SECTION
IV – RECOMMENDED RESOURCES
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According
to the U.S. Surgeon General’s Report on Mental Health, the
degree of resilience that a person brings to their experience of
stress relates to:
- The intensity
and duration of the stressful experience(s); - The individual’s
own personal qualities, including the coping skills he or she
uses; - The individual’s
personal reaction to the particular source(s) of stress involved,
including how he or she perceives the cause of stress(es); and, - The availability
of social supports.
Educators and
mental health professionals have identified a number of promising
programs, practices and policies, some of which are evidence-based,
for violence prevention in schools and communities. The following
resources, used by schools and communities across the nation, can
also enhance school and community members’ resilience to violence-related
stress.
School
Violence Prevention Resources
- Early
Warning, Timely Response: A Guide to Safe Schools by Kevin
Dwyer, David Osher, and Cynthia Warger (1998). Washington, DC:
U.S. Departments of Education and Justice, American Institutes
for Research. Phone: 1-877-4ED-PUBS or 1-800-USA-LEARN, Web site:
http://www.ed.gov/offices/OSERS/OSEP/earlywrn.html
- Safeguarding
Our Children: An Action Guide by Kevin Dwyer and David
Osher (2000). Washington, DC: U.S. Departments of Education and
Justice, American Institutes for Research. Phone: 1-877-4ED-PUBS
or 1-800-USA-LEARN, Website address: http://www.ed.gov/offices/OSERS/OSEP/ActionGuide
- APA/MTV
“Warning Signs” Guide. To order copies of the “Warning
Signs” guide, produced by the American Psychological Association
(APA) in collaboration with MTV/Music Television, call 1-800-268-0078
or visit APA’s webpage at http://helping.apa.org/warningsigns.
- MTV’s
Fight for Your Rights: Take a Stand Against Violence CD/Action
Guide. This interactive CD-Rom teaches conflict resolution
through role-plays on computers and features music by top artists
for CD-players to provide information on how youth can take a
stand against violence in their communities. To order a free copy,
visit the Office of Juvenile Justice and Delinquency Prevention’s
website at http://www.ojjdp.ncjrs.org/testmtv/mtv_new.html.
- Bullying
Prevention Program – This is a model program for elementary,
middle, and junior high school students for the reduction and
prevention of bully/victim problems with school-wide, classroom
and individual components. Contact: Sue Limber, Ph.D., Institute
for Families in Society, University of South Carolina, Carolina
Plaza, Columbia, SC 29208, (803) 777-9124.
- PATHS
(Promoting Alternative THinking Strategies) – PATHS is a model
program for elementary school students to promote emotional and
social competencies and reduce aggression and behavior problems
while simultanteously enhancing the educational process in the
classroom. Contact: Mark T. Greenberg, Ph.D., Prevention Research
Center, Pennsylvania State University, 110 Henderson Building
South, University Park, PA 16802-6504, (814) 863-0112. E-mail:
[email protected].
- Blueprints
for Violence Prevention and Safe Schools-Safe Communities
– Contact the Center for the Study and Prevention of Violence,
Institute of Behavioral Science, University of Colorado at Boulder,
900 28th Street, Suite 107, Campus Box 442, Boulder,
CO 80309, (303) 492-1032. Blueprints For Violence Prevention
is on the Web at http://www.colorado.edu/cspv/blueprints.
E-mail: [email protected].
Visit Safe Schools-Safe Communities at http://www.colorado.edu/cspv/safeschools/mainpage.htm.
- I Can
Problem Solve (ICPS): An Interpersonal Cognitive Problem Solving
Program (1992) – Training manuals for teachers and other school
personnel for curriculum designed for preschool, kindergarten/primary
or intermediate/elementary grades. Research Press, Champaign,
IL, (800) 519-2707. Contact: Myrna Shure, PhD, MCP Hahnemann University,
Broad and Vine, MS 626, Philadelphia, Pa 19102, Phone: (215) 762-7205,
Fax: (215) 762-8625, Email: [email protected].
