REACTING TO AN ACT OF VANDALISM AT THEIR SCHOOL, A TEACHER AND STUDENTS DISCUSS DESTRUCTIVENESS AND ITS CONSEQUENCES. THEY TALK ABOUT PAINTING GRAFFITTI ON SCHOOL WALLS AND ON TRAFFIC SIGNS, CARVING INTO SCHOOL DESKS, LITTERING, DAMAGING LIBRARY BOOKS, AND DESTROYING A BICYCLE AND A MAILBOX AS A MEANS OF GETTING EVEN WITH SOMEONE. THE PARTICIPANTS EMPHASIZE THE SIGNIFICANCE OF THESE ACTIONS WHICH MAY SEEM HARMLESS TO THE PERPETRATORS BECAUSE THEY DO NOT HURT ANYONE DIRECTLY. VANDALISM, HOWEVER, PUTS EVERYONE IN UNPLEASANT SURROUNDINGS, COSTS TAXPAYERS MONEY, COULD CAUSE ACCIDENTS, DEPRIVES OTHERS OF THEIR RIGHTS TO USE AND ENJOY THINGS, AND IS WASTEFUL. CHILDREN ARE ADVISED THAT ALL ACTS OF VANDALISM HAVE ADVERSE CONSEQUENCES OVER AND ABOVE THE PUNISHMENT THEY MIGHT RECEIVE IF CAUGHT, AND ARE INSTRUCTED THAT THEY MUST RESPECT THE RIGHTS AND PRIVILEGES OF OTHERS IF THEY WANT CONSIDERATION FOR THEMSELVES AND THEIR PROPERTY. (DAG)