Creating a Peaceful School Learning Environment: A Controlled Study of an Elementary School Intervention to Reduce Violence

Waialae Elementary School, Topeka, Kansas, United States
American Journal of Psychiatry (Impact Factor: 12.3). 06/2001; 158(5):808-10. DOI: 10.1176/appi.ajp.158.5.808
Source: PubMed


The impact of a manual-based antiviolence program on the learning climate in an elementary school over 4 years was compared with the outcome in a control school.
The two schools were matched for demographic characteristics. The intervention in the experimental school was based on zero tolerance for bullying; the control school received only regular psychiatric consultation. Disciplinary and academic achievement data were collected in both schools.
The experimental school showed significant reductions in discipline referrals and increases in scores on standardized academic achievement measures.
A low-cost antiviolence intervention that does not focus on individual pathology or interfere with the educational process may improve the learning environment in elementary schools.

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Available from: Peter Fonagy, Sep 14, 2015
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    • "Major questions are at hand, though few receiving definitive answers in the present report. These include: (1) Is the RNT method feasible with children past preschool age? (2) Does the RNT method applied within a school affect school climate as defined by Twemlow et al. (2001) Wilson (2004) and The Department of Education and Skills (2007)? (3) Does RNT-induced school climate change correlate with a child's cognitive and emotional development? "
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    Psychoanalytic Inquiry 10/2015; 35(7):714-732. DOI:10.1080/07351690.2015.1074815 · 0.47 Impact Factor
    • "therapy when the client ' s immediate experience is hunger , or educational reintegration when the immediate concern is about threatened legal culpability for a recent offence . Equally , in developed settings , a large multidisciplinary " team around the child " often gathers , offering the promise of specialist multi - domain interventions ( see Twemlow et al . , 2001 ) . However , paradoxically , this may challenge a young person whose capacity simulta - neously to develop not just one , but numerous trusting relationships with different profes - sionals is severely limited . While biologically we are all prepared to create bonds with multiple caregivers , this generic process inevitably becomes con"
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    • "On the basis of these results, an intervention aimed at modeling adolescents' habitual attitudes towards the phenomenon of school violence could significantly reduce violent episodes (Zun, Downey, & Rosen, 2004). However, most of the programs aimed at prevention of bullying follow a global approach like that proposed by Olweus (1993, 1996, 2005), requiring a multidisciplinary approach, as well as its integration in the study plans, and this could be complex and expensive for most school centers (Farrell, Meyer, & White, 2001; Olweus, 1996; Twemlow et al., 2001). "
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