NameESE 691: Behavioral Management in the

ClassroomDate

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Culture Number of Students

Percentage

Asian 93 5.8

African American 178 11.1

Hispanic 165 10.3

American Indian 2 .1

Hawaiian-Pacific Islander

5 .3

White 1130 70.6

Multi-Race 27 1.6

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● Hispanics tend to show affection through touching.

● Hispanics tend to be very polite.● Hispanics see long term eye contact as

disrespectful.● The older children of the Hispanic

family are expected to take care of the younger ones. Girls have to be sub servant to the males of their families (psychsocialissues.com)

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● A Hispanic is generally brought up to be very dependent on the parents which

affects the child's decision making. In the traditional family, the child will have a

strong sense of identity with his family, community and ethnic group.

● Structure in African American families is often extended to include non-related

“family” members or “fictive kin.” ● African American students are at the

disadvantage of being children of single parents.

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● Elders are respected and often provide care for their grandchildren.

● African American students are more aggressive.

● African American families have a preference in using “harsh” or “authoritarian” forms of discipline

( Carteret, M. 2011).

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Children's experience with violence has been linked to a variety of negative outcomes, one of particular importance being children's school adaptation and academic success. Since the early 1980s researchers and professionals working with children have become increasingly aware of the extent to which many children experience or observe violence within the confines of their own homes or within their own neighborhoods. Data from 1999 reports by states to the National Child Abuse and Neglect Data Systems indicate that approximately 826,000 children (nearly 12 out of every 1,000 children) were confirmed by child protective services as victims of maltreatment. With respect to exposure to interparental violence, Murray A. Straus estimated, in a report published in 1992, that more than 10 million children in the U.S. witness physical aggression between their parents each year, with prevalence rates throughout childhood being at least triple the rates of exposure within a given year (Medina, 2013).

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❶ Uncontrolled Anger.

❷ Expression of violence in drawings and writings.

❸ History of Violent and Aggressive behavior

❹ Serious threats of violence.

❺ Intolerance for differences and prejudice.

behavior(http://www.d11.org/Security/Pages/Warning-Signs.aspx).

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❶ Conflict Resolution

❷ Peer Mediation

❸ Adult Mentoring

❹ Before and After School Programs

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❶ Annual Teacher Training.

❷ On going Professional Development.

❸ Develop age appropriate strategies to prevent bullying.

❹ Develop strategies for immediate, effective interventions to stop bullying.

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I am going to work on a prevention program for high school student. Studies show Violence is a learned behavior.  Children learn violent behaviors from their family and peers, as well as observe it in their neighborhoods and in the community at large.  These behaviors are reinforced by what youth see on television, on the Internet, in video games, movies, music videos, and what they hear in their music.

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With the THINK FIRST Program it targets students from the ages of 13-18 who shows signs of aggressive behavior, anger coping, discipline issues, aggressiveness, and not

able to handle conflict with peers and adults. A lot of these students have

substance abuse issues along with these other behaviors.

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This is a group program that will help the students:

❶ Develop anger management skills❷ Develop skills for social processing to

reduce impulsive and aggressive behaviors.It can be used with ALL students whether they have behavioral issues or not. It will help students develop skills to function in society.

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❶ Students will meet for 50 minutes session twice a week for 6 weeks.

❷ Will role play to help control anger and aggressiveness.

❸ Will model appropriate behavior in dealing with anger and impulsiveness.

❹ Will break into groups and discuss different scenarios dealing with peer issues

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The features and goals I would want with this program is to reduce and prevent:

❶ Discipline Problems❷ Fighting❸ Substance abuse that can lead to

anger and aggressiveness❹ Strategies to manage conflict❺ Recognize emotions associated with

anger

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❶ Aggressors, Victims, and Bystanders (AVB) Violence Prevention Curriculum*: This curriculum examines violence among peers,

including the roles that young people play in potentially violent situations (aggressor, victim, or bystander). It helps students to understand the dynamics of a situation, define their problems and goals, and generate positive solutions in ways that will not lead to fights. The curriculum has been found to increase students' desire to resolve conflicts peacefully and decrease their acceptance and encouragement of aggression.

❷ Flashpoint II: This curriculum explores hate crimes, civil rights, prejudice, and stereotyping, and provides young people with skills

for analyzing the media's depiction of ethnic, racial, and religious groups. It also helps adolescents to build better relationships with diverse

groups, and gives them strategies they can implement and use to help victims (http://www.preventioninstitute.org/schoolviol3.html).

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❸ Resolving Conflict Creatively Program (RCCP): RCCP is a research-based, K-12 program that seeks to change the culture of schools

to ensure that young people develop social and emotional skills to reduce violence and prejudice, form caring relationships, and build healthy lives. RCCP is the nation's largest and longest-running conflict resolution program for schools, and is currently being used in over 375 schools nationwide. It has been found to benefit all children regardless of gender, grade, or risk status, with RCCP participants being less likely to perceive their social world as hostile, and more likely to view violence as unacceptable and chose a nonviolent solution to conflict.

❹ The Bullying Prevention Project. A comprehensive model for bullying prevention that includes training for parents and staff members,

classroom activities, and school wide procedures for preventing and responding to bullying for elementary, middle school through high

school (Ferlong 2005)

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Carteret, M., (2011) Dimensions of Culture. Retrieved on August 4, 2013 from

http://www.dimensionsofculture.com/2011/05/health-care-for-african-american-patientsfamilies/

Furlong, M., Felix, E., Sharley, J., & Larson, J. (2005) Preventing School Violence: A Plan for Safe and Engaging Schools. Retrieved on August 5, 2013 from http://www.nasponline.org/resources/principals/Student%20Counseling%20Violence%20Prevention.pdf

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Medina, A., Margolina, G., & Gordis, E. (2013) Children’s Exposure to Violence-Community Violence, Domestic Violence-General Effects

Retrieved on August 4, 2013 from http://education.stateuniversity.com/pages/2531/Violence-Children-s-Exposure.html

Prevention Institute (2013) Strategies, Resources, and Contacts for Developing Comprehensive School Violence Prevention Programs.

Retrieved on August 5, 2013 from http://preventioninstitute.org/schoolviol3.html

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Psychsocial Issues (2013) The Latino Community: The Cultures, Values, and Behaviors. Retrieved on August 4, 2013 from http://psychsocialissues.com/2013/04/05/the-latino-community-the-culture-values-and-behaviors/

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