Creating safe schools from the inside out
This book details a comprehensive process for empowering students and teachers as school improvement leaders and “experts.” Bill Preble and Rick Gordon explain how schools can use the SafeMeasures™ collaborative action research process to:
Each chapter features success stories from real schools, strategies and implementation activities, and book study questions that help all stakeholders transform both their school climate and student learning.
This volume introduces five evidence-based anti-bullying programs developed in European countries, where much of the early innovations and adaptations have occurred. Based on state-of-the-art knowledge, This volume answers:How can educators detect that bullying is going on in their school? How can educators respond competently in acute bullying situations? How can educators prevent bullying in their schools in the long run?
This is the 133rd volume of New Directions for Youth Development, the Jossey-Bass quarterly report series dedicated to bringing together everyone concerned with helping young people, including scholars, practitioners, and people from different disciplines and professions.
From a teaching background herself, Belinda Hopkins is at the forefront of the development of restorative justice in the UK, and in this practical handbook she presents a whole school approach to repairing harm using a variety of means including peer mediation, healing circles and conference circles. She provides clear, practical guidance for group sessions and examines issues and ideas relating to practical skill development for facilitators.
Clearly structured and with photocopiable sheets, this book is an excellent resource for teachers, school counsellors and youth workers seeking a more positive and effective way to deal with conflict in educational settings.
These approaches have proven to be highly effective in criminal justice systems around the world, and are beginning to be applied more widely in educational contexts. This edited volume draws together for the first time contributions from an interdisciplinary field of international experts and practitioners on the subject, and offers both critique and guidance in order that the implementation of restorative approaches in schools may be undertaken thoughtfully and sustainably. This exciting new text will be a key reference book for locating contemporary, international and inter-disciplinary debate in the field.