Planting the Peace Virus: Early Intervention to Prevent Violence in Schools

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SAGE, Jun 1, 2004 - 168 pages
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This book tells the story of how one school planted a seed of peace that grew and rippled over the years. A reflective, narrative style explains the experience, followed by critical research into:

} The Gardeners Adult Leadership

} Planting the Seeds Proactive Programmes

} Tending the Garden Response Strategies

The book provides a practical, well structured and well researched approach that will give valuable assistance in creating a peaceful environment.

 

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Contents

Introduction
7
Commitment to Nonviolence
17
Modelling Respect
27
Getting Organised
35
Planting the Seeds Proactive Programmes
45
Immediate Response
87
Targeted Programmes
97
Clinical Intervention
113
Violence Response Plan
125
Mentoring
133
Emotional Firstaid
147
Commercial resources
157
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Page 19 - In sea lift, there is good news and not so good news. The good news is the pre-positioned ships worked.
Page 13 - ... violence. It helps to see this intense phase of close monitoring and immediate response as a temporary means to an end, a transitory phase to a more settled era. Also, do not expect to be able to do everything at once and be encouraged that every step taken works to reduce violence and harassment, especially in the first few years of a child's schooling.
Page 18 - Historically, pedagogy has relied on discipline and punishment. Competitive systems of learning and individual effort have been paramount when defining academic success. Most of us have experienced these practices to some extent and can, when faced with challenges, fall back on these approaches. Many schools operate on the questionable belief that 'getting tough...
Page 18 - Many schools operate on the questionable belief that 'getting tough' on violence or disruptive behaviour communicates to children that this behaviour will not be tolerated and punishment will teach them to behave in prosocial ways. Unfortunately, over-reliance on punishment and exclusion seems to create a negative, adversarial school environment and breed a cycle of resentment and revenge. Research shows that punishment based interventions usually lead to an increase in problem behaviours (Donnellan...
Page 18 - Educators and parents or carers most likely agree with a philosophy of non-violence in our schools and homes. We might also agree that positive, organised, respectful, safe schools enhance teaching and learning. However, examination of some of our interactions and practices produces evidence of violence in words and actions. We need a change of culture.
Page 10 - Adult leadership: Leadership is crucial to foster a high standard of interpersonal relations and to implement improvement programmes. A respectful and dignified attitude sets the tone for the school. Enthusiasm for ideas, provision of resources and support for staff is needed as they address the needs of the school.

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