{"id":5444,"date":"2012-06-06T10:49:32","date_gmt":"2012-06-06T14:49:32","guid":{"rendered":"http:\/\/ccpa.scottbuckingham.ca\/blog\/?p=2153"},"modified":"2015-07-03T15:53:55","modified_gmt":"2015-07-03T19:53:55","slug":"preventing-and-managing-school-violence","status":"publish","type":"post","link":"https:\/\/www.ccpa-accp.ca\/fr\/preventing-and-managing-school-violence\/","title":{"rendered":"Preventing and Managing School Violence"},"content":{"rendered":"

\"\"<\/a>Children are barometers of the chaos that exists within their lives.\u00a0 If a child\u2019s internal and external lives are proving emotionally gregarious, then life can prove personally limitless.\u00a0 However, if life is proving egregious in nature, then all forms of life may feel personally bleak and without personal merit.\u00a0<\/p>\n

WHAT IS THE CAUSATION OF SCHOOL VIOLENCE?<\/strong><\/p>\n

Children who act out violently are frequently displaying signs of desperation. Desperation may be fueled by a child feeling excluded, judged, disrespected, disapproved, disavowed, or unloved.<\/p>\n

Acts of school violence have left many with feelings of frustration, indifference, and a feeling that schools utterly are incompetent.\u00a0 The reality is, school administrators, teachers, parents, and students themselves are feeling hopeless and desperate to bring normalcy to the academic process.\u00a0\u00a0\u00a0<\/p>\n

ANGER<\/strong><\/p>\n

Anger is most commonly the root cause of school violence.\u00a0\u00a0 What is anger?\u00a0 Anger is a strong emotional response to a situation, event, circumstance, or person. \u00a0It is this displeasure with life at school, in their home, or globally.<\/p>\n

<\/p>\n

There are two types of anger:\u00a0 good anger which is a righteous form of anger, and bad anger which is an unrighteous portrayal of anger.\u00a0 Good anger is a reactive response to a violent act, crime, action, or deed.\u00a0 If I am wronged, then I have a right to be angry over this act.\u00a0 However, if I carry this anger beyond the momentary confines of the act, then the anger may fester into becoming my own personal nemesis.\u00a0 All forms of anger should be cognitively dealt with during their onset.\u00a0<\/p>\n

Bad anger stems from a perceived<\/em> wrong or a personal imbalance of my life.\u00a0 I may perceive that someone has intentionally been rude or hostile unto me, while the reality is, the person had no intentions of displaying such negative characteristics.\u00a0 Likewise, all people<\/em> have moments of personal negativity or indifference.\u00a0 We should never assume that someone is intending us undue harm or distress, rather we should seek to confirm the imbalance in another\u2019s life.\u00a0\u00a0\u00a0<\/p>\n

PREVENTING SCHOOL VIOLENCE <\/strong><\/p>\n

Schools should be aware of problematic students.\u00a0 They should have a grasp of the level of violence which ensues each child\u2019s life, and if possible, the causation of the violence.\u00a0\u00a0 If there is a student that has proven violent, or has violent tendencies, the school should act proactively offering psychotherapy.\u00a0 Why should the school take on the financial burden of a student\u2019s therapy?\u00a0 Consider the following, if a school does not offer psychotherapy, then the school will most-assuredly be bogged down by the behavioral expressions of violence.\u00a0 Furthermore, if the student does ensue a violent act, then the students, teachers, parents, and administrators become prone to the student\u2019s behavioral attitudes, percepts, and acts.\u00a0<\/p>\n

Reinforce student rules and code of ethics.\u00a0 Even the youngest of children should be offered a student handbook, which should be made accessible online.\u00a0 Being consistent is a necessity when dealing with violent acts or threats.\u00a0 However, if you treat any student as a potential threat or predator, they will surely meet your expectations.\u00a0 Treat all students with a graceful and merciful attitude.\u00a0 If students feel respected, they will reflect a respectful attitude.\u00a0 Always seek to implement a win-win approach when dealing with students.\u00a0 Never assume that a child is bad or incapable of improvement, always assume that a child is capable of improvement.\u00a0<\/p>\n

Recognize the warning signs.\u00a0 If a student is a potential threat, you can be assured that there is always a warning sign.\u00a0 Whether or not we pick up on the verbal and nonverbal cues, we should be attentive to all communication being received from individual students.\u00a0\u00a0 Troubled students are often displaying oppositional and antisocial behaviors. \u00a0It is rare that a student acts out, before having already verbally or nonverbally communicated their disgust with life, situations, events, or others.\u00a0<\/p>\n

IDENTIFY THE WARNING SIGNS<\/em><\/p>\n

A troubled child reads like a roadmap, be aware of the signs. The following is a brief list of\u00a0 signs and symptological characteristics of a troubled child:\u00a0<\/p>\n