American Society and Education in the 1990s Dominant Themes & Interpretations

1. American Society and Education in the 1990s Dominant Themes & Interpretations Chapter 12 Group Members Emily Becker Lia Hahn Gita Maharaja Bonnie Pazin Alia Pustorino

2. Overview • Startling statistics about violence and juvenile delinquency • High profile cases of school violence • Reasons for juvenile delinquency and bullying behavior • School response and initiatives • Bully prevention • Zero tolerance policies • Character education • Leaders in the field • Benefits of school initiatives

3. “To educate a person in mind and not in morals, is to educate a menace to society”T. Roosevelt

4. “Intelligence plus character- that is the goal of true education”Martin L. King

5. The menace…

8. Statistics • National Assoc. of School Psychologists (2004) • 1 out 7 students gets bullied • NASSP (2002) • Middle school sample: 158 students out of 198 have been threatened while 134 report being kicked/hit

9. Statistics • 1998 1st Annual Report on School Safety • While school crime rate is decreasing, students feel less safe in school • According to the National Center for Juvenile Justice: Students 11 years or younger were responsible for • 21 killings • 3,434 assaults • 1,735 robberies • 435 rapes

10. Experts • William Pollack quoted in the NASSP article: • Boys admire aggression and violent behavior • Bullies claimed that they felt good when taunting other students • Yet the study indicated that: • 3% of students tell someone • 60-70% believe that adults are not interested in reducing bullying

11. Worst Scenario • The suicide rate in the U.S. Has risen 300% in the last three decades • Bullies and victims have been characterized with having low self-esteem

12. In-School Violence • In-School violence exploded in the 1990’s in suburban and rural US Moses Lake, Washington 1996 Bethel, Arkansas 1997 Pearl, Mississippi 1997 West Paducah, Kentucky 1997 Jonesboro, Arkansas 1998 Springfield, Oregon 1998 Columbine, Colorado 1999 • Trench Coat Mafia and other terror groups

13. High Profile School Violence Cases • Columbine High School incident Littleton, Jefferson County, Colorado • April 20, 1999 • Eric Harris and Dylan Klebold were two gunman identified in shootings • Kill 12 students, 1 teacher before turning weapons on themselves • Most significant in-school in history • Columbine video

14. Some Hypotheses for Violence… • Social Status and Revenge --Friends identified the group as computer geeks, the outcasts of their high school --They were acting out against the popular students and athletes • The Trench Coat Mafia --The group formed in 1994 to “protect outcast members from harassment by jocks. --Identified by the long trench coat jackets members wore around school. Were a recognized student group.

15. More Hypotheses for Violence • Significance of April 19-20th --Oklahoma City Bombing --Branch Davidian Standoff, Waco TX --National Marijuana Day --110th Anniversary of Hitler’s Birth • Contemporary Influence --Who were they reading? --What were they listening to? --What sort of climate were they exposed to and raised in?

16. How could such a heinous act occur in a seemingly safe community? Were their underlying issues surrounding the attacks? How has this incident shaped how education looks at violence? A Community Left to Wonder Why?

17. Causes of Juvenile Delinquency and Bullying in Schools • Biological Factors • heredity • backed by Charles Darwin and Gregor Mendel • Individual Factors • temperament • do not like oneself • to gain popularity and attention • lack of self-esteem/insecurity

18. Causes of Juvenile Delinquency and Bullying in Schools • Family and Poor Parenting • Travis Hirschi -- too much autonomy, when dealing with children, is undesirable. - Punishment - Behavior - Education - Supervision • Studies indicate that aggressive behavior is increased in children who witness violence by their father toward their mother (Jaffe, Wolfe, & Wilson, 1990).

19. Causes of Juvenile Delinquency and Bullying in Schools • School Factors • Lack of supervision • Absence of warm learning environment • Teacher’s attitude towards students • School’s physical lay-out • Mentoring • Cyber Schools

20. Causes of Juvenile Delinquency and Bullying in Schools • Violence in the Media • According to former secretary of education William J. Bennett, countless studies have shown the link between violence in the media and violent behavior in children • Pop Culture, video games and the Internet • “ for most kids pop culture works as a coarsener, desensitizer, and dehumanizer” (Grapes, Bryan)

21. Causes of Juvenile Delinquency and Bullying in Schools • Drugs and Alcohol • Illegal drugs as well as psychiatric drugs • Availability of Weapons • We have to accept the reality that violence is part of the human condition and sometimes snaps in inexplicable and chaotic ways, and that despite this, the United States ----alone among Western industrial societies– lets its population have open access to guns.” (Grapes 69). • Peer Groups and Gangs

22. Causes of Juvenile Delinquency and Bullying in Schools • Religion • Basic values of life

23. “Fighting the Bully Battle” • National School Safety Center, California • http://www.schoolsafety.us/ • Bullying Fact Sheet Series (Quiroz, Arnette, Stephens) • What can a school community do at school and at home to prevent bullying

