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Reframing Violence Prevention in Schools: Attaching to the Unattached

Reframing Violence Prevention in Schools: Attaching to the Unattached. David McFall Ottawa University March 13, 2014. Law 56: “ An Act to Prevent and Stop Bullying and Violence in Schools ”. Passed by the National Assembly in Quebec in 2012

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Reframing Violence Prevention in Schools: Attaching to the Unattached

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  1. Reframing Violence Prevention in Schools:Attaching to the Unattached David McFall Ottawa University March 13, 2014

  2. Law 56: “An Act to Prevent and Stop Bullying and Violence in Schools” • Passed by the National Assembly in Quebec in 2012 • Law to make school boards and schools accountable for bullying and acts of violence • September 2012, WQSB introduced Bullying Prevention Plans • September 2102, WQSB initiated Olweus Bullying Prevention Program

  3. Implementation of Bullying Prevention Policy The existing culture within an organisation will be a key factor in the successful implementation of a bullying prevention plan

  4. Student Based Culture • Is there a focus on relationship building • How is the school organized • Are all students attached to a caring adult • Do students trust the process of reporting incidents of bullying (does a process exist) • Are all students engaged in activities and clubs • Do students have a voice • Do students have an identity and feel a sense of belonging

  5. Understanding the Developmental Process • Nature has a plan; it is a developmental process of maturation • Children are meant to fall into deep attachment with their primary care-givers • Children need the protective embrace of healthy relationships to reach their full human potential • When conditions are not ideal the developmental process can get stuck

  6. Developmental Process:Immature & Unattached • Are they engaged or disengaged • Are they oppositional • How is their behaviour – frustration / aggression • What happens during unstructured time • Are they being sent to the office • How do they mix with staff and other children • What are their emotional deficits • Are staff adapting to individual student needs • Is learning occurring • Are they reaching their potential

  7. Attaching to the Unattached • Consciousness of attachment • Assume the alpha role; be their answer • Act as home base; safe haven; compass point • Use connection, not separation • Work the relationship, not the incident • Anticipate predictable behaviours • Try to script desired behaviour • Compensate for their emotional deficits • Empowering effect of attachment

  8. Reframing the Plan:Prevention or Punishment • Creating a compassionate and inclusive culture • Assign student buddies, staff members or senior citizens to identified students • Provide students with care taking roles • Organize alternative recesses • Provide leadership roles • Planning should be strategic, intentional, calculated, research-based, and predictive • Offer clubs, sports and activities for all • Consult students, parents and staff on the plan

  9. Four Year Journey at PETES 2009/2010 2013/2014 Enrollment: 300 ELA exam: 72% Math exam: 70% School activities: 4 Suspensions: 15 Discipline reports: 85 Parent complaints of bullying: 22 Students feeling bullied (TTFM): 40% Enrollment: 430 ELA exam: 89% Math exam 97% School activities: 29 Suspensions: 2 Discipline reports: 6 Parent complaints of bullying: none Students feeling bullied (TTFM): 14%

  10. Conclusion Learning and good behaviour will only take place within the context of a relationship with a caring adult

  11. Theory/Model: Neufeld (understanding developmental process of maturation); Tribes; Olweus; reflective practice; networks; scripting expected outcomes mentoring/coaching; culture of learning; community building; Expected Outcomes: Unfolding of human potential (emotional, academic, social, athletic, artistic) compassionate citizens; sense of belonging; healthy school ethos; vibrant school community Classroom: Outstanding teaching; understanding maturation process; identifying student potential; positive relationships; preventative approach to discipline; safe home base; strategic resource support Mission: To promote individual success and well-being in a safe, healthy community Community: Parents; CLC; partnerships; leadership; citizenship; volunteering; workshops; healthy lifestyle; senior buddies; community garden; Saturday programs; community winter carnival School Life: breakfast club; snack/lunch program; alternative recesses; peer helpers; games leaders; Performance group; reading buddies; school council; citizenship club; Shannen's Dream club; environment club; sports teams; drumming; Brownies/Scouts Parents / Family: PPO; community dinners; sports nights; movie nights; parent soccer; summer camp; student-led conferences; support network; partners; Neufeld workshops

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