- Second
Step Program. Second Step builds on a foundation of teaching
empathy, followed by teaching problem-solving skills, impulse
control, and anger management. Benefiting not only children who
need improvement in these skills, this program also benefits students
who are victims of antisocial behavior. Reinforcement of prosocial
skills helps students create a more peaceful environment where
learning can take place. Contact: Committee for Children, 2203
Airport Way South, Suite 500, Seattle, WA 98134, Phone: (800)
634-4449 or (206) 343-1223, Fax (206) 343-1445, Email: [email protected],
Website: http://www.cfchildren.org/violence.htm.
- Virginia
Youth Violence Project. Located at the Curry School of Education
at the University of Virginia, the Virginia Youth Violence Project
identifies effective methods and policies for youth violence prevention,
especially in school settings. This project conducts and disseminates
research on the understanding and reduction of violent behavior
and provides education, consultation, and training for educators,
psychologists, and others in the social, legal, and human services
professions. Contact: Virginia Youth Violence Project, 405 Emmet
Street, Charlottesville, VA 22903-2495, Phone: (804) 924-8929,
Fax: (804) 924-1433, Email: [email protected],
Website: http://curry.edschool.virginia.edu/curry/centers/youthvio/.
Resources
for Developing School Policies
- NEA
Crisis Communications Guide & Toolkit – See Book 1
for “Checklist – How Does Your School or District Crisis Plan
Measure Up?” on pages 1.6-1.8, also available at http://www.nea.org/crisis.
- The National
Education Policy Network – Contact: National School Boards Association
(NSBA), 1680 Duke Street, Alexandria, VA 22314, Michael E. Wessely,
Manager. Phone: (703) 838-6700, E-mail: [email protected];
or see the NSBA on the Web at http://www.nsba.org/
Resources
for Building Parental Involvement and Community Partnerships
- Families
and Schools Together (FAST) — The Families and Schools Together
(FAST) program promotes multiple levels of social bonding for
youth and addresses violence prevention by building and enhancing
students’ relationships with their families, peers, school personnel,
and other members of the community. The program emphasizes parental
involvement in schools. Contact: Lynn McDonald, PhD, ACSW, FAST
Program Founder, Wisconsin Center for Education Research, University
of Wisconsin-Madison, 1025 W. Johnson Street, Madison, WI 53706,
Phone: (608) 263-9476, Fax: (608) 263-6448, E-mail: [email protected],
Web site: http://www.wcer.wisc.edu/fast/
- Communities
That Care (CTC) – CTC, a community operating system, provides
training, technical assistance, and research-based tools for measuring
youth problems and risk and protective factors, helping communities
to promote the positive development of children and youth, and
preventing adolescent substance abuse, delinquency, teen pregnancy,
school dropout and violence. Contact: Drs. David Hawkins and Richard
Catalano, Professors of Social Work, University of Washington,
Co-Directors of Developmental Research and Programs, 130 Nickerson
Street, Suite 107, Seattle, WA 98109, Phone: (800) 736-2630, Fax:
(206) 286-1462, E-mail: [email protected],
Web site: http://www.drp.org/CTC.html
- Protective
Schools: Linking Drug Abuse Prevention with Student Success –
Kris Bosworth, Ph.D. (2000), Smith Initiatives for Prevention
and Education, College of Education, The University of Arizona,
P.O. Box 210069, Tucson, AZ 85721-0069, Phone: (520) 626-4964,
E-mail: [email protected],
Web site: http://www.drugstats.org
- How to
Help Your Child Succeed in School – For students in early
elementary grades, this program provides parent education on how
to support children’s schoolwork at home. Reference: Hawkins,
J.D., R.F. Catalano, G.J. Jones, and D. Fine, (1987). Deliquency
prevention through parent training: Results and issues from work
in progress. In J.Q. Wilson & G.C. Loury (Eds.), Children
to Citizens: Families, Schools and Delinquency Prevention.
New York, NY: Springer-Verlag.
Classroom
Management / Student Discipline Resources
- Positive
Behavioral Interventions and Support Technical Assistance Center,
Behavioral Research and Training, 5262 University of Oregon, Eugene,
OR 97403-5262, Phone: 541-346-2505, Fax: 541-346-5689, E-mail:
[email protected],
Web site: http://www.pbis.org
- The Responsive
Classroom, Northeast Foundation for Children, 71 Montague
City Road, Greenfield, MA 01301, 1-800-360-6332, Email: [email protected],
Web site: http://www.responsiveclassroom.org.