24. How can a school community battle bullying? • Assess the scope of bullying problem and analyze core causes • Develop quality policies that define bullying and address appropriate responses • Establish school and classroom rules against bullying • Apply school discipline rules and policies fairly and consistently • Train teachers and staff about bullying • Educate ALL students (bullies, targets and bystanders) • Teach parents to understand bullying and its consequences • Establish effective systems of supervision and strategies for reporting bullying • Respond in a timely manner to all reports of bullying • Partner with law enforcement and mental health agencies to identify and address cases of serious bullying • Establish support programs and resources for the target and the bully • Promote the norm for a bully-free school throughout the entire community

25. School Policies on Bullying • More than a written document – actual course of action • Communicates school values and behavioral expectations • Delineates roles and responsibilities for its implementation • Promotes equitable and consistent actions while directing legal and ethical choices • Helps to guide the school in managing daily situations • Helps deter and respond to litigation

26. Promote an anti-bullying message • Staff meetings – school climate assessments • Get the word out • PA announcements • School websites • School newspapers (can also get students involved in the writing) • Mascots & mottos • Marquees and message boards • Leadership classes • School letterhead and business cards • Suggestion boxes (anonymous incident reporting) • Adult mentors as “safe contacts” • Student handbooks, planners, calendars • Plays and productions

27. What can be done at home? • Be a positive role model • Talk often with your child and listen carefully • Stop bullying behavior at home • Teach that people can be different in many ways • Help your child choose TV, music and video programs that promote kindness, respect & understanding

28. What approach to take? • Comprehensive • Requires hefty commitment by school in terms of budget, time, attention, priority and effort • Schools willing to make the commitment are likely to reap benefits of such programs • Situational prevention • Reduce opportunity for students to engage in bullying behavior • Can allow time for training and recognizing problems, developing larger programs • “Should you do nothing? NO!

29. NSSC’s Safe Schools Week • October 15-21, 2006 • NSSC's goal in this campaign is to motivate key education and law enforcement policymakers, as well as students, parents and community residents, to vigorously advocate school safety. • School safety includes keeping campuses free of crime and violence, improving discipline, and increasing student attendance. • Schools that are safe and free of violence, weapons and drugs are necessary to ensure the well-being of all children and the quality of their education • Provide lists of activities that can be done with parents, school board members, students, community members and more.

30. Safe Schools – what are schools doing to prevent violence? • No school is 100% safe • Some schools lock doors, sign-in procedures for visitors • Metal detectors, video cameras • Lock down codes & drills • Police officers on site • Practice & training in the case of emergency

31. Center for the Study and Prevention of Violence • Based on Olweus’ works • Consistent discipline policies • School Initiatives – All must be aware and get involved • School level • Anonymous questionnaires for students • Conference days on topic • School wide committees against violence • Classroom level • Classroom rules & meetings, involve parents • Individual level • Talks with students, discipline, involve parents http://www.colorado.edu/cspv/publications/factsheets/safeschools/pdf/FS-SC08.pdf

32. Zero Tolerance Policies • Many schools across U.S. have strong stance on weapons & drugs • Is used against both minor and major incidents • Some believe this does not alleviate the situation but punish students who need help – controversial topic

34. Character Education – Teaching Kids to Care A Definition of Character Education • Teaching children about basic human values including honesty, kindness, generosity, courage, freedom, equality, and respect. • The goal is to raise children to become morally responsible, self-disciplined citizens. • Problem solving, decision making, and conflict resolution are important parts of developing moral character. Through role playing and discussions, students can see that their decisions affect other people and things. • Source: From The Language of Learning: A Guide to Education Terms, by J. L. McBrien & R. S. Brandt, pp. 17-18, 1997, Alexandria, VA: Association for Supervision and Curriculum Development. (Taken from ASCD Website)

35. Character Education Programs available throughout the United States • Heartwood Ethics Curriculum • Courtland Center for the 4th and 5th Rs • Your Environment • Core Virtues • Values in Action • WiseSkills • I CAN • Jefferson Center • Lessons in Character • STARS • Character First! • Just to name a few…

36. Dr. Thomas Lickona • Dr. Lickona, a developmental psychologist and Professor of Education at State University of New York at Cortland, has written extensively about the need for character education in our society today and developing programs for educators to implement with their students in classrooms. • The Content of Our Character: Ten Essential Virtues • A 12-Point Comprehensive Approach

38. Dr. Daniel Olweus • Dr. Dan Olweus, a psychologist at the University of Bergen in Norway, is an expert on bullying and acknowledges the need for a curriculum that promotes kindness, communication, cooperation, and friendship. • He stresses 3 levels of responsibility when identifying bullies: • The School Level • The Classroom Level • The Individual Level • In his research he has found that bullying behavior is evident in preschool and the problem peaks in middle school.

