NCJ Number
52430
Date Published
1976
Length
42 pages
Annotation
THIS REPORT BY MARYLAND'S TASK FORCE ON EDUCATIONAL PROGRAMS FOR DISRUPTIVE YOUTH DISCUSSES THE HISTORY AND FOCUS OF THE TASK FORCE, ASSESSES THE SCOPE AND CAUSES OF DISRUPTION, AND SUGGESTS POSSIBLE SOLUTIONS.
Abstract
THE TASK FORCE WAS FOUNDED TO IDENTIFY EDUCATIONAL PROGRAMS FOR YOUTH WHO CANNOT FUNCTION IN REGULAR SCHOOL PROGRAMS. THE FIRST MAJOR STEP TO THE TASK FORCE INVOLVED A SURVEY OF STATE SECONDARY SCHOOLS TO ASSESS THE NATURE AND EXTENT OF DISRUPTIVE BEHAVIOR BY COLLECTING AND SUMMARIZING FOUR TYPES OF DATA: THE NUMBER OF DISRUPTIVE STUDENTS; THE NUMBER OF OFFICE REFERRALS FOR DISRUPTIVE BEHAVIOR; THE NUMBER OF DIFFERENT STUDENTS REFERRED; AND THE TYPES OF BEHAVIOR CAUSING THE DISRUPTIONS. THE SURVEY INSTRUMENT (NOT INCLUDED) WAS MAILED TO 405 PRINCIPALS; 293 WERE COMPLETED AND RETURNED. THE RESPONSES INDICATE THAT THE DISRUPTION OF THE LEARNING PROCESS IN THE STATE'S 24 EDUCATIONAL SYSTEMS BY STUDENTS DISPLAYING BOTH NEGATIVE AGGRESSIVE AND WITHDRAWAL BEHAVIORS IS WIDESPREAD. WHILE THE INCIDENCE OF VIOLENT AND CRIMINAL ACTS IS ALARMING, IT IS THE PREVALENCE OF LESS SERIOUS TYPES OF BEHAVIOR (E.G., INSUBORDINATION, TARDINESS, TRUANCY) THAT DISRUPTS CLASSROOMS AND CONSUMES THE TIME AND ENERGY OF TEACHERS AND ADMINISTRATORS. THE DATA SUGGEST THAT SUCH BEHAVIORS ARE PART OF A BEHAVIOR CONTINUUM AND THAT SOCIOLOGICAL FACTORS (E.G., POPULATION MOBILITY, DISINTEGRATION OF THE FAMILY) ARE MOST RESPONSIBLE FOR THE INCREASE IN NEGATIVE CONDUCT AMONG YOUTH. IN LIGHT OF THE MULTIPLE AND INTERACTIVE NATURE OF SUCH CAUSES, ATTEMPTS TO SOLVE THE PROBLEM OF DISRUPTION SHOULD FOCUS ON CHANGING THE SCHOOL AS AN INSTITUTION, RATHER THAN ON ATTEMPTING TO TREAT THE INDIVIDUAL FACTORS RESPONSIBLE FOR THE PROBLEM. THE FOLLOWING TYPES OF PROGRAMS ARE PRESCRIBED TO DEAL WITH DISRUPTIVE YOUTH: (1) A CONTINUUM OF ALTERNATIVES AND SERVICES FOR STUDENTS WITH PROBLEMS; (2) HUMAN RELATIONS AND INTERPERSONAL TRAINING FOR ALL SEGMENTS OF THE SCHOOL POPULATION, INCLUDING STAFF AND STUDENTS; (3) EXPANDED COUNSELING SERVICES; (4) COMMUNITY DIAGNOSTIC-TREATMENT CENTERS; AND (5) SPECIALIZED TRAINING FOR TEACHER CANDIDATES. RECOMMENDATIONS FOR THE DESIGN, FUNDING, AND IMPLEMENTATION OF SUCH PROGRAMS ARE INCLUDED. TABULAR DATA ARE PROVIDED. (KBL)