The article discusses the nine steps that should be included in an ideal school crisis management plan: 1) form a crisis management team, 2) conduct safety audits, 3) develop policies for various emergencies, 4) conduct safety drills, 5) develop a discipline plan, 6) provide means for students to communicate concerns, 7) teach alternatives to violence, 8) evaluate administrative practices, and 9) identify students at risk for violence. The crisis management plan aims to ensure school safety and prepare for any potential crisis by adhering to comprehensive guidelines.
Enhancement on Disaster Risk Reduction and Management (DRRM) operations of th...AkashSharma618775
The study aimed to determine the enhancement on Disaster Risk Reduction and Management (DRRM)
operations of the schools in the 2nd Congressional District of Sorsogon for the years 2016-2019. It used the
descriptive-survey method since a questionnaire was devised in gathering the primary data as reflected in the
problem. The respondents were the 30DRRM coordinators of the public elementary schools in the 2nd
Congressional District of Sorsogon which were purposively chosen. The statistical tools utilized were frequency
and ranking.
The study revealed that the activities conducted by the school before the disaster were the conduct regular
earthquake and fire drills in rank 1 that were cited by 28 out of 30 respondents which is followed by the conduct of
disaster preparedness orientation with the pupils is favored by 18 respondents that is rank 2. Similarly, 15
respondents mentioned that they meet with PTCA and other stakeholders to discuss the preparedness of the school
in rank 3 then 13 respondents prepare the DRRM plan which is rank 4. Also, the integration of the disaster
preparedness in the lesson was revealed by 10 respondents in rank 5.
During the disaster, the activities were the provision of advisory and announcements about the disaster and
suspending classes as per DepEd guidelines were stated by 20 respondents which are tied in ranks 1 and 2. Then,
the implementation of the DRRM plan was cited by 16 respondents in rank 3 while the tracking of all the school
personnel and learners and coordination with LGU and barangay officials were revealed by 13 respondents that
are tied in ranks 4 and 5.
The activities of the school after the disaster were the conduct of inventory of the damages came out as the most
commonly done activities as cited by 24 respondents in rank 1. Then, the preparation and submission of reports of
damages to the Division Office was mentioned by 18 respondents in rank 2. Meanwhile, the inspection and
assessment of the condition of the infrastructures were revealed by 16 respondents that are tied in ranks 3 and 4.
Also, 13 respondents said that the coordination with the government agencies for immediate assistance was stated
by 13 respondents which is in rank 5.
Moreover, the top three lessons learned of the school after the disaster as revealed by the respondents were the
conducts to capability building activities for increasing the knowledge and skills to cope with the impact of
disasters with frequency of 23, preparedness of schools in time of disasters with frequency of 13, implementing
properly the continuous and sustained conduct of disaster risk assessment with frequency of 11.
School-Based Enterprises and Environmental Sustainability
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The paper on the ANALYSIS OF SCHOOL TEACHERS’
ATTITUDES ON THE IMPORTANCE OF ENVIRONMENTAL
EDUCATION GOALS was presented at the 15th. Simposium Kimia Analisis (SKAM-15) in Bayview Beach Resorts, Penang on September 10-12, 2002
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONA...William Kritsonis
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013.
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
Missions in Papua New Guinea: A History of Missions among the Kafe People by ...William Kritsonis
Missions in Papua New Guinea: A History of Missions among the Kafe People by Dr. Rick Lumadue and Robin Lumadue - Published by NATIONAL FORUM JOURNALS, www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
Enhancement on Disaster Risk Reduction and Management (DRRM) operations of th...AkashSharma618775
The study aimed to determine the enhancement on Disaster Risk Reduction and Management (DRRM)
operations of the schools in the 2nd Congressional District of Sorsogon for the years 2016-2019. It used the
descriptive-survey method since a questionnaire was devised in gathering the primary data as reflected in the
problem. The respondents were the 30DRRM coordinators of the public elementary schools in the 2nd
Congressional District of Sorsogon which were purposively chosen. The statistical tools utilized were frequency
and ranking.
