BUILDING A PROGRAM TO REDUCE ANTI-SOCIAL BEHAVIORS Nataša Privošnik and Greta Bratovš The Institute for Developing Personal Quality Ljubljana, Slovenia

PREVENTION OF ANTI-SOCIAL BEHAVIOR Because there are multiple factors that contribute to anti-social and deviant behavior, the solution lies in a broad based cohesive program. Because there are multiple factors that contribute to anti-social and deviant behavior, the solution lies in a broad based cohesive program.

PREVENTION Research has shown that healthy self-esteem is a fundamental condition for psychological health; Research has shown that healthy self-esteem is a fundamental condition for psychological health; it is the source of the sense of security and inner strength; it is the source of the sense of security and inner strength; it enables us to confront life challenges, express our creativity, establish genuine and constructive relationships with others, to determine and reach goals in our life. it enables us to confront life challenges, express our creativity, establish genuine and constructive relationships with others, to determine and reach goals in our life.

WHAT STEPS CAN SCHOOLS TAKE? 1. Establish non-tolerance for abuse of others. 2. Draw up a code of student conduct. 3. Reach staff agreement on standards to be enforced. enforced. 4. Provide close supervision. 5. Teach appropriate behavior.

WHAT STEPS CAN SCHOOLS TAKE? 6. Teach conflict resolution skills. 7. Provide intervention strategies for offenders. 8. Provide leadership opportunities for students. 9. Provide training in parenting skills. 10.Foster self-esteem of staff and students.

WHAT IS SELF-ESTEEM? “Self-esteem is appreciating the value of what was created in you.” “Self-esteem is the cognitive process of evaluating one’s competence, and the affective process of feeling one’s sense of worth.” “Self-esteem is the disposition to experience oneself as competent to cope with the basic challenges of life and as worthy of happiness.”

WHY IS IT IMPORTANT? PEOPLE WITH HIGH SELF-ESTEEM  function at higher levels  adjust more easily to change  relate more effectively to others  demonstrate more initiative  tend to be happier in life

PEOPLE WITH LOW SELF-ESTEEM are more likely to engage in: are more likely to engage in:  anti-social behavior  crime and violence  eating disorders  lack of motivation in school  depression  other compensating behaviors

KEY ELEMENTS THAT SUPPORT HEALTHY SELF-ESTEEM 1. Sense of Security 2. Sense of Identity 3. Sense of Belonging 4. Sense of Purpose 5. Sense of Competence

Building Affective School Environment One of a very successful prevention programs that helps young people develop resilience, responsibility and healthy self-esteem, thus enabling them to cope better with life challenges is B A S E Building Affective School Environment. Building Affective School Environment.

Building Affective School Environment The program, in which the whole school staff, students and their parents are included, was designed in cooperation with Robert W. Reasoner and dr. Stanley Coopersmith, from the University of California in Davis, on the basis of 30 years of experience.

Building Affective School Environment The program consists of an elaborated methodology based on solid theoretic background including didactic workshop materials for students, their teachers and parents, practical suggestions and an effective implementation model. The program consists of an elaborated methodology based on solid theoretic background including didactic workshop materials for students, their teachers and parents, practical suggestions and an effective implementation model. The program also includes evaluation methods and constant monitoring of the results through specially designed inventories, reports and questionnaires. The program also includes evaluation methods and constant monitoring of the results through specially designed inventories, reports and questionnaires.

Building Affective School Environment Purpose of the program  The purpose of the program is to strengthen the key elements for healthy personal development among students, by implementing the BASE program on school-wide basis.  This way we contribute to better motivation, increased personal and social responsibility, sense of purpose and academic success among school-youth, followed by their interest in lifelong learning and active participation in democratic processes.

Self-esteem and school grades Students age 16 and 17 (N = 130)

Pupils age 13 (N = 475) Self-esteem and school grades Pupils age 13 (N = 475)

Program Implementation and results  To implement the program in Slovenia we trained over 800 teachers since the year  The program produced impressive results in increasing cooperation, personal responsibility and motivation for learning, improving interpersonal skills, decreasing antisocial behaviour and violence among peers.

Program Implementation and results Teachers using the program reported (N 693 up to 2006): improved interpersonal relationship among peers - 75% improved interpersonal relationship among peers - 75% increased cooperation among students - 67% increased cooperation among students - 67% improved student-teacher relationships - 56% improved student-teacher relationships - 56% improved behavior & less discipline problems – 54% improved behavior & less discipline problems – 54% increased motivation for school work - 46% increased motivation for school work - 46% over 80% of teachers using the program state that the BASE program should be introduced into every school. over 80% of teachers using the program state that the BASE program should be introduced into every school.

Program Implementation and results Teachers reports: 406 teachers, implementing the program, report:

Program Implementation and results Staff Survey in 8 project schools

Program Implementation and results Staff Survey in 8 project schools

Program Implementation and results Staff Survey in 8 project schools

Program Implementation and results Staff Survey in 8 project schools

Program Implementation and results Staff Survey in 8 project schools

Program Implementation and results

Some abstracts from mentors’ reports » Children have changed in their mutual relations. They help each other more often; they solve their conflicts themselves in a peaceful way and with the help of conversation. They have changed their relations toward peers, and co-operation among them is much better. A change in the relations among students and teachers is evident, as well.« »Improvement is evident on all levels and areas. Behaviour problems are being solved, co-operation is better, as well as relations among students and the teacher, relations among peers and all this can definitely have a positive effect on school achievements and success.« »The students were motivated for this way of work and accepted it with pleasure. Students opened up in the group, mutual understanding and support improved.« » Students have become more tolerant and homogenous and this also applies to those students, who used to be more quiet and reserved.«

Program Implementation and results  Today the program is used in about 250 institutions with over children and adolescents.  The responses have been very encouraging and prove that with the right approach and programs it is possible to reduce undesirable behavior among young people and to give them what they really need to be well prepared for life.  The influence of the program is long lasting and of great importance for the whole society.

“A teacher who only instills knowledge, is a craftsman; a teacher who cultivates character, is an artist.” T. Parker

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