Warning Signs of Problems in Schools: Ecological Perspectives and Effective Practices for Combating School Aggression and Violence

Autor/inn/en	Osher, David; VanAcker, Richard; Morrison, Gale M.; Gable, Robert; Dwyer, Kevin; Quinn, Mary
Titel	Warning Signs of Problems in Schools: Ecological Perspectives and Effective Practices for Combating School Aggression and Violence
Quelle	In: Journal of School Violence, 3 (2004) 2-3, S.13-37 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
Schlagwörter	Violence; Behavior Modification; Peer Groups; Functional Behavioral Assessment; Social Environment; Student Characteristics; Aggression; Student Behavior; Bullying; Sexual Harassment; Racial Bias; Educational Environment; School Culture; Context Effect; Social Influences; At Risk Students; Behavior Problems; Teacher Responsibility; Teacher Behavior; School Policy + Suchen Sie Ihr Suchwort? Gewalt; Behaviour modification; Verhaltensänderung; Gleichaltrigengruppe; Peer Group; Soziales Umfeld; Student behaviour; Schülerverhalten; Mobbing; Sexuelle Belästigung; Racial discrimination; Rassismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulkultur; Schulleben; Sozialer Einfluss; Lehrverpflichtung; Teacher behaviour; Lehrerverhalten; Schulpolitik
Abstract	One need not look hard to find evidence of concern related to the nature of student behavior in our schools. School violence, aggression, bullying, and harassment (e.g., racial or sexual) are often cited as challenging behaviors confronting educators and community leaders. Unfortunately, most schools address these concerns with aversive consequences delivered to individual perpetrators in a hope of reducing the future probability of undesired behavior. A growing body of literature identifies the need to explore the social context of behavior. The community, school, classroom, family, and peer group interact with student characteristics to help prevent, support the development of, and even exacerbate the display of both desired and undesired behavior. This article applies the logic of warning signs and functional behavioral assessment to schools as it explores the social context of the school and the classroom. The school-wide and classroom-based factors that have been associated with or found to support problem behaviors are discussed. Information is provided that will allow educators to assess their own schools and classrooms in an effort to promote a climate that will aid in the prevention of violence and aggression. (Contains 2 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10