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This study sought to determine the major challenges in implementing a Participatory Action Research (PAR) model of consensus building in secondary schools. The focus of this research was the implementation of a social-emotional learning/violence prevention program of our own design at Cleveland High School in Seattle, Washington. Research data was collected via individual interviews with the PAR collaborators, focus groups conducted with the PAR team, and the maintenance of a journal by one of the researchers. Through qualitative analysis we were able to extract six major challenges: (1) time contraints; (2) communicating across a hierarchical system in a leaderless group; (3) participant frustration with past projects that didn't meet their expectations; (4) group organization and facilitation; (5) recruitment for the PAR team; and (6) different conceptions of violence, its causes, and how well our school is responding to this issue. We then developed multiple solutions for each of these challenges in collaboration with the PAR team.
School violence is a burning issue these days. This book provides an in-depth analysis of violence prevention programs and an assessment of their effectiveness, using data from observations, individual interviews, and focus groups, as well as published data from the schools. It is distinguished by its focus on the cultural and structural context of school violence and violence prevention efforts. Where most other researchers use quantitative measures, such as surveys, to assess the effectiveness of violence prevention programs, the authors of this book use qualitative research and ethnography to study the environment where such programs take place. Thus, this work--one of only a few ethnographic studies of violence prevention programs in schools--links previous quantitative research on the topic and critical ethnography. Preventing Violence in Schools: A Challenge to American Democracy: *includes voices of school students, accused of practicing violence, who have been participants in violence prevention programs; *analyzes a citywide peer mediation program (who benefits and who does not, who is mediated and who mediates, and what the implications of these findings may be); *examines the kinds of violence recognized in schools and the ways schools themselves may perpetuate violence; and *describes a violence prevention program for students at an alternative school. Preventing Violence in Schools: A Challenge to American Democracy is highly relevant for students in courses on urban education, foundations of education, education and social policy, youth and the law, and qualitative research, and for teachers, administrators, and other professionals, such as school psychologists and guidance counselors, at the middle and high school levels.
This timely book presents a data-driven approach to preventing and responding to school violence. As school violence receives increasing attention across the nation, the application of scientific knowledge is critical. For maximum effectiveness, transdisciplinary teams should use school data, logic models, and theories of change to design, implement, and evaluate interventions. Collaboration among key stakeholders is also necessary to address both structural and systemic barriers to success with violence prevention. With concrete methods for promoting safety in primary and secondary educational settings, this book will engage and enable school faculty, counselors, administrators, and other partners to better understand areas of common interest and learn how to work together more effectively.