Violence Prevention Through Positive Youth Development

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Violence Prevention Through Positive Youth
Development

• Mike Furlong
• UCSB
• www.education.ucsb.edu/school-psychology

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(No Transcript)
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Most Indicators Improving

• Homicides down 68
• School deaths down
• Fights down
• And so on

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School Deaths Down
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3.1 5 risks from YRBS
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Level of Risk Continuum

• Overhead
• Reframing the issue for school psychologists and
  others

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Skiba - Curriculum and Climate

• Conflict Resolution
• Violence Prevention
• Social Problem Solving

• Creating Peaceable schools
• Prothrow-Stith
• Promoting Alternative Thinking Strategies

www.indiana.edu/safeschl
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Safeguarding Model
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2,000 Students - YRBS Profile
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The Youth Development Process Resiliency In
Action
External Assets
Youth Needs

• Caring Relations
• High Expectations
• Meaningful Participation

• Safety
• Love
• Belonging
• Respect
• Mastery
• Challenge
• Power
• Meaning

Internal Assets

• Cooperation
• Empathy
• Problem-solving
• Self-efficacy
• Self-awareness
• Goals and aspirations

Improved health, social, and academic outcomes
School Home Community Peers
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Caring Relationships - CHKS
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Percentage of Students Who Have Brought Weapons
To School In The Past 30 DaysSchool Connection
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Problems or Opportunities?
Thrive - Transform
Challenge
Resilience Bounce Back
Survive
Succumb
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Larson Positive Youth Development
Larson contends that initiative is made up of
three necessary elements (a) intrinsic
motivation (b) concerted engagement in the
environment or active thought and effort in
dynamic exchanges with real world intricacies
and (c) temporal arc, where these engaging
exchanges occur over time and might include
setbacks, re-evaluations and strategy
accommodations.
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April 20 - Two Tales

• April 20, 2000
• April 20, 2001
• Dos Pueblos High School

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Relationship as Asset

• School connections
• Relationships key to prevention
• Programs match intent
• Build of what we know schools can contribute

• Reaffirm
• Reconnect
• Reconstruct
• Repair
• Protect

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Prevention Domains

• Discipline and Positive Support
• School Climate
• Individual Student Development
• Campus Behavioral Norms
• Schooling Process
• Security
• Screening and Assessment
• Relationship Building

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See Strategic Planning Model

• Handout - Overhead

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Prediction - Assessment
March 2001
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Caring and Competent Adults
Trouble me, disturb me with all your cares and
you worries. Trouble me on the days when you feel
spent. Why let your shoulders bend underneath
this burden when my back is sturdy and strong?
Trouble me. Speak to me, don't mislead me, the
calm I feel means a storm is swelling there's no
telling where it starts or how it ends. Speak to
me, why are you building this thick brick wall to
defend me when your silence is my greatest fear?
Why let your shoulders bend underneath this
burden when my back is sturdy and strong? Speak
to me. Let me have a look inside these eyes while
I'm learning. Please don't hide them just because
of tears. Let me send you off to sleep with a
"There, there, now stop your turning and
tossing." Let me know where the hurt is and how
to heal. Spare me? Don't spare me anything
troubling. Trouble me, disturb me with all your
cares and you worries. Speak to me and let our
words build a shelter from the storm. Lastly, let
me know what I can mend. There's more, honestly,
than my sweet friend, you can see. Trust is what
I'm offering if you trouble me. 10,000 Maniacs