School Based Prevention Strategies

To begin making schools a safer environment, prevention measures should focus on educating children and parents about the

This paper will look at the importance of Preventing Juvenile Delinquency and what different ideas, concepts and methods are available to those adolescents that are either at-risk already or those that can be in the future. Early prevention is the best method of slowing down the statistics of crimes among adolescents, by keeping them off of the streets and out of the justice system by providing the means to teach them to be productive rather than destructive.

2. I believe early intervention programs in schools would be effective, as they help children form social bonds with their peers, thus integrating them into the elementary school institution. Students spend most of their lives in school, developing a strong attachment to the institution and their peers would help strengthen their conventional beliefs, as school is a conventional institution. As one’s conventional beliefs are strengthened, the possibility of deviance is greatly reduced due to the influence of taught morals and strong social bonds. Integrating one into a conventional institution such as a school would prove to be very effective, based on social bond theory.

When a juvenile commits a crime, it is not considered a crime, however it is considered juvenile delinquency. A massive problem throughout the US is juvenile delinquent acts. Juveniles acting out in a delinquent manner can be caused by many things. However, there is not just one reason why a juvenile may commit these acts. Instead there are many reasons that could lead up to delinquency. In this essay, I will be discussing a few theories as well as ways juveniles may receive treatment.

Universal school-based violence prevention programs represent an important means of reducing violent and aggressive behavior as found by Hahn et al (2007) in their study about the United States. The findings by Durlak et al (2011) from a meta-analysis of school-based, universal social and emotional learning (SEL) programs involving pupils from kindergarten through high school, have also added to the growing empirical evidence regarding the positive impact of SEL programs on improved social and emotional skills, attitudes, and behavior.

School shootings are terrifying to think about, but there are ways to help prevent the massacres from ever happening again. The first known school shooting was at the Texas Tower at the University of Texas in 1966 where Charles Whitman shot and killed 16 people while injuring 31 others. Who would have known since that date that we would have more then 200 deaths on school campuses? The most storied shooting in the 90’s was probably the Columbine massacre where on April 20, 1999 Dylan Klebold and Eric Harris killed 32 students and faculty before turning the guns on themselves. The horror scene from the day will always be remembered in many lives and will continue over the years. There were many other horrible shootings over the years as

According to the video, there are many ways we can do to prevent the school shooting. First, never bully others. You many bully other just for fun, but you can’t image how much damage will be made to others by you rude behavior. Second, pay more attention to people around you. Just like the video shown, if you notice somebody show the signs of gun violence, you may have a talk with him(her), try to understand what he(she) is thinking and help him(her) release his(her) repression, and get out of his(her) own depressed world. Or you may tell teachers to help that person. Third, to be nice with the person who has communication problem. Those people usually feel they are inferior, don’t be respected by others. That causes they feel hopeless. Therefore,

Juvenile delinquency is very prevalent especially among adolescents because studies have shown that during the time of adolescence that is when delinquency tends to increase and once adolescence has passed at about 17 years of age then it tends to decrease (Adolescent Delinquency, 2002). There are many factors that can contribute to the increase of delinquency during adolescence, some of the factors can be personality, mental disorders, genetics, economic status, environment, family, and culture among others, also to understand better the causes of juvenile delinquency the social control theory is the best theory to explain juvenile delinquency as a whole (Adolescent Delinquency, 2002).

The utilization of evidence based programs have proven to have positive outcomes for youth such as; reduced anxieties, and depression, academic success, support systems and skills for employment. Characteristically, juvenile delinquency follows a route comparable to that of usual adolescent development. Delinquent behavior is a path followed and not just something that children randomly engage in and therefore, through the understanding of the developmental paths of at-risk youth, researchers believe that early interventions can help to increase positive outcomes (Youth.Gov, 2017).

