1. The Transformed School Counselor Chapter 11
Creating a Safe, Supportive, and Respectful School Culture and Environment
The Transformed School Counselor
Chapter 11
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3. Safe and Supportive Learning Environments
Every child deserves to be safe, respected, valued and able to focus on learning.
(Jennings, U.S. Department of Education, 2010)
What is the first step a school counselor can take to work towards this goal?
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4. The Challenge for Educators
ensure students are safe and healthy;
have access to adults who care about their success;
engage students in school participation;
respect diversity;
provide emotional and physical safety; and
create school environments that address the physical surrounding, academic environment, wellness, and fairness in disciplinary enforcement
©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

5. Why is there more violence among young people today?.
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6. Comparisons
Do you remember situations in school when you were younger that resulted in violence?
How were they resolved?
What do you think was different about violence in schools then and now?
©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

7. What is School Violence?
How should we define school violence?
Why is it important to agree on a definition of violence?
©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

8. School Violence Defined
a wide range of activities, including assaults with or without weapons, physical fights, threats or destructive acts other than physical fights, robbery, harassment, dating violence, molestation, rape, bullying, hostile or threatening remarks between groups of students, and gang violence
(Centers for Disease Control, 2010; Fisher & Kettl, 2001).
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9. What’s the Difference?
A disruptive student is one who interferes with the educational process or a teacher’s authority over the students in the classroom
The violent student may possess or threaten to use a gun, knife, or a dangerous weapon; or damage or destroy school district or personal property.
Can you provide an example of each?
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10. Bullying: Violence or Disruption?
For a behavior to be considered bullying, it must have three elements: It must be intended to harm, it must be repetitive, and a difference of power, e.g., physical, social, age, size, etc., must exist between the bully and the victim (Olweus, 1993).
©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

11. Bullying: 21st Century Style
Face to face: victim, bully, bystander
Cyberbullying
Sexual harassment
©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

12. School Risk Factors Academic failure Low bonding to school
Truancy and dropping out of school
Frequent school transitions
©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

13. Early Warning Signs Social withdrawal
Excessive feelings of isolation and being alone
Excessive feelings of rejection
Being a victim of violence
Feelings of being picked on and persecuted
Low school interest and poor academic performance
Expression of violence in writings and drawings
Uncontrolled anger
Patterns of impulsive and chronic hitting, intimidating, and bullying behavior
History of discipline problems
Past history of violent and aggressive behavior
Intolerance for differences and prejudicial attitudes
Drug use and alcohol use
Affiliation with gangs
Inappropriate access to, possession of, and use of firearms
Serious threats of violence
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14. IMMINENT WARNING SIGNS . . . .
Serious physical fighting with peers or family members
Severe destruction of property
Severe rage for seemingly minor reasons
Detailed threats of lethal violence
Possession and/or use of firearms and other weapons
Other self-injurious behaviors or threats of suicide
©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

15. PRINCIPLES FOR IDENTITYING THE EARLY WARNING SIGNS
Do no harm
Understand violence and aggression within a context
Avoid stereotypes
View warning signs within a developmental context
Understand that children typically exhibit multiple warning signs
©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

16. Characteristics and Actions of Successful Programs
long-term commitment to sustain interventions K–12
strong administrative leadership that ensures consistent, clear disciplinary policies;
training to help teachers and staff work with disruptive students, mediate conflict, and proactively incorporate prevention strategies
parental awareness of the early warning signs for violence prevention and engage them to serve as volunteers in school programs
Partnerships and collaboration to address the multiple causes of violence in schools and in the community
©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

18. Character Matters
Character Education is an intentional effort to help students understand, care about, and act on core ethical values including:
values of respect
responsibility
trustworthiness
fairness
diligence self-control caring courage
citizenship
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19. Programs of Promise
Connecting Character to Conduct (Stein et al., 2001) is a comprehensive methodology that promotes the core values of RICE:
Respect: Showing respect toward ourselves and others
Impulse Control: Doing the right things for the right reasons
Compassion: Showing concern and caring for others
Equity: Treating everyone with fairness
©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

20. Conflict Resolution and Peer Mediation Programs
Students (and teachers) acquire skills to:
understand and manage conflict
identify alternatives to resolve issues
mediate conflict
contribute to positive school climate
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21. Building a Climate of RESPECT
Reflect on the current climate;
Educate the faculty;
Secure a commitment;
Prepare for the unexpected;
Examine data;
Cooperate across all the content areas;
Transform the school culture and climate
What issue will you tackle first?
©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

22. What can you do to help ensure that your school will be safe, respectful, and free from prejudice?
©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.

24. Legal and Ethical Challenges
What are the legal challenges that school counselors need to be mindful of with regard to school safety issues?
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25. School Counselors: Committed to Safe and Supportive Schools
Schools have the power “to turn a child’s life from risk to resilience,” (Benard, p. 63) and that power is in our hands
©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of copyright laws.