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NCJ Number: 221404 Find in a Library
Title: Influences on Authoritarian and Educational/Therapeutic Approaches to School Violence Prevention
Journal: Journal of School Violence  Volume:6  Issue:4  Dated:2007  Pages:3-31
Author(s): Amanda B. Nickerson; William H. Spears
Date Published: 2007
Page Count: 29
Sponsoring Agency: National Ctr for Education Statistics
Washington, DC 20006
National Science Foundation
Arlington, VA 22230
Grant Number: REC-0310268
Type: Report (Study/Research)
Format: Article
Language: English
Country: United States of America
Annotation: The study examined the use of two philosophical approaches to school violence prevention and the factors that influence the use of specific strategies.
Abstract: Results indicated that principals reported using a wide range of violence prevention and intervention strategies in their schools. Characteristics such as school level, size, location, and socio-economic differences predicted the use of selected authoritarian practices, and the number of mental health professionals, as well as school location and size, influenced the reported use of selected education and/or therapeutic practices. Principals of large urban schools are making efforts to address violence prevention using both authoritarian and therapeutic approaches, whereas principals of rural schools were much more likely than principals in other locations to use corporal punishment and suspend students without providing curriculum or services. Large urban school administrators might recognize a more imminent need to take a comprehensive approach to violence prevention and reduction since previous research has demonstrated that larger schools have more crime than smaller ones. Principals of rural schools were less likely to report using violence prevention programs or providing parent training. Also, principals of schools from low income backgrounds were more likely to use restrictive disciplinary procedures, though neighborhood crime was a less common predictor of the use of these practices. Combined schools report using more authoritarian approaches than elementary schools which suggests that the experience of the younger students in combined schools may be different than that of their same-age counterparts who are in elementary school. Better mental health professional-to-student ratios not only predicted the use of violence prevention programs, but also influenced student involvement in resolving conflict and provided parent training to deal with children’s behavior. The School Survey of Crime and Safety (SSOCS) Public-Use Data File collected data from a nationally representative sample of 2, 270 principals of public schools. Tables, references
Main Term(s): Attitudes toward authority; Institutional violence; Police school relations; School discipline; Violence prevention
Index Term(s): Behavioral and Social Sciences; Group behavior; Individual behavior; Juvenile Delinquent behavior; Problem behavior; School disciplinary proceedings; Socioculture
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