Creating a Peaceful School Learning Environment: A Controlled Study of an Elementary School Intervention to Reduce Violence

Twemlow, Stuart W.; Fonagy, Peter; Sacco, Frank C.; Gies, Martin L.; Evans, Richard; Ewbank, R. L.

doi:10.1176/appi.ajp.158.5.808

Cited by 127 publications

(82 citation statements)

References 2 publications

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“…The results were evaluated by taking data on disciplinary cases and school success from those two schools. The increase in academic success and the decrease in disciplinary events in the school where the program was applied were found to be signiicantly diferent compared to the school in the control group [26].…”

Section: Creating a Peaceful School Learning Environment (Capsle)mentioning

confidence: 76%

“…Twemlow et al [26], who developed and applied the program, which was generally found to decrease victimization, aggressiveness and aggressive bystanders, performed a longitudinal study with a control group. The applications were performed by showing zero tolerance to bullying at the school where the program was applied.…”

Section: Creating a Peaceful School Learning Environment (Capsle)mentioning

confidence: 99%

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Peer Bullying in Schools: A Cognitive Behavioral Intervention Program

Gökkaya¹

2017

Child and Adolescent Mental Health

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Students face few problems in schools. Some of these conlicts may be deined with the bullying concept. The concept of bullying is deined as "to repetitively expose a student/ students to negative efects of another student or students." "Negative efects" includes students geting disturbed as well as geting hurt from the same kind of negative behavior; it also may be done by atempting to hurt someone, deliberately harming someone verbally or physically. Bullying behavior should include an "inequivalent power" between opponents and this needs to be "permanent" and "intentional." Bullying at school afects lots of students around the schools who witness bullying behavior in diferent dimensions; thus, it is an important problem that needs to be prevented. While some of the studies encompass interventions toward the whole school system, some studies were conducted by determining separate groups and working on those. In this paper, irst, some whole school approach-based prevention programs and the efectiveness of these programs and then intervention programs for groups, which are provided to reduce and intervene bullying, will be explained. Second, cognitive behavioral therapy and its use in preventing bullying will be briely explained. Finally, the context of a cognitive-behavioral based peer bullying intervention program.

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Section: Creating a Peaceful School Learning Environment (Capsle)mentioning

confidence: 76%

Section: Creating a Peaceful School Learning Environment (Capsle)mentioning

confidence: 99%

Peer Bullying in Schools: A Cognitive Behavioral Intervention Program

Gökkaya¹

2017

Child and Adolescent Mental Health

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“…The experience and knowledge acquired from the workshop are very useful in making the planning. The teacher realized that they must have good decision and creative thinking in order to plan their lesson well [10]. By doing good planning of the character based education, the school can be a place for the students to develop or to cultivate the characters.…”

Section: Resultsmentioning

confidence: 99%

How consistent is teachers’ planning, implementation, and assessment in character education?

et al. 2018

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Abstract. This descriptive case study aims at investigating how teachers planned, practiced, assessed students' character development in the classroom. The study involved 29 students of Grade 5, a classroom, and an English teacher. The instruments include classroom observation, checklist, interview guide, field note, and video recording. The obtained data were analyzed by using analysis method by Miles and Huberman (1994). The result of the research shows that there were ten characters values detected in the lesson plans, however, only 55% consistently appeared in the teaching and learning process. Teachers were found to use performance rubrics and diary to keep record on students' character development. The interview revealed that there was reluctance regarding role of teacher in term of assessing students' characters. This fact implies that there should be intensive training and workshop for the teachers to improve the quality of the character education practices in elementary schools in Bali.

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“…The program effects were higher for schools with higher numbers of low income students. Other small-scale studies in elementary schools have also resulted in school-wide reductions in discipline referrals (Putnam et al, 2003;Twemlow et al, 2001). Moreover, school discipline referrals have been used as a formative assessment technique for assisting schools in making data-based decisions as part of a whole-school positive behavior support intervention.…”

Section: School Discipline Referrals As An Outcome Of School-wide Intmentioning

confidence: 99%

“…An important school-level influential factor to investigate would be the level and type of individual and school-wide behavioral supports being provided to students. Although school-wide intervention programs have resulted in decreases in discipline referrals in elementary schools (Flay et al, 2001;Putnam et al, 2003;Twemlow et al, 2001), the systematic tracking of discipline referrals is often part of the school-wide intervention process (e.g., Sprague et al, 2001). In the present study, higher levels of discipline referrals were found in schools that systematically tracked them.…”

Section: Limitationsmentioning

confidence: 99%

A descriptive study of school discipline referrals in first grade

Rusby

Taylor

Foster

2007

Psychology in the Schools

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School discipline referrals (SDRs) may be useful in the early detection and monitoring of disruptive behavior problems to inform prevention efforts in the school setting, yet little is known about the nature and validity of SDRs in the early grades. For this descriptive study, SDR data were collected on a sample of first grade students who were at risk for developing disruptive behavior problems (n = 186) and a universal sample (n = 531) from 20 schools. Most SDRs were given for physical aggression and the predominant consequence was time out. As expected, boys and at-risk students were more likely to receive an SDR and to have more SDRs than were girls and the universal sample. A large difference between schools regarding the delivery of SDRs was found. A zero-inflated Poisson model clustered by school tested the prediction of school-level variables. Students in schools that had a systematic way of tracking SDRs were more likely to receive one. Also, schools with more low-income students and larger class sizes gave fewer SDRs. SDRs predicted teacher ratings, and to a lesser extent, parent ratings of disruptive behavior at the end of first grade. Practitioners and researchers must examine school-level influences whenever first grade discipline referrals are used to measure problem behavior for the purpose of planning and evaluating interventions. A Descriptive Study of School Discipline Referrals in First GradeSchools commonly collect information on office referrals for student discipline problems, yet do not always do so in a systematic way that offers useful information for understanding and ameliorating individual student and school-wide disruptive behavior problems. School discipline referrals (SDRs) are typically used as an indicator of how individual students are behaving and how well a school as a whole is doing in managing student behavior. Practitioners in the school setting may utilize discipline referrals to help determine when and how to intervene with a student. School personnel also can utilize discipline referrals to examine trends for discipline problems (e.g., location or time of day) to gain a better understanding of the problems in their school, work towards reducing them, and to evaluate school-wide behavior intervention efforts (Irvin, Tobin, Sprague, Sugai, & Vincent, 2004). There is a large variation regarding the extent to which schools and teachers deliver discipline referrals, complicating the interpretation and utility of school discipline referral information. This descriptive study was performed to inform early intervention and prevention efforts by investigating the salience and nature of discipline referrals for students in first grade, the variance between schools and school-level predictors of this variance, and the extent to which discipline referrals predict teacher-and parent-reported disruptive behavior.Direct all correspondence and send offprints to: Julie C. Rusby, Ph.D., Associate Scientist, Oregon Research Institute, 1715 Franklin Blvd., Eugene, OR 97403-1983 541-...

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Creating a Peaceful School Learning Environment: A Controlled Study of an Elementary School Intervention to Reduce Violence

Abstract: A low-cost antiviolence intervention that does not focus on individual pathology or interfere with the educational process may improve the learning environment in elementary schools.

Cited by 127 publications

References 2 publications

Peer Bullying in Schools: A Cognitive Behavioral Intervention Program

Peer Bullying in Schools: A Cognitive Behavioral Intervention Program

How consistent is teachers’ planning, implementation, and assessment in character education?

A descriptive study of school discipline referrals in first grade

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