The study revealed that the activities conducted by the school before the disaster were the conduct regular
earthquake and fire drills in rank 1 that were cited by 28 out of 30 respondents which is followed by the conduct of
disaster preparedness orientation with the pupils is favored by 18 respondents that is rank 2. Similarly, 15
respondents mentioned that they meet with PTCA and other stakeholders to discuss the preparedness of the school
in rank 3 then 13 respondents prepare the DRRM plan which is rank 4. Also, the integration of the disaster
preparedness in the lesson was revealed by 10 respondents in rank 5.
During the disaster, the activities were the provision of advisory and announcements about the disaster and
suspending classes as per DepEd guidelines were stated by 20 respondents which are tied in ranks 1 and 2. Then,
the implementation of the DRRM plan was cited by 16 respondents in rank 3 while the tracking of all the school
personnel and learners and coordination with LGU and barangay officials were revealed by 13 respondents that
are tied in ranks 4 and 5.
The activities of the school after the disaster were the conduct of inventory of the damages came out as the most
commonly done activities as cited by 24 respondents in rank 1. Then, the preparation and submission of reports of
damages to the Division Office was mentioned by 18 respondents in rank 2. Meanwhile, the inspection and
assessment of the condition of the infrastructures were revealed by 16 respondents that are tied in ranks 3 and 4.
Also, 13 respondents said that the coordination with the government agencies for immediate assistance was stated
by 13 respondents which is in rank 5.
Moreover, the top three lessons learned of the school after the disaster as revealed by the respondents were the
conducts to capability building activities for increasing the knowledge and skills to cope with the impact of
disasters with frequency of 23, preparedness of schools in time of disasters with frequency of 13, implementing
properly the continuous and sustained conduct of disaster risk assessment with frequency of 11.
School-Based Enterprises and Environmental Sustainability
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The paper on the ANALYSIS OF SCHOOL TEACHERS’
ATTITUDES ON THE IMPORTANCE OF ENVIRONMENTAL
EDUCATION GOALS was presented at the 15th. Simposium Kimia Analisis (SKAM-15) in Bayview Beach Resorts, Penang on September 10-12, 2002
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONA...William Kritsonis
Dr. Rosa Maria Abreo and Dr. Kimberly S. Barker, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013.
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982)
Missions in Papua New Guinea: A History of Missions among the Kafe People by ...William Kritsonis
Missions in Papua New Guinea: A History of Missions among the Kafe People by Dr. Rick Lumadue and Robin Lumadue - Published by NATIONAL FORUM JOURNALS, www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief
GoodData: Introducing Insights as a Service (White Paper)Jessica Legg
Crafted and copywrote a new white paper announcing new GoodData product features and positioning as the first entrant in the Insights-as-a-Service category. Led design and development applying new branding.
Summary: BI is entering a new era, an era where purchasing decisions are being led by business units and managers, instead of corporate systems and IT. Learn more about this fundamental market shift and the benefits Insights as a Service can offer your business in this white paper.
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. William Kritsonis & Dr. Norman L. Butler
GoodData: Introducing Insights as a Service (White Paper)Jessica Legg
Crafted and copywrote a new white paper announcing new GoodData product features and positioning as the first entrant in the Insights-as-a-Service category. Led design and development applying new branding.
Summary: BI is entering a new era, an era where purchasing decisions are being led by business units and managers, instead of corporate systems and IT. Learn more about this fundamental market shift and the benefits Insights as a Service can offer your business in this white paper.
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. William Kritsonis & Dr. Norman L. Butler
METHODS OF PREVENTING BULLYING IN SCHOOLS1METHODS OF PREVEN.docxMARRY7
METHODS OF PREVENTING BULLYING IN SCHOOLS
1
METHODS OF PREVENTING BULLYING IN SCHOOLS
6
Methods of Preventing Bullying In Schools
Kaplan University
David Bumford
11/21/13
Methods of Preventing Bullying In Schools
Bullying is a grave social problem in our communities, schools, and homes. In most cases bullying is dismissed a ‘rite of passage’ that affects the adolescent. However, research findings are in contrary
to this assertion because they have proven beyond reasonable doubt that bullying is an acquired behavior that is learned and can be detrimental to the physical, academic, emotional, and social development of all parties involved in the act. It is important to note that bullying affects the targets, bullies, and witnesses of the act. Bullying does not affect the youth only but it is a problem at all ages (Goryl, Neilsen-Hewett, & Sweller, 2013). Countless volumes of research have come up with “anti-bullying” programs, and despite increased media scrutiny of the vice
and campaigns against the act, the vice remains a thorn in the sole that has to be removed and eradicated from the social platform. Bullying is a social issue that is complex and requires a lot of determination, courage, and leadership to address. With an increase in technology that has provided rapid and impulsive communication, it has only opened up channels and an increase in bullying degrees than never experienced before.
