Violence Prevention Programs in Middle Schools
Introduction
Violence in middle schools is rampant in most parts of the country where learners are subjected to all forms of physical and emotional violence. The most common form of violence is bullying where fellow students exert pressure to their peers to obtain favors. Similarly, teachers may act violently especially when the students perform below per. Violence inflicted on the learners affects their ability to learn due to fear of facing the bully, as well as, fear of being punished when they fail to achieve the desired results. Due to the adverse effects of violence in schools, the government in collaboration with the various parties has been carrying out series of programs aimed at preventing the occurrence of violence.
Discussion
When the Office of Juvenile and Delinquency Prevention carried out research to establish the source of increased middle school drop-outs, the team realized that the nature of environment at school was highly responsible. Hence they developed a program called “Community in Schools” which would create a community–like environment at schools so that learners may be comfortable. This program was aimed at converging professionals from diverse fields such as counselors, the clergy, social workers and recreational personnel so that the tension brought about by bullies may be reduced. Consequently, the professionals will be better positioned to identify bullies and nip off their attitude before striking through comprehensive counseling (Cantelon and LeBoeuf, 1997).
Parents and teachers are requested to pay closer attention to their children so that they may identify a change in behavior in advance. This is essential in determining the need to incorporate professional help at an early stage such that if the child was attempting to revenge violently, the action is prevented (Rowell, Moise-Titus, Podolski and Eron, 2003). Distressed or anxious learners will present different combined signs hence timely identification by guardian is significant. When such children share their feelings with parents or teachers the intensity of the thoughts is minimized and violence is driven out of their minds (Dusenbury, Falco, Lake, Brannigan, and Bosworth, 1997).
The home environment has been credited for increasing aggressive and abusive behavior among middle school students. This influences their communication skills such that they are unable to reason rationally hence get involved in physical brawls. Consequently, the behavior of parents back at home and the personality depicted by their seniors has negative effects on their behavior (Regan 2009). Therefore, parents, teachers and elder siblings should ensure that they present the best behavior which is not aggressive in the presence of young ones. This will minimize chances of imitation, in addition to, reduced exposure of ways through which violence can be used to intimidate others (Eron, Gentry, and Schelgel, 1993).
Conclusion
Violence prevention programs in middle schools have been successful due to the government’s intervention to the problem. Consequently, identification of the causes of violence has been equivocal in identifying the most appropriate ways of preventing the social vice. Parents and teachers play a significant role in the programs as they are often in contact with the students hence they are able to gauge the issue and counteract it promptly. Similarly, seniors should portray rational behaviors which affect the learners positively hence they will not be tempted to engage in violence.
References
Cantelon, S. and LeBoeuf, D. US Department of Justice (1997), keeping young people in school: programs that work. Retrieved on July 12, 2010 from:www.ncjrs.gov/pdffiles1/nij/grants/211376.pdf
Dusenbury, L., Falco, M., Lake, A., Brannigan, R., and Bosworth, K. (1997). Nine critical elements of promising violence prevention programs. Journal of School Health, vol.67(10), pp. 409-414
Eron, L.R., Gentry, J.H. and Schelgel, P. (1993), reason to hope: a psychological perspective on violence and youth. Washington D.C American Psychological Association
Regan E. M. (2009), implementation and evaluation of a youth violence prevention program for adolescents. The Journal of School Nursing. Vol, 25. Iss. 1. pp. 27-33
Rowell, H. L., Moise-Titus, J, Podolski, C. and Eron, L. D. (2003),
Longitudinal Relations Between Children’s Exposure to TV Violence and Their Aggressive and Violent Behavior in Young Adulthood: 1977 – 1992,” of Developmental Psychology, Vol. 39, No. 2.
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