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


Helen Cowie & Dawn Jennifer

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  • Chapters
  • Front Matter
  • Back Matter
  • Subject Index
  • Copyright

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    To Corrie, Isabel and Haruki (HC)

    To Flora, Alex and Dave (DJ)

    List of Tables, Boxes and Case Studies

    • 2.1 Risk Factors for Youth Crime 14
    • 2.2 Protective Factors for Youth Crime 16
    • 8.1 The Five Steps of Mediation 96
    • 9.1 The Support Group Method: Five Steps for Implementation 114
    • 3.1 European Charter for Democratic Schools Without Violence 23
    • 3.2 An Assembly Calendar 26–27
    • 5.1 Considerations for Questionnaire Design 52–54
    • 5.2 Considerations for Semi-Structured Interview Design 55–56
    • 5.3 Considerations for Carrying out Observations 57
    • 5.4 Examples of Structured Research Activities 57–58
    • 5.5 Involving Children and Young People 58
    • 8.1 Pupil Views on the Process from the Youth Justice Board Evaluation 103
    • 8.2 The Impact on Schools of a Restorative Practice Programme 104
    • 9.1 The Support Group Meeting 116
    Case Studies
    • 3.1 Working with the Local Police 28–29
    • 3.2 Working with a National Voluntary Organisation 29
    • 4.1 Readiness to Conduct a Needs Analysis 40–41
    • 6.1 What can the Bystander do? 68–69
    • 6.2 Using Email to Provide a Confidential Peer Support Service 71–72
    • 7.1 Second Step: A Violence Prevention Curriculum 85–86
    • 8.1 The community or the Individual? 94
    • 8.2 Kate and Nicky quarrel over Tony 96–98
    • 8.3 Using a Conference to Resolve a Friendship Difficulty 99–100
    • 8.4 Ongoing Aggression between Paul and his Teachers 101–102
    • 9.1 Stephen: an Isolated Boy 114–115
    • 9.2 Angela: a Girl who Reinforced Bullying Behaviour 117–118

    List of Activities, Activity Handouts and Figures

    Activity Handouts
    • 3.1 Euler Circles 33
    • 4.1 Needs Analysis Working Group 48
    • 4.2 What do We mean by a Needs Analysis? 49
    • 5.1 What would you do if — ? 65–66
    • 6.1 Behaviour Cards 78
    • 6.2 Role Card for Supportee 79
    • 6.3 Observer's Checklist 80
    • 8.1 Five Steps to Mediation 108
    • 8.2 Observer's Checklist 109
    • 8.3 The Dispute 110
    • 8.4 Debriefing a Conference 111
    • 2.1 Model for Understanding the Nature of School Violence 14
    • 3.1 Illustration of a Whole-School Community Approach to the Promotion of Non-Violence 22
    • 3.2 Model of Involvement for a Whole-School Community Approach to the Promotion of Non-Violence 25
    • 4.1 Carrying out a Needs Analysis 36
    • 4.2 Levels of Readiness 40
    • 8.1 Building a Framework for Restorative Practice 95


    ABC Training Services

    Anthony Daly

    Nicky Hutson

    Flora Jennifer-Burchell who supplied the illustrations on pp. 129–31

    Jill Knell

    Carrie Anne Myers

    Julie Shaughnessy

    Steve Wooldridge

    British Psychological Society

    Council of Europe

    World Health Organization

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