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NCJRS Abstract

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NCJ Number: 134662 Find in a Library
Title: Haven -- Whyalla Alternative Secondary School (From Crime at School: Seminar Proceedings, 1987, Canberra, Australia, P 103-110, 1987, Deniis Challinger, ed. -- See NCJ-134653)
Author(s): C Woithe
Date Published: 1987
Page Count: 8
Sponsoring Agency: Australian Institute of Criminology
Canberra ACT, 2601, Australia
National Institute of Justice/
Rockville, MD 20849
Sale Source: Australian Institute of Criminology
GPO Box 2944
Canberra ACT, 2601,

National Institute of Justice/
NCJRS paper reproduction
Box 6000, Dept F
Rockville, MD 20849
United States of America
Document: PDF
Type: Program/Project Evaluation
Language: English
Country: Australia
Annotation: In 1985, secondary schools principals in Whyalla and Port Augusta, Australia, expressed concern about a small group of seriously disruptive students, and the Haven was later established to cater to students who could not be controlled in the normal school environment.
Abstract: Since October 1986, about 14 students have been enrolled at the Haven. These students have most of the following characteristics: well-documented history of disruptiveness in school, recent history of violence in school, academic underachivement, poor school attendance, repeated lawbreaking (theft, breaking and entering, assault, shoplifting, and illegal motor vehicle use), and involvement with drugs and alcohol. They tend to come from multiproblem, single-parent families; families that overly use support systems; or families that resist intervention. The Haven has a large indoor recreation area and a work room, and equipment has been deliberately kept to a minimum. Considerable effort has been expended to make life at the Haven under-reactive, peaceful, and calm. Staff are firm, predictable, consistent, encouraging, fair, and courteous. There are clear expectations and clear rules, although rules are minimal. The main rule is that no smoking is allowed inside the building. The purpose of the Haven's curriculum is to help students learn the skills they need to manage in real life through activities, programs, and experiences. The curriculum is flexible and responsive to changing needs, but focuses on developing skills necessary for literacy and numeracy and for domestic, time, money, and stress management. Total cohesiveness among adult staff is essential, since students are quick to exploit any division and to play adults off against each other. The Haven's ideology, teaching goals, behavior modification methods, and beliefs are outlined.
Main Term(s): Alternative schools; Life skills training
Index Term(s): Australia; Behavior modification; Crime in schools; Foreign juvenile delinquency; High school education; Problem behavior
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