By Jane Close Conoley PhD, Arnold P. Goldstein PhD
Now in a revised and up to date moment version, this hugely informative quantity presents empirically dependent versions for intervening with scholars in danger for aggression and conserving university security total. present advances in study and perform are mirrored within the book's specific insurance of powerful intervention techniques on the pupil, university, and process degrees. offered are concepts for decreasing violence hazards in Pre-K-12 school rooms, coping with challenge habit in a number of settings and between assorted scholar populations, accomplishing educational and curriculum interventions, constructing concern administration and security plans, development winning partnerships with households and out of doors businesses, and extra. members contain major scientist-practitioners in addition to skilled educators and policymakers. designated positive aspects of the second one version comprise new chapters on felony matters and on making a weather for switch within the colleges. (20061001)
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Extra info for School Violence Intervention, Second Edition: A Practical Handbook
In E. Wenk & N. ), School crime and disruption (pp. 21–36). Davis, CA: Responsible Action. Karchmer, C. (1982). Early intervention in arson epidemics: Developing a motive-based intervention strategy. In J. E. ), Fire research and safety (pp. 44–63). Washington, DC: National Bureau of Standards. Kingery, P. , Coggeshall, M. , & Alford, A. A. (1998). Violence at school: Recent evidence from four national surveys. Psychology in the Schools, 35, 247–258. McDermott, M. J. (1979). Criminal victimization in urban schools.
1991). Designing interventions for stealing. In G. Stoner, M. R. Shinn, & H. M. ), Interventions for achievement and behavior problems (pp. 593–616). Silver Spring, MD: National Association of School Psychologists. National Association of School Security Directors. (1975). Crime in schools. Washington, DC: Author. National Center for Education Statistics (1998). S. Public Schools: 1996–1997. S. Department of Education. 20 INTRODUCTION National Center for Education Statistics. (1992). Public school principal survey on safe, disciplined, and drug-free schools.
The children we teach learn much more from what we do than from what we say. If we regularly display respect, thoughtfulness, fairness, tolerance, honesty, compassion, and concern, then we are more likely to elicit similar behaviors by our students and they are more apt to listen to what we have to say. This does not negate the necessity for solid, well thought out lessons based on a rich and varied curriculum. But we The Low-Aggression Classroom 25 ought not expect from our students what we cannot do ourselves.