- Horsch,
Patricia, Chen, Jie-Qi, and Nelson, Donna (November 1999) “Rules
and Rituals: Tools for Creating a Respectful, Caring Learning
Community” Kappan, Phi Delta Kappa International, Vol.
81, No. 3, 223-227, online article at http://www.pdkintl.org/kappan/khor9911.htm.
- Towards
Effective Instructional and Behavioral Systems of Support: A School-Wide
Approach to Discipline and Early Literacy by George M.
Sugai, Edward J. Kame’enui, Robert H. Horner, and Deborah C. Simmons.
University of Oregon. Visit: http://www.ericec.org/osep/eff-syst.htm
- Project
ACHIEVE: A Collaborative, School-Based School Reform Process Improving
the Academic and Social Progress of At-Risk and Underachieving
Students. Howard Knoff, Ph.D. and George Batsche, Ph.D., Co-Directors,
Institute for School Reform, Integrated Services, and Child Mental
Health and Educational Policy, School Psychology Program, FAO
100U, Room 270, University of South Florida, Tampa, FL 33620-7750,
Phone: (813) 974-9498, Fax: (813) 974-5814, E-mail: [email protected]
or [email protected],
Web site: http://www.coedu.usf.edu/deptpsysoc/psych/
- Resolving
Conflict Creatively Program (RCCP) – A school-based, primary
prevention program for grades K-12 involving a conflict resolution
skill-building curriculum for social-emotional learning and student
peer mediation. RCCP National Center, 40 Exchange Place, Suite
1111, New York, NY 10005, Phone: (212) 509-0022, Fax: (212) 509-1095,
E-mail: [email protected], Web
site: http://esrnational.org
- Proactive
Classroom Management – Seattle Social Development Project
– A promising program for grades 1-4 that trains teachers in proactive
class management and involves interactive teaching and cooperative
learning. Children in grade 1 receive cognitive-based, social
competence training. The project includes parent training with
“Catch ’em Being Good,” “How to Help Your Child Succeed in School,”
and “Preparing for the Drug Free Years.” Reference: Center for
the Study and Prevention of Violence, on the Web at http://www.Colorado.EDU/cspv/blueprints/promise/Seattle.htm
- Project
PATHE — This promising program for students in middle school
and high school promotes effective social competence, reduces
school disorder, and improves school environments. The program
includes treatment for low-achieving and disruptive students.
Center for the Study and Prevention of Violence, on the Web at
http://www.Colorado.EDU/cspv/blueprints/promise/PATHE.htm
Resources
for Mental Health Following a Crisis
- NEA
Crisis Communications Guide & Toolkit – See Book 4,
Tool 7 – “For Parents, Staff and Media: About Post-Traumatic Stress
Disorder,”. Web site: http://www.nea.org/crisis
- National
Organization for Victims’ Assistance (NOVA), 1-800-TRY-NOVA.
