Managing violence in schools: A whole-school approach to best practice

Managing Violence in Schools: A Whole-School Approach to Best Practice

Volumn , Issue , 2007, Pages 1-144

  Cowie, Helen ^a   Jennifer, Dawn ^a  

^a UNIVERSITY OF SURREY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84949788406     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4135/9781446214558     Document Type: Book

References (270)

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103. School Emotional Environment for Learning Survey (SEELS), http://www.antidote.org.uk/offer/seels.html
104. Varnava, G. (2005) Checkpoints for Schools: Towards a Non-Violent Society. London: NSPCC. A copy of the document can be downloaded from http://www.nspcc.org.uk/Inform/TrainingAndConsultancy/Consultancy/SupportingProductsAndResources/CheckpointsForSchools_asp_ifega23428.html
105. Wirral Health Promoting Schools Scheme. Health Links, 49 Hamilton Square, Birkenhead, CH41 5AR. Tel: +44 (0) 151 647 0211, http://www.wirralhealth.org.uk/healthlinks/youth.asp
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107. Laws, S. and Mann, G. (2004) So You Want to Involve Children in Research? A Toolkit Supporting Children's Meaningful and Ethical Participation in Research Relating to Violence Against Children, retrieved 21 October 2005 from http://www.unicef.ca/mission/childProtection/violencestudy.php
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112. Cowie, H. and Hutson, N. (2005) 'Peer support: a strategy to help bystanders challenge school bullying', Pastoral Care in Education, 23(22): 40-4. doi:10.1111/j.0264-3944.2005.00331.x http://dx.doi.org/10.1111/j.0264-3944.2005.00331.x
113. Hutson, H. and Cowie, H. (in press) 'Setting up an email peer support service', Pastoral Care in Education.
114. ABC Training and Support, http://www.abcservices.org.uk
115. ChildLine, http://www.childline.org.uk/
116. Cowie, H. and Jennifer, D. et al. (2007) School Bullying and Violence: Taking Action, http://www.vista-europe.org
117. Scherer-Thompson, J. (2002) Peer Support Manual. London: Mental Health Foundation, UK Office, 83 Victoria Street, London SW1H 0HW, http://www.mentalhealth.org.uk/
118. Sky High Peer Support and Mentoring Training, http://www.sky-high.org.uk/
119. UK Observatory for the Promotion of Non-violence, http://www.ukobservatory.com
120. National Society for the Prevention of Cruelty to Children (NSPCC), http://www.nspcc.org.uk/asp/SSSearch.asp
121. Cole, T. (2000) Kids helping kids. Victoria, BC: Peer Resources.
122. Cowie, H. and Wallace, P. (2000) Peer Support in Action. London: Sage Publications. doi:10.4135/9781446219126 http://dx.doi.org/10.4135/9781446219126
123. Department for Education and Employment (2000) Bullying: Don't Suffer in Silence: An Anti-bullying Pack for Schools, 2nd edn.London: HMSO.
124. Petch, B. and Withers, T. (2006) Peer Mediation: Guidance Notes for Schools. Solihull Metropolitan Borough Council, PO Box 20, Council House, Solihull, West Midlands B91 3QU, UK.
125. Salter, K. and Twidle, R. (2005) The Learning Mentor's Source and Resource Book. London: Paul Chapman Publishing.
126. Cowie, H. (1998) 'Perspective of teachers and pupils on the experience of peer support against bullying', Educational Research and Evaluation, 4: 108-25. doi:10.1076/edre.4.2.108.6958 http://dx.doi.org/10.1076/edre.4.2.108.6958
127. Cunningham, C., Cunningham, L., Martorelli, V., Tran, A., Young, J. and Zacharias, R. (1998) 'The effects of primary division, student-mediated conflict resolution programs on playground aggression', Journal of Child Psychology and Psychiatry, 39: 653-62. doi:10.1017/S0021963098002558 http://dx.doi.org/10.1017/S0021963098002558
128. Menesini, E., Codecasa, E., Benelli, B. and Cowie, H. (2003) 'Enhancing children's responsibility to take action against bullying: evaluation of a befriending intervention in Italian middle schools', Aggressive Behavior, 29: 1-14. doi:10.1002/ab.80012 http://dx.doi.org/10.1002/ab.80012
129. Mental Health Foundation (2002) Peer support: Someone to turn to. An evaluation report of the Mental Health Foundation Peer Support Programme. London and Glasgow: Mental Health Foundation.
130. Naylor, P. and Cowie, H. (1999) 'The effectiveness of peer support systems in challenging school bullying: the perspectives and experiences of teachers and pupils', Journal of Adolescence, 22: 467-79. doi:10.1006/jado.1999.0241 http://dx.doi.org/10.1006/jado.1999.0241
131. Smith, P.K. and Watson, D. (2004) Evaluation of the CHIPS (ChildLine in Partnership with Schools) programme. Research report RR570, DfES publications, PO Box 5050, Sherwood Park, Annesley, Nottingham NG15 0DJ.
132. Stacey, H. (2000) 'Mediation and peer mediation', in H.Cowie and P.Wallace, Peer Support in Action. London: Sage Publications. pp. 23-35. doi:10.4135/9781446219126 http://dx.doi.org/10.4135/9781446219126
133. Bundy, J. and Cornwell, S. (2007) The Emotional Curriculum. Bristol: Lucky Duck Books.
134. Cowie, H., Boardman, C., Dawkins, J. and Jennifer, D. (2004) Emotional Health and Well-Being: A Practical Guide for Schools. London: Sage Publications. doi:10.4135/9781446215647 http://dx.doi.org/10.4135/9781446215647
