The program that was chosen as an example of a way to interfere with the cycle of violence was Peacebuilders. Peacebuilders was created by Michelle Molina and was created in May of 2003. Peacebuilders is a school-wide youth violence prevention program. Peacebuilder’s theory is to reduce youth violence by providing early prevention in childhood. This program targets experiences that the child has had that triggers aggressive behavior, reward pro-social behavior, and gives strategies to avoid reinforcing negative behaviors. Peacebuilders mainly target elementary school level children and teach them to praise people, avoid put-downs, seek wise people, notice and correct the pain we cause, and right the wrongs. These model behaviors are to be reinforced at school, home, and in public places by the adults in the child’s life. The Peacebuilders program is used in the school setting by teachers, principals, and other staff that use techniques to help students become peace builders. Teachers received a 1 hour pre-intervention orientation, 4 hour training workshop, and 2 hour of site coaching per week for the first 8 to 12 weeks. Peacebuilder’s theory is to reduce youth violence by providing early prevention in childhood. Peacebuilders use 9 behavior-change techniques to change the everyday interactions of the child with students, staff, and families. The 9 techniques are common language for community norms, story and live models for positive behavior, environmental cues to signal desired behavior, role plays to increase range of responses, rehearsals of positive solutions after negative events and response cost as punishment for negative behavior, group and individual rewards to strengthen positive behavior, threat reduction to reduce r... ... middle of paper ... ...vertheless, by the 12-month period the group’s difference decreased to only 18%, and by the 18-month mark there was not a discernible difference. The results concluded that the preventative intervention showed significant improvement, through the teacher and student surveys, in social competence and peacebuilding behavior. Meaning that this universal school intervention model can significantly improve the child’s social competence and peacebuilding behavior. However, the results for aggressive behavior are not as promising or consistent. Although the behavior at 18-months was lowers than the initial data that was collected, this may be a result of stability of their aggressive behavior over time. The researchers suggest that a more long-term targeted behavioral program may be necessary to have Peacebuilders notice any significant reductions in aggressive behavior.
In the novel, A Separate Peace by John Knowles, the protagonist, Gene Forrester “battled” within himself to find “a separate peace” and in this process directed his emotions at Phineas, his roommate. Forrester and Phineas formed the illusion of a great companionship, but there was a “silent rivalry” between them in Forrester’s mind. Self deceptions in Forrester led him to believe that Phineas was “out to get him” (Forrester). Subconsciously Forrester jounced the limb of the tree and forced Phineas to fall and break his leg. Phineas found out the truth of his “accident” with the help of Leper Lepellier and Brinker Hadley, who were friends that attended Devon High School. Gene Forrester’s conflict between his resentment of and loyalty toward Phineas’ personality and athletic abilities was resolved by the death of Phineas.
The Peacemakers came about because all powerful Europe was in the ruins after the Great War. The time of the Great War was a devastating time to the people. It lasted only four years, but in those four years millions died all over the world: soldiers, civilians, etc. They lived to experience the deaths of millions. They hoped that times like these would never occur again.
A possible mediator in this example is a teacher who takes the time to talk to students about the situation resulting in the child feeling good about themselves. External kindness from other sources which boost the excluded child’s morale could have a mediating effect on aggressive behavior.
For instance, young pregnant girls not only are at a risk to join a gang but so can their children if they do not receive sufficient care before, during, and after the pregnancy (Simon, et al, 2013). Women are also often the victims of domestic abuse and if their child grow up in an abusive household, then they will have a higher risk of aggression, acting out, and hurting others. For that reason, programs that target young men with a high risk of gang membership should promote communication, conflict resolution, and healthy ways of releasing anger. As an illustration, such a program could involve martial arts, which teaches discipline, learning combat only as self defense, and respect for one’s own body and of others’. Another good example of intervention programs at an early age are the Boy Scouts and Girl Scouts. Programs such as these promote appropriate peer relationships, the building of self confidence and self reliance, and a sense of belonging and responsibility in the
Domestic violence is a serious dilemma in today’s society. The only answer toward preventing domestic violence should start when we raise our children. Violence is a learned behavior. When children get hit, they learn something in that process. They ascertain that when frustrated or angry, it is OK to take out that frustration and anger on someone else. They learn that violence is OK. Violence then becomes a learned behavior. The only way to promote a non-violent society is to teach children non-violent habits.