This has called for immediate response than never ever before in addressing the social menace
. It is in line with this that this paper acknowledges the fact that, to promote the prevention of bullying school
administrators, educators, and socially dominant figures need to work together. The paper will look at ways of preventing bullying at both the school and community level.
Before this paper ventures further in describing some of the possible solutions that can be implemented to prevent bullying, it is important to state what bullying is and what it is not. Bullying is defined as any form of severe physical or pervasive act that includes communication in writing, electronically that is aimed at a student, or a group of student and it could have the following effects on the target:
· Placing the target in reasonable fear of harm either in person or their property
· Negatively affecting the students’ mental or physical health
· Substantially negatively affecting the students’ performance academically or
· Interfering with the ability to engage and benefit from activities, services, and privileges provided by the school
On the other hand, some conduct although closely related to bullying are not classified as bullying and these conducts include:
· Mere teasing
· Talking trash
· Trading of insults
· The expression of beliefs and ideas, as long as the expression is not profane, lewd, or in any way intended to harass or intimidate another
.
In an effort to prevent bullying which is very prevalent in our schools, some states such as the State of ...
The global COVID-19 pandemic has led to unprecedented levels of disruption to education, impacting over 90%
of the world’s student population: 1.54 billion children,
including 743 million girls. School closures and the wider
socio-economic impacts of COVID-19 on communities
and society also disrupt children’s and young people’s
normal support systems, leaving them more vulnerable
to illnesses and child protection risks such as physical
and humiliating punishment, sexual and gender-based
violence, child marriage, child labour, child trafficking and
recruitment and use in armed conflict. Girls and other
marginalised groups, particularly those in displaced settings, are particularly affected.
As governments prepare to reopen schools and other
learning sites, ministries and school communities must
minimise the risk of transmission of COVID-19 within
learning spaces and address the learning inequalities and
protection concerns exacerbated by COVID-19 school closures, particularly for girls and other marginalised groups.
Lessons learned from the COVID-19 school closures
must inform disaster and emergency preparedness for
future outbreaks of COVID-19 alongside other contextually
specific hazards that might further jeopardize children’s
rights to learn, be safe and survive. The school reopening process offers a unique multi-sectoral opportunity
for governments and school communities to build back
better, address gender inequalities and strengthen the
resilience of the education system. An inclusive, participatory process can help bring all children and young people
into school and leave no one behind.
This paper reviews studies on school safety and safety precautionary measures in schools to safe guard the lives and properties in the school environment. To this end, the review is done under the following headings: theoretical framework; concept of safe school; relevance of the concept of safe school to health education; empirical evidences of studies on school safety. The primary responsibility of every Local Education Authority (LEA) is to ensure a safe and secure environment for students, staff and visitors. Specific actions that schools can take to increase school safety include ways to identify possible warning signs of students-at-risk and provide support to such students who do not feel that they belong in the school community. Working together, schools and community partners can focus their emergency planning using national guidance, including efforts to build a positive school climate to establish relations of trust and respect among students and staff in order to encourage them to share information about threatening behavior before an incident occurs. Students who do not feel safe at school stay home, and when students are not in school, they do not perform academically; it is therefore recommended that students’ perception of safe school is vital for progress in the entire educational endeavour.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
MARUTI SUZUKI- A Successful Joint Venture in India.pptx
Lunenburg, fred c the crisis management plan nfeasj v27 n4 2010
1. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
VOLUME 27, NUMBER 4, 2010
The Crisis Management Plan:
Promoting School Safety
Fred C. Lunenburg
Sam Houston State University
________________________________________________________________________
ABSTRACT
A serious problem facing school administrators today is the increasing level of lethal
violence in schools. It is essential for school administrators to anticipate and be
prepared for every imaginable crisis. Therefore, all schools need to have a
comprehensive crisis management plan. In this article, I discuss the nine steps
contained in an ideal crisis management plan.