39. Helpful Legislation… • Act 26 of 1995, Pennsylvania’s Safe School’s Act requires public schools to report to the Office of Safe Schools all incidents involving acts of violence, possession of a weapon, or the possession, use or sale of a controlled substance, alcohol, or tobacco by any person on school property. • Act 36 of 1999, grant funding made available to schools to develop strategies to introduce and expand programs, services, and technology to improve the safety of their buildings. • January 8, 2002, President Bush signed into law the No Child Left Behind Act. • The Unsafe School Choice Option gives student victims of crime (elementary through secondary) the opportunity to transfer to a safe school.

40. Benefits of Character Education and Safe Schools • Reduced disruptive behavior, discipline problems, and bullying • Reduced alcohol/drug abuse and teen pregnancy • Attendance, retention, and graduation rates improve • Contributes to parent and community involvement • Greater academic achievement • Higher student and staff morale

41. Benefits of Building Relationships Students need to know: Teachers care about them Other students care about them That they will be encouraged

42. “Try not to be a person of success, but rather a person of virtue.” ~ Albert Einstein

43. References Harris, S. & Petrie, G. (2002). A studying of bullying in the middle school. NASSP Bulletin, 86 (633), 42-53. Lickona, T. (1993). The return of character education. Educational Leadership, 51 (3), 6-11. Lee, S. (1999). Sticks and stones. NW Education, Retrieved on September 24, 2006. www.nwrel.org/nwedu/spring_99/article1.html

44. References • www.acolumbinesite.com/dylan/writing.html • www.acolumbinesite.com/dylan/planner.jpg • www.acolumbinesite.com/dylan/writing/dkcw1.jpg • www.acolumbinesite.com/dylan/creativewriting.jpg • www.acolumbinesite.com/eric/writing/hate.gif • www.acolumbinesite.com/eric.writing.html • www.acolumbinesite.com/maps.html • www.rollingstone.com/news/story/59293915/columbine_whose_fault_is_it • Trench Coat Mafia Shocked by Violence by Lou Kilzer and Lynn Bartels Denver Rocky Mountain Staff Writers, 1999 • Sheriff: May be Co-conspirators by John Hendren and Steven K. Paulson, Associated Press, 4/28/99 • Tragedy in Colorado —Associated Press Release • 18 Minutes of Terror—Lou Kilzer and Lynn Bartels • Four above articles retrieved from www.judicial-inc.biz/Columbine_Thiebault.htm

45. References Agnew, R. (2005). Juvenile Delinquency - Causes and Control. Los Angeles, CA, Roxbury Publishing Company. Garrett, A. G. (2003). Bullying in American Schools: Causes, Preventions, Interventions. Jefferson, NC, McFarland & Co. Grapes, B. J. (2000). School Violence:Contemporary Issues Companion. San Diego, CA, Greenhaven Press.

46. References • Quiroz, Arnette & Stephens (2006). Bullying in Schools: Fighting the Bully Battle, National School Safety Center. Retrieved from http://www.schoolsafety.us/Bullying-Resources.html • Bullying Prevention: Recommendations for Schools (2001), Center for the Study and Prevention of Violence. Retrieved from http://www.colorado.edu/cspv/publications/factsheets/safeschools/pdf/FS-SC08.pdf • Verdugo (2002). Race-ethnicity, Social Class, and Zero Tolerance Policy: The Cultural and Structural Wars. National Education Association. Retrieved on October 3, 2006 from http://ejournals.ebsco.com.authenticate.library.duq.edu/Direct.asp? AccessToken =8PUU0UWVGFARY9-T1SMOJZFZB63PVYPNWO&Show=Object • IES: National Center for Education Statistics http://nces.ed.gov/pubs98/safety/appendixA.asp • The Language of Learning: A Guide to Education Terms, by J. L. McBrien & R. S. Brandt, pp. 17-18, 1997, Alexandria, VA: Association for Supervision and Curriculum Development. (Taken from ASCD Website)

47. References Character Education Programs recommended by the AAE. (2003). Retrieved September 30, 2006, from www.aaeteachers.org/character.shtml Lickona, Thomas (1991). Educating for Character: A 12-Point Comprehensive Approach. Retrieved September 30, 2006, from www.cortland.edu/character/descr_iv.htm MSDE Fact Sheet ( June 2003). Retrieved September 30, 2006, from www.mcps.k12.md.us/curriculum/charactered/md/factsheet.shtm Olweus, Dan (2000). Bullying Intervention Strategies That Work. Retrieved September 30, 2006, from www.education-world.com/a_issues/issues103.shtml Richard, Diane (2001). Climate Change: Caring Schools Heat Up Student Potential. Retrieved September 30, 2006, from www.character-education.info/Articles/Climate_Change.htm www.safeschools.state.pa.us/mod/HistoricReports/2005/documents/Act%2026.pdf