Greg Mortenson is a truly influential person. He has built over 120 schools in central Asia. Mortenson believes that the real long term answer to terrorism “lies in education rather than fighting” (402). He has won multiple Pakistani humanitarian awards and has been nominated for the Nobel Peace Prize two years in a row (Mortenson and Relin, 127). Mortenson built his first school in 1994 in a Pakistani village called Korphe. Korphe is situated at the base of K2, the world’s second highest mountain. Mortenson stumbled upon this tiny village after a failed attempt to climb the peak in honor of his late sister Christa. (Mortenson and Relin, 136). Since building the school in Korphe, Mortenson has built multiple schools around Pakistan and Afghanistan. His focus is on educating girls about the world around them. By building schools in third world countries, Greg Mortenson is impeding terrorism.
Developments within the past decade have opened up new ways for research that can lead to improvements in the life quality of vulnerable students and families. Not only does school violence create a feeling of fear and emotional uneasiness in a school, it also is difficult for the learning process to develop. Situations at home have a big impact on student's safety in school. Examples are a student not speaking up in class for fear of being ridiculed; being called a faggot because of perceptions of a student's sexual orientation; backbiting; verbal teasing and insults; offensive touching such as throws, slaps and pushes; and racial, ethnic, and/or sexist comments that are based on a student's physical appearance?. A lot of the time this is learned and adapted by children from the parents at home. Parents have the most influence on a child, the way the act, talk, or neglect their child. Children are more prone to repeat these emotions and aggressions at recess or just in class with other peers. Communities are also playing big roles in the safety of stude...
Over the past half century, violence in the United States has increased dramatically. Children who were raised in a tough, low-income neighborhood often fail to escape exposure to violence. They may witness homicides, assaults, and some may even have had a friend who had been killed. According to recent research, these children have higher violence rates than those kids who grew up in a non-violent neighborhood.
of the field. Preventing violence: Research and evidence-based intervention strategies (pp. 195-212). American Psychological Association. doi:10.1037/11385-008.
Smith, Douglas C., and Daya S. Sandhu. "Toward a Positive Perspective on Violence Prevention in Schools: Building Connections." Journal of Counseling & Development 82.3 (2004): 287-293. Business Source Premier. EBSCO. Web. 12 Aug. 2011.
There is a direct link between low-self esteem and antisocial behavior (Donnellan, 2004). Role models can alter an adolescent’s antisocial behavior and their attitudes toward violent behaviors by simply changing their behavior. Role models that participate in prosocial behaviors raise the self-esteem of teens so the they do not experience shame for being less supportive of violent behaviors (Hurd, 2011). By modeling prosocial behaviors, role models teach adolescents how to interact with individuals nonviolently. As a result, adolescents are inclined to perform in the same manner (Hurd, 2011).Also, when adolescents witness their role models get awarded for their prosocial behavior, they vicariously learn about the benefits associated with positive behaviors (Hurd, 2011). Adolescents often imitate the behavior of their role models (Hurd, 2011). So, being exposed to prosocial behaviors displayed by role models can lead to the development of attitudes for peaceful conflict resolutions that are nonaggressive.
Certain children find an outlet for their frustrations through bullying others. In the past, these actions could be better controlled because they were limited ...
Now ways to help prevent or at least acknowledge were some aggressive behavior comes from. In the “BoBo” doll experiment we saw that children act out aggression as they see it. So it’s safe to say that a front line to reduce aggressive behavior comes from the home. Studies have shown that more aggressive children have physically punitive parents or guardians in their active life, disciplining with aggressive acts such as screaming, slapping, and beating. The culture also has a great deal of influence when it comes to aggressive behavior. In adolescent ages those who observed violent act with guns are twice as likely to become violent as they grow.
Violence in American schools has triggered debates on the root cause of student’s anger and aggressive behavior and proposed proactive solutions.
Aggression is a problem that is very common in many children and that if not addressed early enough would continue through adolescence and later on in life. Aggression can be caused by a multitude of factor, which is sometimes considered part of a normal developmental stage; never the less aggression can also be a symptom of a multitude of disruptive behaviors (Barzman & Findling, 2008). It is important that parents learn to deal with this type of behaviors and find ways to effectively modify the child’s misconduct; according to Barzman & Findling (2008) the intricacy of aggression needs to be addressed through complex assessment strategies.