- National
Emergency Assistance Team (NEAT) of the National Association
of School Psychologists (NASP). NEAT is comprised of seven nationally
certified school psychologists who have had formal training and
direct experience in crisis response. Team members provide services
ranging from advice over the phone to joining a crisis management
team on the ground when invited. Contact: National Association
of School Psychologists, 4340 East West Highway, Suite 402, Bethesda,
MD 20814, (301) 657-0270, http://www.naspweb.org
- Substance
Abuse and Mental Health Services Administration (SAMHSA) –
SAMHSA is the Federal agency charged with improving the quality
and availability of prevention, treatment and rehabilitation services
in order to reduce illness, death, disability and cost to society
resulting from substance abuse and mental illness. Contact: SAMHSA,
Room 12-105, Parklawn Building, 5600 Fishers Lane, Rockville,
MD 20857, Email: [email protected]
Web site: http://www.samhsa.gov
- Knowledge
Exchange Network (KEN) – KEN, at the Center for Mental Health
Services (CMHS) in the Substance Abuse and Mental Health Services
Administration (SAMHSA), offers trained staff who can respond
to questions and provide resources from more than 200 publications
about mental health – including anti-stigma campaign resources
and resources specifically relating to mental health following
crises situations. Contact: KEN, P.O. Box 42490, Washington, DC
20015, Phone: 1-800-789-2647, Fax: (301) 984-8796, E-mail: [email protected],
Web site: http://www.mentalhealth.org
School
Violence and School Mental Health Information / Technical Assistance
Centers
- Safe
Schools/Healthy Students Action Center. The Safe Schools/Healthy
Students Action Center can provide local education agencies, communities,
and families with access to resources and materials to enhance
their ability to undertake collaborative efforts to prevent school
violence and enhance resilience. The Action Center is funded through
a cooperative agreement from the U.S. Departments of Health and
Human Services, Education and Justice and is operated by the National
Mental Health Association in partnership with the National Association
of School Psychologists. In addition to assisting local education
agencies, communities and families, The Action Center was founded
to assist federal Safe Schools/Healthy Students Initiatives and
School Action Grantees to fully attain their goals of interagency
collaboration and adoption of evidence-based practices to reduce
school violence and substance abuse and promote healthy (including
mentally healthy) development and resiliency. Contact: Safe Schools/Healthy
Students Action Center, 1021 Prince Street, Alexandria, VA 22314,
Phone: (703) 837-3370 or toll free 1 (877) 339-7747, Fax (703)
549-4265, Web site: http://www.sshsac.org
- Center
for School Mental Health Assistance (CSMHA). Located at the
University of Maryland-Baltimore, the Center for School Mental
Health Assistance (CSMHA) provides technical assistance to schools
and communities and conducts a number of local, state and national
training events. It is one of two school mental health training
and technical assistance centers funded by the Human Resources
and Services Administration (HRSA)’s Maternal and Child Health
Bureau at the U.S. Department of Health and Human Services (see
also, below, the Center for Mental Health in Schools at UCLA).
CSMHA staff can be contacted toll free at 1-888-706-0980, or by
email at [email protected].
CSMHA’s website address is http://csmha.umaryland.edu
- Center
for Mental Health in Schools: Training and Technical Assistance.
Located at UCLA’s Department of Psychology, the Center for Mental
Health in Schools, funded by the Human Resources and Services
Administration (HRSA)’s Maternal and Child Health Bureau at the
U.S. Department of Health and Human Services, provides many resources
for educators, clinicians, policy-makers and others interested
in school mental health, including:
- Hard
copy and online resources. Guidebooks, introductions to
specific practices, resource aids, samplers, and more cover
a broad variety of school mental health topics. See list of
materials online at http://smhp.psych.ucla.edu
(most materials can be downloaded in a PDF format) or contact
the Center for a print version of the Center’s resource list
and/or printed materials from the resource list. - Quick
find searches online provide Web users with access to the
Center’s responses to specific technical assistance requests
received in the past. - Addressing
Barriers to Learning, the Center’s quarterly newsletter,
includes feature articles related to the title as well as sections
on specific practices for daily use in working with behavior,
emotional, and learning problems in school settings. Past issues
are on the Center’s website. Contact the Center to get on the
mailing list to receive the quarterly newsletter and other materials. - E-News,
the Center’s electronic monthly news update, is an informative,
monthly newsletter via email that focuses on emerging issues,
up-to-date news, information about recent reports, publications,
resources, funding opportunities, conferences and more. To subscribe,
send an email request to [email protected],
leave the subject line blank, and in the body of the message
type: subscribe mentalhealth-L.
Contact:
Center for Mental Health in Schools, UCLA/Department of Psychology,
Los Angeles, CA 90094-1563, Phone: (310) 825-3634, Fax: (310)
206-8716, Email: [email protected];
Website: http://smhp.psych.ucla.edu.
