NCJ Number
232451
Date Published
2010
Length
50 pages
Annotation
This report describes and assesses violence-prevention activities at the Thurgood Marshall Academy Public Charter High School (TMA) during the 2008-2009 school year.
Abstract
TMA's violence-prevention approach is broad and multi-pronged, as it addresses various aspects of the student environment. Those involved in the design and implementation of the activities view them as efforts to increase academic success and reduce violence. Based on the categorization of TMA activities against a systematic review of the literature and the responses from the students and faculty surveys, this study recommends ways to improve the effectiveness of the violence-prevention approach at TMA. First, cognitive-behavioral activities related to violence prevention should be strengthened. The cognitive component of cognitive-behavioral activities could be improved at TMA in order to better address tolerance and acceptance for violent behavior. Student surveys suggest that some TMA students are tolerant of hitting, teasing, cursing, and other aggressive behaviors, although apparently not many students actually fought each other or were victimized. Second, parents/family should be more involved in the violence-prevention approach. A significant number of respondents to the faculty survey viewed the lack of parental support as a moderate or major impediment to greater student achievement (71 percent). A major effort to include parents/guardians and family in the violence-prevention approach should be mounted, perhaps including afterschool programming, advisory lessons, and community service. Third, youth should be more involved in responding to student conflict. Peer mediation could be an effective means for disrupting students' tolerance for violent behavior. Fourth, develop a set of performance measures based on student/faculty needs. Fifth, conduct a rigorous outcome evaluation of violence-prevention activities. 28 tables and 80 references