Violence in Schools:
Identification, Prevention & Intervention Strategies
Instructor Name: Dr. Michael Sedler
Office Hours: 8 a.m. to 5 p.m. PST Monday - Friday
Address: Virtual Education Software
16201 E Indiana Ave, Suite 1450
Spokane, WA 99216
Welcome to Violence in Schools, an interactive computer-based instruction course, designed to give you a better understanding of school violence and increase your interventions strategies. Violence in Schools provides a foundational understanding of violence and the motivational purposes behind aggression. The correlation with and impact of the media, community and family upon violence will be investigated. The course teaches identification and intervention approaches for working with out-of-control behaviors. In addition, each student will receive information on available national resources for both parents and teachers. This course will help each person to increase his or her understanding of violence, the motivations behind the use of violence and specific strategies to minimize the occurrence of violence in a school and community.
This computer-based instruction course is a self-supporting program that provides instruction, structured practice, and evaluation all on your home or school computer. Technical support information can be found in the Help section of your course.
Course Materials (Online)
Title: Violence in Schools: Identification, Prevention & Intervention Strategies
Instructor: Dr. Michael Sedler
Publisher: Virtual Education Software, inc. 2000, Revised 2004, Revised 2010, Revised 2013
Academic work submitted by the individual (such as papers, assignments, reports, tests) shall be the student’s own work or appropriately attributed, in part or in whole, to its correct source. Submission of commercially prepared (or group prepared) materials as if they are one’s own work is unacceptable.
Aiding Honesty in Others
The individual will encourage honesty in others by refraining from providing materials or information to another person with knowledge that these materials or information will be used improperly.
Level of Application
This course is designed to be an informational course with application to work and work-related settings. The intervention strategies presented in this course may be generalized to all students (pre-kindergarten through 12th grade) and adults. While an intervention may be geared toward a specific age population, with minimal modifications an educator should be able to adapt the strategy for his or her students.
As a result of this course, participants will demonstrate their ability to:
· To identify factors contributing to violent behaviors
· To develop strategies to address school/community violence
· To effectively intervene, provide safety and minimize violent actions
· To develop a “school violence” assessment with specific intervention strategies
· To assess the climate of the classroom and school, making the necessary adjustments to increase safety
· To address preventative methods within the school system for students
· To write out an action plan for school safety
· To complete a formal written evaluation of the school’s violence plan after implementation
Anger management strategies have become an important topic in schools, businesses, homes and communities. Our society is inundated with classes, books and counseling programs that explain various ways to “manage anger.” Despite our best attempts, aggression and violence are still on the rise. We regularly hear and read from various media sources how dangerous our society has become, especially our youth population. This class will focus on developing new ways of handling violence without getting involved in the typical power struggles. During this course, each person will learn specific strategies and practical ideas to aid in the reduction of school violence. Key intervention ideas for developing a civil climate within each school will be presented, and identification and recognition of potential violence will be discussed. Included in this approach will be an emphasis on safety for students and educators. This course is not attempting to be a “cure all” or “fix it” approach, but will aid educators in their ability to develop a safer environment in a school and community. In addition, it will help each person feel more qualified and capable of handling emerging violent behaviors within a school, home or community setting.
The course is divided into four chapters. The intent of this course is to help each student “walk” through the process of assessment, planning, implementation and evaluation in the arena of violence. There are numerous worksheets that all students will be asked to complete for their own knowledge base. Throughout the course, role-play situations will be presented to help each person recognize violent tendencies prior to their development into violent behaviors. The chapters are sequential and should be completed in the order in which they are presented. At the conclusion of each chapter, the student will be asked to complete an examination covering the material. This type of approach will help all students gain a better understanding of what they have learned as they proceed through the course.
As a student you will be expected to:
· Complete all four information sections showing a competent understanding of the material presented in each section.
· Complete all four section examinations, showing a competent understanding of the material presented. You must obtain an overall score of 70% or higher, with no individual exam score below 50%, and successfully complete ALL writing assignments to pass this course. *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.
· Complete a review of any section on which your examination score was below 50%.
· Retake any examination, after completing an information review, to increase that examination score to a minimum of 50%, making sure to also be achieving an overall exam score of a minimum 70% (maximum of three attempts). *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.