Relevant
Resources from the NEA Professional Library
NEA Professional
Library
Distribution Center
P.O. Box 2035
Annanpolis Junction, MD 20701-2035
(800) 229-4200 / Fax (301) 206-9789
www.nea.org/books
- NEA Safe
Schools Now Network Video Series – VHS copies of individual
shows, each accompanied by a discussion and resource guide, can
be purchased from the NEA Professional Library. Visit http://www.safeschoolsnow.org
for more information or to view/download discussion/resource
guides. - Reasons
for Hope (2000). In this 43-minute video, community members
from Littleton, Colorado discuss their healing processes and their
hopes for the future and school personnel from Columbia, South
Carolina examine a school-community program called “Early Alliance”
which supports young children, families, and teachers. Highlights
how home, school and community partnerships can teach children
to act in pro-social ways. Presents information on national trends
in youth violence, separating myths from reality. - Building
a Safe and Responsive School Climate (2000). Based on
the belief that creating safe, responsible, and respectful environments
for young people requires the will and commitment of the whole
community, this 43-minute video looks at establishing nurturing
and preditable school climates. Profiles activities in Richmond,
Virginia and Eugene, Oregon involving the school, home and community
working together to help young students succeed in school. - Early
Signals of Distress (2000). How does a system identify
and respond to warning signs of distress in children? What are
some effective and comprehensive responses? What is an appropriate
role for the school and its employees? How do we avoid stigmatizing
children who may be in trouble? This program looks at two school
communities – one in Los Angeles, California and one in Westerly,
Rhode Island – and their efforts to understand and heed the messages
that young people send. - Forging
Community Alliances (2000). Each community has a distinct
set of characteristics. Creating effective collaborations to address
school and community safety requires a thorough knowledge of the
local scene so that program outcomes match community needs. This
episode examines strong collaborations forged in two communities
– Mesa, Arizona and Buncombe County, North Carolina. - Safer
Schools: Helping Students Resist Drugs (2000). Produced
in collaboration with the White House Office of National Drug
Control Policy, this video focuses on after-school programs that
help students resist peer pressure to engage in drug use. By channeling
students’ energies during critical after-school hours, these schools
help students practice positive behaviors that augment safety
in classrooms, schools, and communities. Specialists will discuss
the link between substance abuse and violence and offer warning
signs to help identify at-risk students. Young people share their
views and experiences about this pervasive societal problem. This
show premiered the NEA Safe School Now Network’s first live, half-hour
call-in segment that allowed viewers to ask questions of in-studio
experts. - Violence-Related
Stress: A Guide for School Staff (2000). Produced in collaboration
with SAMHSA’s Center for Mental Health Services, this 45-minute
video highlights the Tucson Resiliency Initiative at La Cima Middle
School in Tucson, Arizona and a school-community collaboration
in Maryland enabling Montgomery County Schools to achieve district-wide
preparedness for a comprehensive approach to crisis response.
In a thought-provoking and emotionally moving segment, six school
staff share their wisdom based on their own personal experiences
of dealing with violence-related stress.
- Call, Judi,
et al (2000). Innovative Discipline (Revised Edition).
NEA, Washington, DC. This book, updated to include a section on
school safety, presents discipline strategies that can improve
the culture of a school and covers peer mediation, self-help sessions,
and TQM as a discipline strategy.
- Building
Safe and Orderly Schools: Tools and Skills to Make It Happen
(1999). This kit, which includes two videos and a 60-page resource
guide, comes from a joint project of the National Education Association
and the American Federation of Teachers. A resource designed for
union and association trainers to use in their work with educators
who want to sharpen their skills in classroom management and managing
student behavior outside the classroom, this kit presents best
ways to create a classroom floor plan, establish and teach students
the rules, communicate with parents, intervene to handle behavior
problems, write behavior contracts, and create effective time-out
strategies.
- Peer
Support: Teachers Mentoring Teachers (1998). NEA, Washington,
DC. Peer mentoring groups are blooming across the country as teachers
reach out to their colleagues for advice and support. Highlights
in this book include how to set up a mentoring program and how
to create effective collegial partnerships.
- Froschi,
Merle, Sprung, Barbara, and Mullin-Rindler, Nancy (1998). Quit
It! A Teacher’s Guide on Teasing and Bullying for Use with Students
in Grades K-3. Educational Equity Concepts, Inc. and Wellesley
(MA) College Center for Research. Classroom bullying is more prevalent
than many educators realize. This book contains nine classroom
lessons to help teachers and students explore the topic of bullying
and teasing, including problem-solving assignments, literature
connections, physical games and exercises, reproducible worksheets,
and family activity letters.
