ASSUMPTIONS UNDERLYING PROGRAMS USED TO PREVENT OR REDUCE STUDENT VIOLENCE IN SECONDARY SCHOOLS (FROM THEORETICAL PERSPECTIVES ON SCHOOL CRIME, V 1, 1978 - SEE NCJ-58773)

• NCJ Number: 58794
• Author(s): R J RUBEL
• Date Published: 1978
• Length: 27 pages
• Grant Number(s): 76-N-990077
• Sponsoring Agency: US Dept of Justice; US Dept of Justice NIJ Pub
• Corporate Author: Sri Lanka Prison Headquarters
• Publication Format: Document
• Language: English
• Country: United States of America

Annotation

SECONDARY SCHOOL PROGRAMS DESIGNED TO PREVENT OR REDUCE STUDENT CRIME AND VIOLENCE ARE ASSESSED, WITH SPECIAL ATTENTION TO THE PROGRAMS' ASSUMPTIONS ABOUT THE ABILITY OF STUDENTS TO BEHAVE RATIONALLY.

Abstract

FOUR TYPES OF PROGRAMS ARE EXPLORED: (1) ORGANIZATIONAL MODIFICATIONS (CHANGES IN THE STRUCTURE OF EDUCATION IN RESPONSE TO STUDENT NEEDS), (2) CURRICULAR/INSTRUCTIONAL PROGRAMS (DESIGNED TO HELP STUDENTS ACQUIRE CRITICAL SKILLS OR TO UNDERSTAND THE CONSEQUENCES OF DISRUPTIVE BEHAVIOR), (3) SECURITY SYSTEMS (ALARMS, PATROLS, AND OTHER MEASURES TO PROTECT STAFF, STUDENTS, AND FACILITIES), AND (4) COUNSELING SERVICES (GENERALLY FOR STUDENTS IN TROUBLE). WITHIN THESE CATEGORIES, PROGRAMS ARE FURTHER CLASSIFIED ACCORDING TO THEIR BASIC ASSUMPTIONS ABOUT THE ABILITY OF STUDENTS TO MAKE RATIONAL DECISIONS AND TO TAKE RATIONAL ACTION. PROGRAMS EITHER DO OR DO NOT ASSUME THAT PUPILS ARE COMPETENT TO TAKE A CERTAIN AMOUNT OF RESPONSIBILITY FOR THEIR OWN CONDITION IN SCHOOL (AS IN LIFE) AND TO ASSIST ADULTS IN PLANNING AND IMPLEMENTING PROGRAMS DESIGNED TO INCREASE SAFETY AND SOCIAL ADJUSTMENT. PROGRAMS ASSUMING PUPIL COMPETENCE RANGE FROM THOSE FEATURING CLOSE STUDENT-STAFF COOPERATION IN THE DEVELOPMENT OF RULES AND REGULATIONS, TO THOSE USING STUDENT COUNSELORS TO HELP TROUBLED YOUTHS. PROGRAMS ASSUMING PUPIL NONCOMPETENCE RANGE FROM ADMINISTRATION-DEVELOPED EFFORTS TO PROMOTE 'GOOD' PUPIL BEHAVIOR, TO SPECIAL CLASSES OR SCHOOLS FOR TROUBLESOME YOUTHS. ANALYSIS OF PROGRAMS DESCRIBED IN THE LITERATURE (INCLUDING REFERENCES TO SEVERAL SPECIFIC PROGRAMS) LEADS TO TWO CONCLUSIONS: (1) MANY DIFFERENT KINDS OF PROGRAMS ARE NECESSARY TO DEAL EFFECTIVELY WITH CRIME AND VIOLENCE IN SCHOOLS, AND (2) THERE IS NO STRIKING DIFFERENCE IN OUTCOME BETWEEN PROGRAMS THAT ASSUME STUDENT COMPETENCE AND THOSE THAT DO NOT. IT IS CAUTIONED THAT YOUTHS INVOLVED IN SCHOOL ANTICRIME PROGRAMS MAY BE AFFECTED IN UNEXPECTED WAYS AS A CONSEQUENCE OF PROGRAM ASSUMPTIONS WHOLLY UNCONSIDERED BY EDUCATORS AND PROGRAM PLANNERS. A LIST OF REFERENCES IS INCLUDED. (LKM)