________________________________________________________________________
One of the most serious problems that school administrators face today is the
increasing level of lethal violence in schools. The Columbine High School massacre is
just one example (Marsico, 2011). It is essential for school administrators to be prepared
for such incidents. Schools need to have a comprehensive crisis management plan in
order to prepare for every imaginable crisis (Philpott, 2010). By adhering to the following
steps, school administrators can ensure to the greatest degree possible that their schools
are safe for students and staff alike (Fox, 2011; Hauserman, 2011; Lindeen, 2012;
Reeves, 2010).
Form a School-wide Crisis Management Team
The team should be made up of school staff and parents, as well as representatives
from social service and mental health agencies, the religious community, recreational
organizations, and law enforcement. The charge of the crisis management team is to
develop and evaluate a comprehensive plan for school safety.
Conduct an Ongoing, School-wide Safety Audit
A firm knowledge base has emerged, called Crime Prevention Through
Environmental Design (CPTED), which examines the design and use of school spaces
according to how well they enhance school safety (Hauserman, 2011). A CPTED
evaluation prescribes changes in the design of the school building, in patterns of building
use, and in supervision processes to reduce the likelihood of school crime and violence.
1
2. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
2_____________________________________________________________________________________
Items addressed in a CPTED analysis would include the design and location of
bathrooms; the height of windows; how entrances and exits to the school are monitored
and managed; the use of lighting, natural surveillance capabilities, and obstructions
thereof; where locker bays are located and how they are managed; identification of low-
traffic areas requiring an increased adult presence; identification of school sites that tend
to be inhabited inappropriately by certain groups of students; scheduling procedures that
result in large groups of students coming in contact with each other in crowded spaces;
how students and other adults who belong in the school are recognized and identified;
and procedures that allow students to communicate anonymously their concerns about
other students or situations.
Develop Policies and Procedures for Various Emergencies
Specific policies and procedures must be developed to address a wide range of
potential problems at the district, school, and classroom levels. These could include a
violence-prevention policy, a zero-tolerance policy for weapons and drugs, a dress code,
and an intruder policy.
It may be helpful if the principal divides policies and procedures into categories
like the following (Reeves, 2010):
1. The people crisis category could include medical emergencies, intruders, drive-by
shootings, student runaways or abductions, deaths of students or staff members, and
bomb threats.
2. The natural disaster category could include fires, tornados, earthquakes, other severe
weather, or floods.
3. The physical plant category could include policies that address power outages,
nonworking phone lines, gas leaks, hazardous materials, or explosions.
Conduct Safety Drills
Every aspect of the crisis management plan should have at least two people
responsible for coordinating each task. Staff members should be assigned to respond to
emergency teams, parents, and the press. Each school should carefully consider its
physical plant and analyze where students should be directed to go from wherever they
are in the school. Upon hearing a predetermined signal or tone, teachers should lock
down classrooms (Fuentes, 2012; Lassiter, 2010). Every room should have two methods
for communicating with the office (i.e., a two-way public announcement system and a
phone, cell phone, or walkie-talkie).
Develop a School-wide Discipline Plan
School discipline should be consistent, predictable, and perceived as fair by
students in the school (Thompson, 2011). It is essential that every crisis management
plan include a carefully developed school-wide discipline plan that has input from
teachers, students, parents, administrators, and other adults in the school (Bear, 2011).
3. FRED C. LUNENBURG
_____________________________________________________________________________________3
The plan should be posted throughout the school with clearly stated rules that govern
classroom, cafeteria, playground, gym, and hallway behavior.
Provide a Means for Students to Communicate Information to Staff
A recent report notes that in several instances of school violence or student
suicide, some students knew in advance of the activity but did not tell anyone (Juhnke,
2011). It is essential in such situations that children have a way to communicate their
concerns or fears to the staff in a way that maintains confidentiality, respect, and safety.
