1. Creating a Safe, Supportive, and Respectful School Culture and Environment The Transformed School Counselor Chapter 11 ©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.

2. 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? ©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.

3. 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.

4. Why is there more violence among young people today? ©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. Comparisons Do you remember situations in school when you were younger that resulted in violence? Do you remember situations in school when you were younger that resulted in violence? How were they resolved? How were they resolved? What do you think was different about violence in schools then and now? 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.

6. What is School Violence? How should we define school violence? How should we define school violence? Why is it important to agree on a definition of 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.

7. 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). ©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. 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 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. 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? ©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.

9. 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.

10. Bullying: 21 st Century Style Face to face: victim, bully, bystander Face to face: victim, bully, bystander Cyberbullying Cyberbullying Sexual harassment 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.

11. School Risk Factors Academic failure Academic failure Low bonding to school Low bonding to school Truancy and dropping out of school Truancy and dropping out of school Frequent school transitions 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.

12. Early Warning Signs Social withdrawal Social withdrawal Excessive feelings of isolation and being alone Excessive feelings of isolation and being alone Excessive feelings of rejection Excessive feelings of rejection Being a victim of violence Being a victim of violence Feelings of being picked on and persecuted Feelings of being picked on and persecuted Low school interest and poor academic performance Low school interest and poor academic performance Expression of violence in writings and drawings Expression of violence in writings and drawings Uncontrolled anger Uncontrolled anger Patterns of impulsive and chronic hitting, intimidating, and bullying behavior Patterns of impulsive and chronic hitting, intimidating, and bullying behavior History of discipline problems History of discipline problems Past history of violent and aggressive behavior Past history of violent and aggressive behavior Intolerance for differences and prejudicial attitudes Intolerance for differences and prejudicial attitudes Drug use and alcohol use Drug use and alcohol use Affiliation with gangs Affiliation with gangs Inappropriate access to, possession of, and use of firearms Inappropriate access to, possession of, and use of firearms Serious threats of violence Serious threats 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.

13. 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

14. ©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. 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

15. Characteristics and Actions of Successful Programs long-term commitment to sustain interventions K–12 long-term commitment to sustain interventions K–12 strong administrative leadership that ensures consistent, clear disciplinary policies; strong administrative leadership that ensures consistent, clear disciplinary policies; training to help teachers and staff work mediate conflict, and proactively incorporate prevention strategies 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 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 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.

16. Character Education is an intentional effort to help students understand, care about, and act on core ethical values including: values of respect values of respect responsibility responsibility trustworthiness trustworthiness fairness fairness diligence self-control caring courage ©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. citizenship Character Matters

17. Programs of Promise Connecting Character to Conduct (Stein et al., 2001) is a comprehensive methodology that promotes the core values of RICE: 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.

18. Conflict Resolution and Peer Mediation Programs Students (and teachers) acquire skills to: understand and manage conflict understand and manage conflict identify alternatives to resolve issues identify alternatives to resolve issues mediate conflict mediate conflict contribute to positive school climate contribute to positive school climate ©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.

19. Building a Climate of RESPECT Reflect on the current climate; Reflect on the current climate; Educate the faculty; Educate the faculty; Secure a commitment; Secure a commitment; Prepare for the unexpected; Prepare for the unexpected; Examine data; Examine data; Cooperate across all the content areas; Cooperate across all the content areas; Transform the school culture and climate 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.

20. 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.

21. Legal and Ethical Challenges What are the legal challenges that school counselors need to be mindful of with regard to school safety issues? ©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. 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 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.