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An Ounce of Prevention Services Is Worth A Pound of Cure Youth At Risk Program
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Prevention
School safety is the result of a well- managed crime prevention/education
program. It involves developing a prevention frame of mind� and
implementing effective programs which promote the safety and security of
students, teachers, the campus and the community. A proactive approach to
school crime and violence helps create schools with climates of pride and
ownership, rather than fear and disruption, where learning, skill
building, decision-making, excellence and other goals of education can
flourish.
The progression from �chaos to calm� starts with a �prevention frame of
mind,� This involves:
Awareness that school crime exists. School officials must stop
denying problems, blaming others or making excuses. Even if a school is
not currently experiencing serious problems, administrators must not
become complacent, thinking �it won�t happen here.� Empowerment,
assertiveness, anticipation and contingency planning prevent problems from
occurring or escalating.
Believing that school crime and violence doesn�t have to and won�t
be tolerated. The local governing board, superintendent, school-site
administrator and all personnel in the school can clearly demonstrate the
message that teachers and students have the right to teach and learn in an
environment free from fear, crime and violence,
Confidence that all problems are manageable. A systematic approach
to problem solving can be initiated, and steps can be taken to
prevent/reduce school crime and violence.
Developing and implementing a comprehensive crime prevention policy
and plan. A proactive approach can prevent problems before they occur,
Evaluation, monitoring and
modification. Effective evaluation procedures must be an integral part of
program implementation.
Firmness, fairness, and consistent follow-through in all
administrative/staff/student interactions.
Getting technical assistance. School personnel must realize that
seeking assistance and cooperation to solve school crime and violence
problems is a sign of strength, not weakness.
Higher expectations (academic, behavioral, personal) of students and
staff. Raising expectations maximizes potential and eliminates mediocrity
as a norm. Excellence follows.
In-service training for all staff on an ongoing basis concerning law
in the schools, and staff rights and responsibilities.
Joint efforts from everyone in the school community. School crime
problems must be cooperatively addressed by school officials, criminal
justice agencies and community leaders.
Keeping accurate records (crime, attendance, discipline, property
identification). This information is crucial to program development,
management and evaluation.
Learning to recognize pre-crisis indicators and/or cues which warn
of potential or actual dangerous and explosive situations. School
personnel must know the climate and temperament of their campus.
Mobilizing and motivating school community involvement, Action-
oriented strategies can have a powerful influence and effect on a school
community. Human relations are an essential leadership function.
No-nonsense approaches to crime and violence. Crime does not stop at
the schoolyard gate. What happens on the street also happens in the
school. School personnel and students must be aware of the distinction
between a criminal violation and a discipline problem. The rules and
sanctions for discipline and/or criminal violations must be clearly stated
and consistently applied.
Opportunity reduction. Aggressive crime prevention techniques reduce
the risk of loss, injury and vulnerability.
Pride and ownership, versus fear and alienation, incorporated into
the classroom and promoted through student activities and attitudes.
Quick responses to discipline and criminal situations and
violations.
Predetermined emergency procedures for all staff can reduce victimization.
Rumor control practices must also be employed.
Responsibility, accountability and self-governance by students.
Implementing student codes of conduct and citizenship fosters positive
behavior through clearly stated expectations.
Staff development. Training in the area of behavior and classroom
management equips teachers with the resources necessary to handle conflict
and disruption expeditiously and effectively.
Targeting hardcore and chronic
troublemakers early through cooperative case management and interagency
dispositional agreements. Such partnerships provide the widest range of
alternatives insuring effective intervention which reduces the likelihood
of repeat offenses.
Unity of purpose. Administrative cohesiveness and cooperation
provide clear, consistent limitations, eliminating excessive challenging
or testing by students.
Visibility and mobility of adult supervisors during school hours.
The use of parents and school staff to monitor student movement (period
changes, lunch, etc.) assists in maintaining order and minimizing tension.
Willingness of school personnel and/or students to intervene in
negative or dangerous situations. Everyone must take responsibility to
help diffuse problem situations. We should not ask, �What will happen to
me if I do?� but rather, �What will happen to the other person if I
don�t?�
Excellence enhanced and achieved by recognition, reinforcement and
catching kids in the act of being good. Too often we only concentrate on
restrictive and punitive measures in dealing with and shaping desired
behaviors.
You can make a difference. Do not let the negative actions of some
stop the positive actions of many.
Zeroing in on the strengths and weaknesses of the campus and taking
the necessary steps to make our schools �islands of safety.�
Developed by Law Enforcement for NSSC