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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2002
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED466864 |
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| _version_ | 1867181876069793792 |
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| author | Guthrie, Patricia M. |
| author_facet | Guthrie, Patricia M. Guthrie, Patricia M. |
| collection | Education Resources Information Center |
| contents | School-Based Practices and Programs That Promote Safe and Drug-Free Schools. CASE/CCBD Mini-Library Series on Safe, Drug-Free, and Effective Schools. Guthrie, Patricia M. Academic Achievement Behavior Disorders Behavior Modification Classroom Environment Conflict Resolution Delinquency Prevention Discipline Policy Educational Environment Elementary Secondary Education Evaluation Criteria Health Promotion Policy Formation Program Design Program Evaluation Program Implementation School Safety Staff Development Substance Abuse Teacher Student Relationship This monograph focuses on school-based practices and programs that promote safe and drug-free schools. It begins with a description of the key characteristics of schools with effective programs and provides a model for school-wide support. Necessary steps for developing an effective system of universal prevention are listed and include: (1) establish a climate of mutual respect; (2) conduct a review of all policies related to safety, instruction, and student discipline; (3) recognize feelings of staff and students and what constitutes appropriate expressions of those feelings; (4) make identifying and managing feelings an integral part of the curriculum; (5) teach the concept of responsibility for ones actions throughout the curriculum; (6) recognize and intervene when early warning signs are observed; (7) implement programs to prevent alcohol and substance abuse; (8) train staff in topics such as diversity problem-solving skills, verbal de-escalation, cooperative learning, anger control, and aggression management; (9) avoid legal vulnerability; and (10) couple security procedures with a school-wide communication system and a crisis plan. Following chapters address the academic/behavior connection, the concept of a school-wide team to address prevention and intervention, and guidelines for selecting programs. Five specific programs are described and a list of additional resources is provided. (CR) |
| format | Recurso educativo Open Access |
| id | eric_ED466864 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2002 |
| record_format | eric |
| spellingShingle | School-Based Practices and Programs That Promote Safe and Drug-Free Schools. CASE/CCBD Mini-Library Series on Safe, Drug-Free, and Effective Schools. Guthrie, Patricia M. Academic Achievement Behavior Disorders Behavior Modification Classroom Environment Conflict Resolution Delinquency Prevention Discipline Policy Educational Environment Elementary Secondary Education Evaluation Criteria Health Promotion Policy Formation Program Design Program Evaluation Program Implementation School Safety Staff Development Substance Abuse Teacher Student Relationship School-Based Practices and Programs That Promote Safe and Drug-Free Schools. CASE/CCBD Mini-Library Series on Safe, Drug-Free, and Effective Schools. Guthrie, Patricia M. Academic Achievement Behavior Disorders Behavior Modification Classroom Environment Conflict Resolution Delinquency Prevention Discipline Policy Educational Environment Elementary Secondary Education Evaluation Criteria Health Promotion Policy Formation Program Design Program Evaluation Program Implementation School Safety Staff Development Substance Abuse Teacher Student Relationship This monograph focuses on school-based practices and programs that promote safe and drug-free schools. It begins with a description of the key characteristics of schools with effective programs and provides a model for school-wide support. Necessary steps for developing an effective system of universal prevention are listed and include: (1) establish a climate of mutual respect; (2) conduct a review of all policies related to safety, instruction, and student discipline; (3) recognize feelings of staff and students and what constitutes appropriate expressions of those feelings; (4) make identifying and managing feelings an integral part of the curriculum; (5) teach the concept of responsibility for ones actions throughout the curriculum; (6) recognize and intervene when early warning signs are observed; (7) implement programs to prevent alcohol and substance abuse; (8) train staff in topics such as diversity problem-solving skills, verbal de-escalation, cooperative learning, anger control, and aggression management; (9) avoid legal vulnerability; and (10) couple security procedures with a school-wide communication system and a crisis plan. Following chapters address the academic/behavior connection, the concept of a school-wide team to address prevention and intervention, and guidelines for selecting programs. Five specific programs are described and a list of additional resources is provided. (CR) |
| title | School-Based Practices and Programs That Promote Safe and Drug-Free Schools. CASE/CCBD Mini-Library Series on Safe, Drug-Free, and Effective Schools. |
| topic | Academic Achievement Behavior Disorders Behavior Modification Classroom Environment Conflict Resolution Delinquency Prevention Discipline Policy Educational Environment Elementary Secondary Education Evaluation Criteria Health Promotion Policy Formation Program Design Program Evaluation Program Implementation School Safety Staff Development Substance Abuse Teacher Student Relationship |
| url | https://eric.ed.gov/?id=ED466864 |