Bullying+Prevention+Program+Comparison

=BULLYING PREVENTION PROGRAM COMPARISON= ==__Restorative Practices- (Angela)__ "Restorative Practices is an emerging field of study that enables people to restore and build community in an increasingly disconnected world." For a more detailed definition of this discipline practice, go to [|www.iirp.org/whatisrp.php]==

Recent years have seen a drop in disciplinary infractions in local schools like Palisades Middle and High Schools as well as Pottstown High School. Read more in the article "Improving School Climate," at []

Effective Restorative Interventions include:
 * Restorative circles
 * Restorative one-on-ones
 * Small impromptu groups
 * Family group conferences
 * Proactive class meetings
 * Journaling
 * Peer mediation - need to be trained
 * Logical consequences
 * Meetings with counselors
 * Provide mentors - could be listed as a SAP recommendation, etc.
 * Thinking/reflection chair - involves journaling
 * Buddy teachers - At Palisades MS, every child is assigned a buddy teacher. If and when a student is in trouble, he or she goes to that teacher before referring to the Assistant Principal.

Training Trainers to implement this initiative is $1100 each person for a 3 day training at the Bethlehem Campus.

__**WEB Program - Merrie**__ **//After doing some research on the WEB program that I mentioned in our last Curriculum Council Meeting, I have convinced myself that this program is not suited to best meet our needs as a district because it primarily focuses on the middle school level, and the cost is great. I feel pretty confident that there are other programs that would meet our needs better as a district.//** =  = =   = =   = =   **__ Second Steps - Mark __**= Please see the pdf files for specific information on each section of the program (pre-K, Grades 1 - 5, Grades 6 - 8)// **
 * //This program is only for grades K - 8


 * We already have some of the materials for this program, however no one has been officially trained using this program.

__**Highmark Healthy High 5 - Mark**__

 * //This program is based on the Olweus Program. I am awaiting info from their contact.//**

Update 11/25- Highmark is uncertain that this program will continue to be funded. They are awaiting notifcation in early January.

**__OLWEUS:__**
Core components of the program include School-level, Classroom-level, Individual-level, and Community-level (day care centers, etc) First step - need to form a bullying prevention coordinating committee Training of ALL staff and students is key to this program Regular classroom meetings with students are suggested Extremely comprehensive program - everyone to be trained the same way, and to discipline the same way - to promote consistency Cost - materials for each committee member $500 per building Time commitment and Buy-in from teachers and building principals is a necessity Schedule may need to be adjusted to include weekly meetings - perhaps this can be incorporated into other subject areas We may want to visit schools that already use this program **

TOO GOOD FOR VIOLENCE ** // Too Good for Violence* // is centered on teaching kids character-based skills and attitudes through the interconnected concepts of conflict resolution, anger management, respect for self and others, and effective communication. As kids learn to manage their emotions and communicate effectively, their social emotional intelligence actualizes. These proven concepts are the antithesis to violence. They promote peace and foster a sense of belonging within the students changing the attitudes and behaviors that lead to bullying and violence.

Program Research // Too Good for Violence // is based on the latest research available. To summarize these findings, the attitudes and behaviors of each individual are affected by many influences, both harmful (risk factors) and beneficial (protective factors). Studies show that to be effective, prevention education must reduce the risk factors and enhance the protective factors. (Hawkins and Catalano, et al.,1992; Benard, 1987; Benard, 1991). Too Good for Violence was designed to reduce the risk factors and enhance the protective factors that have been found to mitigate violent behavior. J. David Hawkins and Richard F. Catalano, Jr. classified the protective factors as: 0. ** Bonding ** . ** Norms ** In order to promote bonding, //Too Good for Violence// utilizes many community-building activities using cooperative learning as a critical teaching strategy. Students are given frequent opportunities to contribute and encouraged to see that by working together, we can make and keep our world a peaceable place.
 * Skills **
 * Bonding ** is the sense of belonging that comes from opportunities to participate within a supportive, caring group. The corresponding risk factor is a sense of isolation.

Activities in //Too Good for Violence// challenge negative norms and promote positive ones.The curiculum includes activities that demonstrate how cooperation is a more effective solution than competition in many conflict situations, particularly in interpersonal conflicts. Other lessons show that while conflict is inevitable, violence is not. There are also activities that encourage students to redefine what it means to be a man, a woman, and a hero.
 * Norms ** are standards or models that are regarded as typical. There are many negative norms that promote violence, such as a belief that competition is always desirable, the idea that violence is the inevitable result of conflict, and the impression that heroes are aggressive "macho" types.

Because non-violent living requires a variety of vital life skills, Too Good teaches not only conflict resolution, but also anger management and communication skills, as well as skills for giving and getting respect. These skills are complex and require much reinforcement. The program begins with simple, developmentally-appropriate skills and build from grade level to grade level. This sequential skill-building design simplifies implementation by providing grade-specific lessons that ensure students receive a thorough and comprehensive violence prevention program.
 * Skills ** are a key protective factor necessary for an effective prevention program. Even if students are bonded to positive, non-violent role models, even if they have positive norms regarding the desirability of cooperative, non-violent conflict resolution, they may still become involved in violence—as victims or perpetrators—if they don't know how to resolve conflicts peacefully.

Sessions (based on 10-week Too Good for Drugs & Violence program) . My Own Journey - Introduces the importance of goal setting and how underage drinking can interfere with reaching one's goals. . You've Been Played: A Look at Underage Drinking - Focuses on helping students identify media manipulation and recognize how these attitudes affect their decisions regarding underage drinking. . It's All Up to You - Students apply a decision making model to important decisions many high school students face. . Getting What You Want - Teaches students the complexity of listening and understanding. It also gives students the opportunity to see the importance of verbal and nonverbal communication. . The Conflict Escalator - Focuses on identifying and recognizing the characteristics of a conflict and the skills needed to de-escalate a conflict before it becomes violent. 0. Breaking Down Walls - Stresses the importance of developing a healthy sense of self and appreciating individual differences and how these factors can be helpful when dealing with prejudice and discrimination. . Relationships 101 - Identifies the characteristics of healthy and unhealthy relationships and the effects drug use can have on relationships. . Up In Smoke - Focuses on misconceptions about tobacco and marijuana. . The Reality of Drugs - Teaches students about the symptoms and the dangers of abusing prescription medication, cough and cold medications, ecstasy, cocaine and methamphetamine. . Your Journey to a Safe and Drug-Free Life - Teaches stages of addiction teenagers and possible sources of help. This lesson also serves as a review of lessons 1-9.

Infusion Lessons The Too Good for Drugs and Violence™ High School Infusion Lessons take the prevention message to the other core subjects in high school. The lessons are designed to be taught in English, Social Studies, and Science/Health subject classes to incorporate and reinforce the prevention skills taught in the Too Good for Drugs and Violence™ High School core curriculum. The Infusion Lessons reinforce personal and interpersonal skills and social skills as well as promote strong resistance skills.

// * Excerpts from Mendez Foundation, Too Good for Drugs & Violence Curriculum. // Offered by: The Center for Humanistic Change **
 * 2200 Avenue A ~ Bethlehem, PA 18017 ~ 484-821-0375 **
 * [|www.thechc.org] Email: info@thechc.org **


 * This program is being offered to all 9th graders currently in Wellness. Grant money is only available for the month of December. We are currently working with the HS Academy, administration, and Wellness teachers to utilize this great offer.