· Complete all course journal article and essay writing assignments with the minimum word count shown for each writing assignment.
· Complete a course evaluation form at the end of the course.
Chapter 1: Assessment
4. Why Escalating Violence, Part I
5. Why Escalating Violence, Part II
9. Warning Signs
10. Self-Awareness Activity
11. Learned vs. Instinctive
12. Gang Assessment Tools
13. Anger/Aggression Activity
14. Possible Motives
Chapter 2: Planning
1. Behavior Response
2. How to Respond
3. Avoiding Power Struggles
5. Controlling Anxiety
6. Control and Direct Activity
Chapter 3: Implementation
1. Action Steps for Students
2. Action Steps for Teachers
3. Action Steps for Parents
5. Patterns of Aggression
6. Preventing Behavior
7. Making Peace
8. Decision Making Activity
9. Confrontation Communication
10. Changing Behavior
11. Prevention Strategies
12. Conflict Negotiation
13. Crisis Planning Guidelines
14. Possible Interventions
15. Anger: It Won’t Work Here
Chapter 4: Evaluation
1. Case Study
2. Identifying the Threatened
3. Watch Your Language
At the end of each course chapter, you will be expected to complete an examination designed to assess your knowledge. You may take these exams a total of three times. Your last score will save, not the highest score. After your third attempt, each examination will lock and not allow further access. The average from your exam scores will be printed on your certificate. However, this is not your final grade since your required writing assignments have not been reviewed. Exceptionally written or poorly written required writing assignments, or violation of the academic integrity policy in the course syllabus, will affect your grade. As this is a self-paced computerized instruction program, you may review course information as often as necessary. You will not be able to exit any examinations until you have answered all questions. If you try to exit the exam before you complete all questions, your information will be lost. You are expected to complete the entire exam in one sitting.
All assignments are reviewed and may impact your final grade. Exceptionally or poorly written assignments, or violation of the Academic Integrity Policy (see course syllabus for policy), will affect your grade. Fifty percent of your grade is determined by your writing assignments, and your overall exam score determines the other fifty percent. Refer to the Essay Grading Guidelines which were sent as an attachment with your original course link.
You should also refer to the Course Syllabus Addendum which was sent as an attachment with your original course link, to determine if you have any writing assignments in addition to the Critical Thinking Questions (CTQ) and Journal Article Summations (JAS). If you do, the Essay Grading Guidelines will also apply.
1) Critical Thinking Questions
There are four CTQs that you are required to complete. You will need to write a minimum of 500 words (maximum 1,000) per essay. You should explain how the information that you gained from the course will be applied and clearly convey a strong understanding of the course content as it relates to each CTQ. To view the questions, click on REQUIRED ESSAY and choose the CTQ that you are ready to complete; this will bring up a screen where you may enter your essay. Prior to course submission, you may go back at any point to edit your essay, but you must be certain to click SAVE once you are done with your edits.
You must click SAVE before you write another essay or move on to another part of the course.
2) Journal Article Summations
You are required to write, in your own words, a summary on a total of three peer-reviewed or scholarly journal articles (one article per summation), written by an author with a Ph.D. on topics related to this course (blogs, abstracts, news articles or similar are not acceptable). You may choose your topics by entering any of the Key Words (click on the Key Words button) or any other words that pertain to the course, into a search engine of your choice (Bing, Google, Yahoo, etc.). Choose a total of three relevant articles and write a thorough summary of the information presented in each article (you must write a minimum of 200 words with a 400 word maximum per JAS). Be sure to provide the URL or the journal name, volume, date, and any other critical information to allow the instructor to access and review that article. Please note, the citation of your article will not count towards meeting your minimum word count.
To write your summary, click on REQUIRED ESSAYS and choose the JAS that you would like to complete. A writing program will automatically launch where you can write your summary. When you are ready to stop, click SAVE. Prior to course submission you may go back at any point to edit your summaries but you must be certain to click SAVE once you are done with your edits. For more information on the features of this assignment, please consult the HELP menu.
You must click SAVE before you write another summary or move on to another part of the course.
has presented seminars and classes throughout the Pacific Northwest and
If you have questions or problems related to the operation of this course, please try everything twice. If the problem persists please check our support pages for FAQs and known issues at www.virtualeduc.com and also the Help section of your course.
