NCJ Number
170994
Date Published
1996
Length
14 pages
Annotation
Learning to care and to be cared for is a major developmental task that is particularly relevant to violence prevention in schools.
Abstract
Sociologists, educators, and others who study the phenomenon of violence blame it variously on poverty, poor performance in school, lack of social skills, unemployment, the influence of television and movies, and a general failure of morals in society at large. Violence prevention programs need to incorporate the element of learning to care and to be cared for, especially since many children lack continuity in their family lives. Continuity is important for young people at all grade levels, but continuity by itself cannot guarantee caring. The consciousness of those who care is characterized by two features: (1) special form of attentiveness referred to as engrossment; and (2) motivational shift in which the motive energy of the carer flows toward the needs of the cared for. Although violence has many roots, individuals who feel cared for and who have learned to care for others will be less likely to engage in violent acts. The first obligation of schools is to make care manifest in their structures, relationships, and curriculums. 28 notes