Creating school environments that deter antisocial behaviors in youth

Abstract

School violence has become of paramount concern in recent years, leaving many schools unprepared to deal with the varied problems students bring to the classroom. Conditions within the school can be readily identified that predict and contribute to problematic behavior. The success of preventive and intervention programs for youth violence hinges upon recognizing and modifying aspects of school climate, teacher/school personnel interactions with students, and school structure. Several of these aspects are identified in this article and suggestions for improving the educational environment to prevent the development of antisocial behaviors in youth are offered.

Análisis de los factores influyentes en un ambiente escolar con violencia y dificultades de convivencia=Analysis of influential factors in a school environment with violence and coexistence difficulties

“…La percepción de seguridad media que refleja la prueba de clima escolar, siguiendo a Yoneyama y Rigby (2006), podría reflejar las existencia de conductas antisociales y violentas Las faltas de respeto hacia la autoridad escolar encontradas también podrían influir en el clima nocivo de la clase (Blankemeyer et al2002;Reinke y Herman, 2002). Faltaría esa base motivadora que ofrece el profesor en la relación con sus alumnos/as y que repercute tanto en el aprendizaje, como en el ambiente de la clase (Bernal y Cárdenas, 2009), ya que los profesores se distancian y aplican erróneamente la justicia.…”

“…(Espinosa y Clemente, 2011) Los dos principales elementos del clima escolar son la calidad de la relación profesor-alumno y la calidad de la interacción entre compañeros (Yoneyama y Rigby, 2006). Estudios previos vieron que una interacción negativa entre profesores y alumnos produce conductas antisociales y violentas en la escuela (Blankemeyer, Flannery y Vazsonyi, 2002;Reinke y Herman, 2002). En un estudio de Sánchez y Cerezo (2011) se analizan los roles de acosador y víctima mediante estudio sociométrico, señalando la importancia del clima del aula en la gestación y mantenimiento del acoso.…”

Classroom behavior management practices in kindergarten classrooms: An observation study.

“…Classroom management is directly tied to levels of student involvement and academic achievement, in that it can help to decrease disruptive classroom behaviors and increase student engagement in academic tasks. Poor classroom management has been linked to long-term negative academic, behavioral, and social outcomes for students (Reinke & Herman, 2002).…”

Teacher motivation as an enhancement to the first step to success early intervention program for children with tertiary level behavioral challenges.

“…Reid & Dishion, 1992;Reinke & Herman, 2002, see also Garabarino, 1992. Pianta, Nimetz, and Bennett (1997) support this hypothesis; "We argue that consistency across child-mother and child-teacher relationships is a function of consistency in children's relational styles, or models of how relationships with adults work" (p. 277).…”

“…Others have extended the model to include transactions within schools and classrooms between teachers and children (McEvoy & Welker, 2000;Patterson, Reid, & Dishion, 1992;Reinke & Herman, 2002). Below, reciprocity and coercion are defined and exemplified within the context of parent-child and teacher-child interactions.…”