Constructing Nonviolent Cultures in Schools: The State of the Science

Erickson, Christina L.; Mattaini, Mark A.; McGuire, Melissa S.

doi:10.1093/cs/26.2.102

Cited by 32 publications

(27 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…To produce lasting change, it is necessary to create a peer environment in which competition does not lead to the negative reinforcement of aggressive behavior. There are a number of different programs that aim to change the peer environment in schools, and there is increasing evidence of the effectiveness of such programs (Erickson, Mattaini, & McGuire, 2004). The current study suggests that the theory behind such programs is sound.…”

Section: Discussionmentioning

confidence: 72%

A Model of Contagion Through Competition in the Aggressive Behaviors of Elementary School Students

Warren

Schoppelrey

Moberg

et al. 2005

J Abnorm Child Psychol

View full text Add to dashboard Cite

This article extends the work of Kellam, Ling, Merisca, Brown and Ialongo (1998) by applying a mathematical model of competition between children to peer contagion in the aggressive behaviors of elementary school students. Nonlinearity in the relationship between group aggression and individual aggression at 2-year follow-up is present. Consistent with the findings of Kellam et al. (1998), hierarchical linear modeling indicates that the relationship is statistically significant for those students whose initial parental ratings of aggressive behavior were above the sample median. In the context of competition between students, the behavior of initially aggressive students may be negatively reinforced. Lowering aggression in the school environment may therefore be the most effective way to lower the level of these students' aggressive behavior.

show abstract

Section: Discussionmentioning

confidence: 72%

A Model of Contagion Through Competition in the Aggressive Behaviors of Elementary School Students

Warren

Schoppelrey

Moberg

et al. 2005

J Abnorm Child Psychol

View full text Add to dashboard Cite

show abstract

“…Specifically, communication and interaction as important for the school system and they should be open, positive and constructive (Erickson, Mattaini, & McGuire, 2004).…”

Section: Social Workers' Exposure To School Violence: An Ecological Pmentioning

confidence: 99%

School Social Workers’ Perception of School Climate: An Ecological System Perspective

Soliman¹

2017

International Journal of School Social Work

View full text Add to dashboard Cite

The focus of this study was on school social workers' perception of school climate and to determine the factors that contribute to positive environment within the school. Using the ecological framework, the study examined the views of 315 school social workers concerning the current social climate in the state of Illinois by using a number of standardized-i.e., School Survey Crime and Safety Principle-and composite subscales. Correlation analysis presented significant associations among the study variables. A path analysis model was developed; it included one dependent variable (School Climate) and 6 independent variables (Resources, Exposure, Communication, Measures, and Environmental Limitations)

show abstract

“…Les écoles dans lesquelles les élèves perçoi-vent des règles claires, des structures valorisantes et des sanctions sans ambiguïtés souffrent également de moins de désordre. Un système de valeurs partagées et d'attentes quant au comportement est à la base d'interactions sociales profondes et permet aux élèves de développer un fort sentiment d'appartenance (Gottfredson, 2002 : 71 ;Erikson, 2004, ou encore Cameron, 2006.…”

Section: Programmes Et Mobilisation Des Praticiensunclassified

Le contexte et la raison : agir contre la violence à l’école par « l’évidence » ?

Debarbieux

Blaya

2009

crimino

View full text Add to dashboard Cite

Résumé Le présent article examine l’importance qu’ont prise dans la littérature scientifique les méta-analyses sur la prévention de la violence à l’école. Le nombre, la qualité et l’importance de celles-ci ont produit un savoir à la fois critique (ce qui ne marche pas) et opérant (ce qui marche) qui est présenté dans le présent article. Toutefois, quel que soit ce savoir, il n’est pas aisément ni directement transposable dans l’action publique et cela montre quelques limites inhérentes au développement de politiques basées sur les preuves scientifiques, politiques qui contiennent sans doute une part d’illusion rationnelle. Cela ne remet pas forcément en cause cette approche, mais lui assigne une place plus modeste et réaliste.

show abstract

Constructing Nonviolent Cultures in Schools: The State of the Science

Cited by 32 publications

References 0 publications

A Model of Contagion Through Competition in the Aggressive Behaviors of Elementary School Students

A Model of Contagion Through Competition in the Aggressive Behaviors of Elementary School Students

School Social Workers’ Perception of School Climate: An Ecological System Perspective

Le contexte et la raison : agir contre la violence à l’école par « l’évidence » ?

Contact Info

Product

Resources

About