If you need personal assistance then email firstname.lastname@example.org or call (509) 891-7219. When contacting technical support, please know your course version number (it is located at the bottom left side of the Welcome Screen) and your operating system, and be seated in front of the computer at the time of your call.
Minimum Computer Requirements
Please refer to VESi’s website: www.virtualeduc.com or contact VESi if you have further questions about the compatibility of your operating system.
Refer to the addendum regarding Grading Criteria, Course Completion Information, Items to be Submitted and how to submit your completed information. The addendum will also note any additional course assignments that you may be required to complete that are not listed in this syllabus.
Bibliography (Suggested Readings)
Burstyn, J., Bender, G., Casella, R., Gordon, H. W., Guerra, D. P., Luschen, K. V., . . . Williams, K. (2001). Preventing violence in schools. Mahwah, NJ: Lawrence Erlbaum. In-depth look at school violence programs (grades K-12) www.routledge.com
Coloroso, B. (2009). The bully, the bullied, and the bystander: From preschool to high school—How parents and teachers can help break the cycle (Updated ed.). New York, NY: Harper Collins. Investigates the relationship between bullies and their victims (grades K-12). www.harpercollins.com 212-207-7000.
Conoley, J., & Goldstein, A. (2004). School violence intervention. New York, NY: The Guilford Press. Analysis of school violence and proactive interventions. (grades K-12) www.guilford.com 800-365-7006.
Cornell, D. (2006). School violence: Fears vs. facts. Mahwah, NJ: Lawrence Erlbaum. Case studies used to illustrate assessment and interventions. (grades K-12) www.routledge.com
Espelage, D. (2010). Bullying in North American schools. Florence, KY: Routledge. Research-based book on violence in schools (grades k-12). www.routledge.com 800-634-7064.
Garbarino, J., & Delara, E. (2003). And words can hurt forever: How to protect adolescents from bullying, harassment, and violence. Free Press. (grades 7-12) www.freepress.net 877-888-1533.
Gerler, E. (2004). Handbook of school violence. New York, NY: Haworth Press. General presentation of interventions and strategies (grades K-12). www.haworthpress.com 800-429-6784.
Langman, P. (2010). Why kids kill. New York, NY: Palgrave Macmillan. Case studies of ten school shooters and what created the shooting scenarios, along with intervention ideas (grades 7-12). http://www.palgrave.com/
Lassiter, W., & Perry, D. (2009). Preventing violence and crimes in America’s schools. Santa Barbara, CA: Praeger. A clear approach to what works and what doesn’t in preventing violence (grades K-12). www.praeger.com/ 800-225-5800.
Lieberman, J. School shootings. (2008). New York, NY: Kensington. Studies the life of Kip Kinkel and offers insights into prevention and intervention (grades 7-12). www.kensingtonbooks.com (800) 221-2647.
Prothrow-Stith, D., Oliver, J., & Chery, J. (2005). Peacezone Curriculum Series. Champaign, IL: Research Press. Program for teaching social relationships (grades K-8). www.researchpress.com (800) 519-2707.
Sexton-Radek, K. (2004). Violence in schools. Westport, CT: Praeger. Academic explanation of the history and treatment of violence in schools (grades K-12). www.praeger.com 800- 225-5800.
Simmons, R. (2011). Odd girl out: The hidden culture of aggression in girls. New York, NY: Harcourt Books. Understanding the culture of aggression in girls (grades 7-12). www.harcourtbooks.com 800-543-1918.
Sollars, R. (2009). Never to grow up. Bloomington, IN: iUniverse. Helping parents to keep children safe (grades 4-8). http://www.iuniverse.com 800-288-4677.
Thomas, R. M. (2009). Violence in America’s schools. Lanham, MD: Rowman and Littlefield. Discusses escalation in violence, motivation, and interventions (grades 7-12). www.rowmanlittlefield.com 800-462-6420.
Twemlow, S., & Sacco, T. (2011). Preventing bullying and school violence. Washington, DC: American Psychiatric. Examines the range and complexity of school violence (grades 5-12). www.appi.org 800-368-5777.
Course content is updated every three years. Due to this update timeline, some URL links may no longer be active or may have changed. Please type the title of the organization into the command line of any Internet browser search window and you will be able to find whether the URL link is still active or any new link to the corresponding organization's web home page.