Why School Anti-Bullying Programs Don't Work - Twemlow, Stuart W.
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Présentation Why School Anti - Bullying Programs Don't Work Format Relié
- Livre Littérature Générale
Résumé :
This book serves as a guide for readers interested in improving school climate. Using 15 years of consultation and research in a variety of United States and foreign schools, the authors strip down the elements needed to create a healthy and productive school climate. The book challenges many commonly held notions about violence prevention and outlines a simple and inexpensive formula for creating sustained change in any school. The book stresses understanding of the underlying processes involved in the bully-victim-bystander power dynamics, the value of altruism, and the use of natural leaders to begin and sustain change in a school climate. A note on the book's cover: Positive vibrations is taken from a Bob Marley song: Rastaman vibration positive, you can't live that negative way. The song rallies people to be positive and strong, and to speak honestly and stand up for their rights, while taking care of themselves. Although jamaican in origin, it has universal application to be a gentle warrior in one's personal life for the good of self and others....
Biographie:
Stuart W. Twemlow is professor of psychiatry at Baylor College Medicine. ...
Sommaire:
Stuart W. Twemlow is professor of psychiatry at Baylor College Medicine. Frank C. Sacco is president of the Community Services Institute, Agawam & Boston (MA)....
We learned that what you [do] to change a school [is] secondary to how you [do] it, and that the most powerful tool in changing a school is the 'buy in' of teachers. Society has to 'buy in' too. This book is eye opening and gives a stark view of social systems where, in large sectors of our youth, violence is power and power dynamics govern the behaviors of many among them. The authors emphasize that the actions of crime-perpetrators and victims are facilitated and contained, even while they are mentalized, by its bystanders. Bystanders at all levels of social groups are, passive or not, participants of crime. While the authors do not say so, it leads one to ask if the bystander is nearly as much responsible for a crime as the perpetrator. The study on which this book reports addressed ways of changing a school's climate using a randomized, controlled study [which involved] nine schools and thousands of children. The book, dedicated to Educators all over the planet, is rich in pow
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