2 Strategies for Reducing Violence. RAFT-Choose one role and use CC pgs. 300-301 to cite at least 3 research studies. RoleAudienceFormatTopic 1.Anger.

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Presentation transcript:

2 Strategies for Reducing Violence

RAFT-Choose one role and use CC pgs to cite at least 3 research studies. RoleAudienceFormatTopic 1.Anger management counselor 2.Parent of a bullied child Bullying children Head of School Brochure with illustrations Letter 5 effective ways to manage your anger Your child’s case as well as the need for a “whole school” approach to target bullying.

Olweus Bullying Prevention Programme (OBPP) A whole school approach (staff, parents, students) to change the school environment as well as changing individual bullies. Teachers receive training to recognize and deal with bullying, implement cooperative learning strategies, and supervise around school.

Olweus (1993) Is OBPP effective? Study was conducted in the Bergen area in Norway after 3 adolescents had committed suicide as a result of bullying. 2,500 children from 5 th to 8 th grades participated in OBPP over 2 years. Findings: There was a 50% reduction in self-reported bullying incidents. Student’s self reports showed higher satisfaction with school life.

Black (2007) Does the OBPP work in the US? Participants were 13 inner city schools in one urban school district. The programme ran for 4 years but only 9 schools ended up finishing. Results show that not all schools followed the programme as it was intended (only 48% did). Findings: Observed bullying incidents decreased 25.5% in all schools. On average, self- reported bullying increased from 39% to 43% in year 4 of the programme.

Metropolitan Area Child Study (MACS) A classroom programme with focus on empathy and social problem solving skills. Small group sessions where students meet and discuss problems with peers and problem-solving strategies. Family counseling which takes place in small groups with other families.

MACS Research Group (2002) Is MACS effective? 2,181 elementary school students classified as high risk (poor, ethnic minority groups, type of school) from 2 inner-city areas in the Midwest of the US were studied for over 8 years. Control group Full Programme Only the classroom programme Only the classroom programme and small group sessions

Findings: Overall there was no effect of the programme on levels of aggression. Students from low-risk schools showed less aggression compared to control group while students from high- risk schools showed a higher level.

Guerra et al. (2006) Is MACS effective? If aggression and violence is seen as normal in the peer group and it pays off (e.g. increased status) it is likely to continue in spite of MACS.