1593851057

  • Format: Paperback
  • Copyright: 2004-12-15
  • Publisher: The Guilford Press

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

Purchase Benefits

  • Free Shipping Icon Free Shipping On Orders Over $35!
    Your order must be $35 or more to qualify for free economy shipping. Bulk sales, PO's, Marketplace items, eBooks and apparel do not qualify for this offer.
  • eCampus.com Logo Get Rewarded for Ordering Your Textbooks! Enroll Now
List Price: $39.47 Save up to $9.87
  • Rent Book $31.58
    Add to Cart Free Shipping Icon Free Shipping

    TERM
    PRICE
    DUE
    USUALLY SHIPS IN 3-5 BUSINESS DAYS
    *This item is part of an exclusive publisher rental program and requires an additional convenience fee. This fee will be reflected in the shopping cart.

Supplemental Materials

What is included with this book?

Summary

A hands-on resource for practitioners, this book provides step-by-step guidance for developing a comprehensive school safety plan. Moving from needs assessment to implementation and evaluation, chapters describe research-based strategies that are readily applicable in K-12 settings. Special features include reproducible checklists and other planning tools, presented in a large-size format with convenient lay-flat binding. Described are proven ways to:

* Create a low-crime environment
* Identify and support high-risk students
* Reduce bullying and harassment
* Improve the schoolwide disciplinary system
* Draw on community resources for change

This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.

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

Rewards Program

Reviews for Safe and Healthy Schools Practical Prevention Strategies (9781593851057)