The way we can stop delinquency is to know what is going on far as the juvenile themselves. In the article: “The Virtues of Delinquent Children by Fritz Redl”, it talks about how delinquent lived without of life and suffer from guilt feelings, homesickness and awful sense of being in the wrong doing. What was interesting about this article is when they talk about the healthy independence of growth. Growing up is part of life and it will be transition from dependent to independent, but growing should be a teaching tool far as knowing the right and wrong. In elementary school, when you go the next grade you learn something new. Same thing with life. Only thing I can say how a parent raise their child can equal the behavior presenting outside

Would the implementation of intervention program in school setting increase if the state government (or federal government) initiate and regulates the intervention program? Or would it be more effective if the school has complete authority over the program with the abundant support from the state?

During the past decade, school safety has been at the forefront of many school districts safety polices and plans. With recent high profile school shootings, the question school districts continue to ask is how do we keep our schools safe? Administrators face heavy scrutiny when weighing approaches to school safety and student discipline. Likewise, school employees have the right to work in safe environments devoid of life-threatening behaviors (Fenning and Bohanon, 2006; Skiba and Rausch, 2006). America’s founding fathers understood the importance of a public school education. They believed educating its citizens would allow them the opportunity to learn new skills while becoming successful and productive people in society. However, our founding fathers did not predict the severe behavior changes our schools face in educating disruptive and dangerous students. America’s school districts are charged with providing solutions for disruptive and dangerous students (Fenning and Bohanon, 2006; Skiba and Rausch, 2006). School officials must address these issues with research-based interventions and collaborative resources that provide a safe learning environment for all stakeholders (Elliott and Mihalic, 2004; Schoenwald and Hoagwood, 2001). Boards of education continue to support school efforts to rethink best practices for disciplinary alternative middle schools (DAMS). Many school districts focus on research-based interventions and resources that manage aggression and

The five different school-based prevention strategies are cognitive, affective, behavioral, environmental, and therapeutic. The cognitive strategy is identified as when students increase their awareness about the danger of drug abuse and delinquency. Affective strategy is when students improve psychological assets and self imaging to give them the resources to resist antisocial behavior. Environmental is established when school management and disciplinary programs that deter crime, such as locker searches. The behavioral strategy is when we train students in technique to resist peer pressure. The final strategy is the therapeutic strategy. The therapeutic strategy is when we treat youths who have already manifested in different problems, with

Deviance among adolescents in our society has many different causes and multiple theories throughout the history of criminal justice have been developed to attempt to explain, prevent and reduce incidents of status offenses and juvenile delinquency. There are theories varying from individual, to social and environmental. All of these theories have their merits and contribute in one way or another to the advancement of the understanding of juvenile delinquency and the treatment and prevention of delinquency within our society. Those that have proven to be successful we have applied in our justice system while those that are proven over time to be ineffective or defective we have discarded. There is no single theory that applies to all delinquent behavior in all situations. It is best to determine what theory may work best in each specific case based on the individual and the specific situation. Dodge’s information processing theory of social problem solving (Crick and Dodge 1994) was developed by Kenneth Dodge in an attempt to explain the interaction between the child’s cognitive development and their social environment. This theory combines elements of both the individual and the social environment and examines how these two variables interact with each other to present a model for juvenile delinquency. During my investigation of this topic I discovered that an adapted model of Dodge’s theory existed that seemed to be more encompassing of the causes of juvenile delinquency,

Children need to have a role model in their presence to advocate educational activities, community involvement, and avoiding contact with the law for bad behavior. As Baker states, “Delinquents are made, not born” (1991, Pg. 274). Possible noncriminal behaviors that may affect a juvenile to become delinquent include; child neglect and/ or abuse, termination of parental rights, foster home placements, those beyond parental control, interfamily assault and other criminal acts (Baker, 1991, Pg. 275). Parents must learn to teach family conflict intervention, management problems, favorable parental attitudes and involvement in problem behaviors. At an early age we learn to do what it thought, showed, and have the adult figure set the example in our lives. For example, helping with academic failure, avoid delinquent criminal peers, and guide away from drug use and crime. Adolescent problem behaviors start with the parents, then move into the community, and society must respond by providing alternative programs and institutions to help the problem.