Teaching Philosophy to Reduce the Risk of Violent Behavior by Special Education Students (From Mainstreaming Retardation Delinquency, P 197-205, 1991, Richard S Greene, ed. -- See NCJ-136722)

• NCJ Number: 136728
• Author(s): K M Heide; A J Mauser
• Date Published: 1991
• Length: 9 pages
• Sale Source: Technomic Publishing Co, Inc
• Publication Type: Program/Project Evaluation
• Language: English
• Country: United States of America

Annotation

Ongoing research at the International Center for the Study of Violence at the University of South Florida suggests that adolescent violence would be far less likely to occur if the school system emphasized the importance of student interactions with each other.

Abstract

The need for this focus seems to be greater among special education students because they are likely to experience more stressors in school than the average student and hence may be more at risk of violent and explosive behavior than other students. The Four R Philosophy (FRP) is suggested to help special education teachers build healthy self-concepts in their students. FRP is based on recognizing one another, respecting one another, reorienting oneself, and reinforcing one another. It can be expected to impact positively on students' self-concept and on their interactions with teachers and peers. The FRP model is most likely to be effective in eliminating factors associated with violent outbursts such as poor self-concept, devaluation by others, feelings of inferiority, isolation, and frustration. The implications of FRP for teachers, students, peers, school administrators, and parents are examined. 14 references, 1 table, and 1 figure