- The Multicultural
Resource Series
- Professional
Development Guide for Educators (1999). Gene-Tey Shin,
Paul Gorski, and Martha Green, Editors. NEA Human and Civil
Rights, Washington, DC. Real multicultural education goes far
beyond focusing on a particular group for a month. Ongoing,
inclusive teaching can validate the lives and experiences of
all children. This book includes personal essays written by
educators who describe how multicultural education has transformed
their teaching and serves as a comprehensive source for multicultural
organizations, publications, videos and Web sites. - Resources
for a Multicultural Classroom (2000). Martha Green,
Joyce Blakley, Sybille Scott, Deborah Stuart, Gene-Tey Shin,
and Paul Gorski, Editors. NEA Human and Civil Rights and NEA
Professional Library, Washington, DC. This book contains annotated
print, film, video, and electronic resource lists to help educators
plan K-12 programs that tie the strengths of diversity and inclusion
with prescribed curriculum. Resources are divided into eight
categories: American Indian and Alaska Native, Asian and Pacific
Islander, Black, Hispanic, Multiracial/Interracial, Gender,
Disability, and Sexual Orientation.
- Sullo, Robert
A. (1999). The Inspiring Teacher: New Beginnings for the
21st Century, NEA, Washington, DC. Inspiring
teachers teach more than facts and subject matter. They teach
a way of being in the world. This book presents the latest research
on brain-based learning – about how we learn most easily and effectively
– and information on how to form positive alliances with colleagues
and parents, skills to help people resolve conflicts effectively,
and how to inspire students by drawing forth their potential.
- Zocchetti,
Miche and Zocchetti, Nicole (1998). The School Change Checklist:
A Basic Guide, NEA, Washington, DC. This book presents
seven critical guidelines for writing a mission statement, guidance
on how to fashion a new curriculum, and provides practical information
on getting the financial support needed to make change happen
and sustain it.
- Kosier, Ken
(1998). The Discipline Checklist: Advice from 60 Successful
Elementary Teachers. NEA, Washington, DC. Sixty elementary
teachers, recognized for highly successful efforts at maintaining
discipline, share their insights and suggestions on classroom
management and how to motivate today’s students, including how
to model positive interactions and the importance of flexibility
in discipline strategies.
- Murray, Barbara
A. and Murray, Kenneth, T. (1997). Pitfalls and Potholes:
A Checklist for Avoiding Common Mistakes of Beginning Teachers.
NEA, Washington, DC. This book includes user-friendly checklists
on a variety of topics including how to get a job, manage student
conduct, get along with administrators, maintain personal priorities,
and avoid lawsuits.
- Stein, Nan
and Sjostrom, Lisa (1996). Bullyproof: A Teacher’s Guide
on Teasing and Bullying for Use with Fourth and Fifth Grade Students.
NEA and the Wellesley College Center for Research, Washington,
DC and Wellesley, MA. This books presents concrete answers to
dilemmas faced by targets, perpetrators, and so-called bystanders,
including eleven engaging lessons to get students to think about
the distinctions between playful and harmful behavior. Writing
activities, reading assignments, class discussion questions, suggested
role plays, case studies, and homework assignments for use in
the classroom are included.
- Christensen,
Beth, et. al. (1996). Building Parent Partnerships.
Highlights in this book include ways to accommodate parents’ busy
schedules, addressing the changes in the nature of today’s families,
how to plan effective parent conferences, and how to use newsletters
to build partnerships with parents.
- Harmin, Merrill
(1995). Inspiring Discipline: A Practical Guide for Today’s
Classroom. NEA, Washington, DC. A broad base of behavior
management strategies are presented in this book, including how
to do building community in the classroom, dissolve antagonism
and resentment, recognize and respect people’s limits, and use
positive interventions.
- Stein, Nan
and Sjostrom, Lisa (1994). Flirting or Hurting? A Teacher’s
Guide to Student-to-Student Sexual Harassment in Schools (Grades
6 through 12). NEA and the Wellesley College Center for
Research, Washington, DC and Wellesley, MA. This guide presents
a multi-dimensional approach to preventing and eliminating sexual
harassment in schools, including core lessons, student handout
reproducibles, supplemental activities, writing assignments, homework
ideas, and background teaching notes.
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