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.
Title: Violence in Schools: Identification, Prevention & Intervention Strategies
Instructor: Dr. Michael Sedler
Publisher: Virtual Education Software, inc. 2000, Revised 2004, Revised 2010
Academic Integrity Statement
The structure and format of most distance-learning courses presume a high level of personal and academic integrity in completion and submission of coursework. Individuals enrolled in a distance-learning course are expected to adhere to the following standards of academic conduct.
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.
· 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 assignments and activities for the course Violence in Schools.
· Complete the chapter exam on Assessment with 70% accuracy or better.
· Complete the chapter exam on Planning with 70% accuracy or better.
· Complete the chapter exam on Implementation with 70% accuracy or better.
· Complete the chapter exam on Evaluation with 70% accuracy or better.
· 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
4. Actions Steps for Schools
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 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. Your final grade for the course will be determined by calculating an average score of all exams. This score will be printed on your final certificate. 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.
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 email@example.com 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.
Bibliography (Suggested Readings)
Burstyn, Joan, Bender, Geoff, Casella, Ronnie, Gordon, Howard W., Guerra, Domingo, Luschen, Kristen, et al. (2001). Preventing violence in schools. Mahwah, NJ: Lawrence Erlbaum Associates. In-depth look at school violence programs. (grades K-12) www.routledge.com
Conoley, Jane, & Goldstein, Arnold. (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, Dewey. (2006). School violence: Fears vs. facts. Mahwah, NJ: Lawrence Erlbaum Associates. Case studies used to illustrate assessment and interventions. (grades K-12) www.routledge.com
Dorn, Mike, Thomas, Gregory, Wong, Marleen, & Shepherd, Sonayia. (2004). Jane’s safe school planning guide for all hazards. Jane’s Information Group. A general planning guide to various problems, disasters, and school concerns. (grades K-12; adult) www.janes.com
Fishbaugh, Mary Susan, Berkeley, Terry T., & Schroth, Gwen. (Eds.). (2002). Ensuring safe school environments. Mahwah, NJ: Lawrence Erlbaum Associates. Research findings and information on school violence. (grades K-12) www.routledge.com
Garbarino, James, & Delara, Ellen. (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, Edwin. (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.
Jones, T. (2001). Effective responses to school violence. C.C. Thomas Publishing. Discusses security issues and needs in schools. (grades 5-12) www.ccthomas.com 800-258-8980.
Langman, Peter. (2009). 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) www.palgrave-usa.com (888) 330-8477.
Lassiter, William, & Perry, Danya. (2009). Preventing violence and crimes in America’s schools. Santa Barbara, CA: Praeger Publishers. A clear approach to what works and what doesn’t in preventing violence. (grades K-12) www.praeger.com 800-225-5800.
Lieberman, Joseph. School shootings. (2008). New York, NY: Kensington Publishing. Studies the life of Kip Kinkel and offers insights into prevention and intervention. (grades 7-12). www.kensingtonbooks.com (800) 221-2647
Prothrow-Stith, Deborah, Oliver, Jon, & Chery, Joseph. (2005). Peacezone Curriculum Series. Champaign, IL: Research Press. Program for teaching social relationships. (grades K-8) www.researchpress.com (800) 519-2707.
Sexton-Radek, Kathy. (2004). Violence in schools. Westport, CT: Praeger Publishers. Academic explanation of the history and treatment of violence in schools. (grades K-12) www.praeger.com 800- 225-5800
Simmons, Rachel. (2005). 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.
Thomas, R. Murray. (2008). Violence in America’s schools. Lanham, MD: Rowman and Littlefield. Discusses escalation in violence, motivation, and interventions. (grades 7-12) 800- 225-5800 www.rowmanlittlefield.com (800) 462-6420.
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.
Updated 9/15/11 JN