Prevent violence in schools or improve the school quality of life?

1. Approaches to violence prevention stemming from research Ottawa, 2014 Prevent violence in schools or improve the school quality of life? What reveal the global and positive approach regarding prevention Claire Beaumont, Ph. D., Professeure titulaire Faculté des sciences de l’éducation

2. Presentation • Whychoose a holistic and positive approach? • The preventionmodelsused to date • The preventionpyramid(Deklerck, 2009) • Ensure the sustainability of interventions: a major challenge! • Keys of success to implement a WSA and develop a safe and nurturingenvironment

3. A WSA to bullying and violence at school is based initially on: cooperation with the entire school team and others partners from the community Partnership Collaboration Participation Information WHO, 2002

4. Why choose a Whole School Approach (WSA) to prevent school violence • This approachdoes not exclusivelyaddress the prevention of violence: targets the well-being of all (academicachievement and social adjustment) in the schoolenvironment. • Includemany aspects of school life: the curriculum, the class and school culture, teacher style, class group management, collaboration between staff and students, the schoolpolicy, the quality of interpersonalrelationships. • Everymember of the schoolcommunityisaware of the wholeschoolpolicy and vision. • Implementinga WSA to school violence requires an active learningprocess on the part of the school as organisation, a processthatoccurswithin a widercontext.

5. The prevention models used to date For many years, interventions aimed at preventing violence in school were organized from the U.S. Public Health Service Model Students With chronic/intense problem behaviors (1%-7%) • Target Interventions • Individualstudent services • Wraparouod services (family, community) Tertiary Prevention • Selected Interventions • Adult mentors (frequent monitoring) • Self-management support • Scheduling changes • Additional support Students at Risk for Problem Behaviors 5%-15% Secondary Prevention • Universal Interventions • Violence preventionskills training • Effective academic instruction • Schoolwidebehavior expectations Students Without Serious Problem Behaviors (80%-90%) Primary Prevention (The U.S. Public Health Service schema, in Walker, Ramsey & Gresham, 2005, Sugaï, 2007).

6. The prevention pyramid (DEKLERCK, 2009) Goals Analyse Approach LEVEL 4: Curatives measures Corrrect the problem as soon as possible (STOP) Focussed on the problem Focussed on the problem Target Interventions LEVEL 3: Specific prevention measures Well-definined problem Decrease the riskfactors (You better stop/Do! Focussed on the problem DEKLERCK Selected Interventions Aim the general development of students (not only for the identified problem) Problem is apparent in the school (ex.:drug, bullying) LEVEL 2: General prevention measures/ Universal Interventions Prevent development of a possible problem General achievement of students/ staff LEVEL 1: Fundamental prevention General quality of life Improve of the social and school climate Any particular apparent problem LEVEL 0: Integral prevention Society in its social, political and ecological dimension This level influences the school organisation, the educationnal context and the life of each party involved.

8. Ensure the sustainability of interventions: a major challenge! • Organize and coordinate initiatives around the collective priorities. • Accompany the school team • to develop a safe and nurturingenvironmentusinga wholeschoolapproach.

9. Keys of success to implement a WSA and develop a safe and nurturing environment (Beaumont, 2012; National Safe Schools Framework, 2011)

10. Merci! Claire.beaumont@fse.ulaval.ca

11. triangle de Sugaï (2007)Walker ci-dessous