135. Rae, T. and Pedersen, L. (2007) Developing Emotional Literacy with Teenage Boys. London: Paul Chapman Publishing.
136. Antidote (UK), http://www.antidote.org.uk
137. The Collaborative for Academic, Social, and Emotional Learning (CASEL), http://www.casel.org/home/index.php
138. Committee for Children (USA), http://www.cfchildren.org
139. Committee for Children (UK), http://www.cfchildren.org.uk/
140. Department for Education and Skills (DfES), http://www.dfes.gov.uk
141. Department for Education and Skills materials including the Social and Emotional Aspects of Learning (SEAL), and Social, Emotional and Behaviour Skills (SEBS) materials (UK), http://www.teachernet.gov.uk/teachingandlearning/socialandpastoral/sebs1/seal/themes/
142. Department of Health, http://www.wiredforhealth.gov.uk/
143. Miss http://Dorothy.com (UK), http://www.missdorothy.com/
144. The Incredible Years (US), http://www.incredibleyears.com/
145. Kids EQ, http://www.kidseq.com
146. National Emotional Literacy Interest Group, http://www.nelig.com
147. Promoting Alternative Thinking Strategies (PATHS) (US), http://www.channingbete.com/positiveyouth/pages/PATHS/PATHS.html
148. The School of Emotional Literacy, http://www.schoolofemotional-literacy.com
149. Second Step (UK), http://www.cfchildren.org.uk/
150. UK Observatory for the Promotion of Non-Violence, http://www.ukobservatory.com/
151. Miss http://Dorothy.com is a programme developed in and used across the UK with funding from the Home Office to give children the skills needed to keep safe. Evaluations can be found at http://www.missdorothy.com/home.asp?id=58&t=0
152. PATHS, a programme developed in the USA by Mark Greenberg and Carol Kusché, is being used extensively in the USA and in the UK. It is designed to help teachers develop young people's social emotional skills.
153. Greenberg, M.T. and Kusché, C. (1998) 'Preventive intervention for school-aged deaf children: The PATHS curriculum', Journal of Deaf Studies and Deaf Education, 3: 49-63. A summary can be found at http://www.casel.org/about_sel/pathsdesc.php doi:10.1093/oxfordjournals.deafed.a014340 http://dx.doi.org/10.1093/oxfordjournals.deafed.a014340
154. Greenberg, M.T., Kusché, C. and Mihalic, S.F. (1998) Blueprints for Violence Prevention, Book Ten: Promoting Alternative Thinking Strategies (PATHS). Boulder, CO: Center for the Study and Prevention of Violence, http://www.colorado.edu/cspv/blueprints/model/programs/PATHS.html and modelprograms.samhsa.gov/template_cf.cfm?page=model&pkProgramID=24
155. Second Step: A Violence Prevention Curriculum is a programme developed by the Committee for Children in Seattle, Washington. It is being used extensively in the USA and Canada and in over 200 schools across the UK. Translated versions of the programme are being used in Denmark, Norway, Sweden, Germany, Slovakia, Lithuania and Japan. An evaluation can be found at http://www.cfchildren.org/ssf/researchf/researchdetail
156. Grossman, C.D., Neckerman, H.J., Koepsell, T.D., Liu, P.Y., Ashere, K., Beland, K., FreyK. and Rivara, F.P. (1997) 'Effectiveness of a violence prevention curriculum among children in elementary school: a randomized controlled trial', Journal of the American Medical Association, 277: 1605-11. http://modelprograms.samhsa.gov/template_cf.cfm?page=model&pkProgramID=38 doi:10.1001/jama.1997.03540440039030 http://dx.doi.org/10.1001/jama.1997.03540440039030
157. Orpinas, P.I., Parcel, G.S., McAlister, A. and Frankowski, R. (1995) 'Violence prevention in middle schools: a pilot evaluation', Journal of Adolescent Health, 17: 360-71, http://www.casel.org/about_sel/secondstepdesc.php doi:10.1016/1054-139X(95)00194-W http://dx.doi.org/10.1016/1054-139X%2895%2900194-W
158. The Incredible Years are effective, research-based programmes developed by Carolyn Webster-Stratton, M.S.N., M.P.H., Ph.D., Professor and Director of the Parenting Clinic at the University of Washington. They are aimed at reducing children's aggression and behaviour problems and increasing social competence at home and at school. Evaluations can be found at http://www.incredibleyears.com/evaluation/evaluation-tudies.htm and modelprograms.samhsa.gov/template_cf.cfm?page=model&pkProgramID=29
159. One resource designed to support the socio-emotional development of children aged 2 to 7 includes A Box Full of Feelings (2001) distributed by Small-wood Publishing http://www.smallwood.co.uk. Developed at the Research Centre for Experiential Education, Leuven University, the activity set is built around four basic feelings: happiness, fear, anger and sadness. The aim of the box is to help children remain or get in touch with their inner world of feelings, recognize emotions in themselves, accept them, name them and have a more differentiated awareness of them. A sequel is also available for children aged from 5 to 10 years old entitled A House Full of Feelings and Emotions. Published by CEGO Publishers, Leuven, Belgium, both sets are available from http://www.cego.ped.kuleuven.ac.be
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