Teach Students Alternatives to Violence
In any program aimed at averting student violence, it is first necessary to focus
attention on students’ individual needs and problems (Gallant, 2011). School staff should
address such topics as self-esteem, conflict resolution, impulse control, consequences of
gang membership, and stress management (Yell, 2009). Schools also need to foster a
sense of belonging among students. One reason why students join gangs is that these
groups meet their need for belonging (Soliz). After-school extracurricular activities and
clubs also may help reduce violence (Barbieri, 2009; Jones, 2011).
Evaluate Administrative Practices of the School
How a school is operated can have a strong impact on its relative safety.
Academically effective schools, for example, tend to be safer schools (Bulach,
Lunenburg, & Potter, 2008). Schools that provide a positive, inclusive climate tend to
have less conflict and fewer instances of aggressive, bullying behavior (Espelage, 2011).
Schools that have the number of students for which they were designed tend to have
fewer behavioral incidents and problems (Reeves, 2010). Safer schools tend to have
clear behavioral and performance expectations for everyone (Drolet, 2011; Locke &
Latham, 2012).
Use Resources to Identify Students “At-Risk” for Violent Behavior
School administrators can use an excellent resource for identifying troubled youth
and responding to their needs. It is called the Early Warning/Timely Response Guide for
making schools safer and violence free. This guide was jointly developed by the U.S.
Attorney General’s Office and the U.S. Department of Education. It contains
comprehensive guidelines and recommendations for the early profiling of troubled youth
and the role that schools, teachers, parents, communities, and peers can play in
responding to their problems and meeting their needs. It is a valuable tool for addressing
the current crisis of school safety. The guide is a public-domain publication. It costs
nothing. The guide can be downloaded from the Internet at the following URL:
http://www.ed.gov/offices/OSERS/OSEP/earlywrn.html. Table 1 provides a sample
checklist that school administrators can use to identify violence-prone students.
4. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
4_____________________________________________________________________________________
Table 1
Checklist for Identifying Students at Risk for Violent Behavior
Children and adolescents at risk may:
express self-destructive or homicidal ideation
have a history of self destructive behavior
articulate specific plans to harm self or others
engage in “bullying” other children
have difficulty with impulse control
evidence significant changes in behavior
engage in substance abuse
become involved with gangs
evidence a preoccupation with fighting
have a history of antisocial behavior
evidence a low tolerance for frustration
externalize blame for their difficulties
evidence a preoccupation with guns and weapons
have engaged in fire setting
evidence persistent bed wetting
appear to be, or acknowledge, feeling depressed
talk about “not being around”
express feelings of hopelessness
give away possessions
appear withdrawn
evidence significant changes in mood
experience sleep and eating disturbances
have experienced prior trauma or tragedy
have been, or are, victims of child abuse
have experience a significant loss
evidence a preoccupation with television programs and movies with violent themes
evidence a preoccupation with games with violent themes
have harmed small animals
have brought a weapon to school
evidence frequent disciplinary problems
exhibit poor academic performance
have frequently been truant from school
5. FRED C. LUNENBURG
_____________________________________________________________________________________5
Conclusion
One of the most serious problems that school administrators face today is the
increasing level of lethal violence in schools. The Columbine High School massacre is
just one example. It is essential for school administrators to be prepared for such
incidents. Schools need to have a comprehensive crisis management plan in order to
prepare for every imaginable crisis. The model crisis management plan I have provided
consists of the following steps: form a school-wide crisis management team; conduct an
ongoing, school-wide safety audit; develop policies and procedures for various
emergencies; conduct safety drills; develop a school-wide discipline plan; provide a
means for students to communicate information to staff; teach students alternatives to
violence; evaluate administrative practices of the school; and use resources to identify
students at-risk for violent behavior.
References
Barbieri, M. (2009). Extracurricular activities. New York, NY: St. Martin’s Press.
Bear, G. G. (2011). School discipline and self-discipline: A practical guide to promoting
prosocial student behavior. New York, NY: Guilford Publications.
Bulach, C., Lunenburg, F. C., & Potter, L. (2008). Creating a culture for high-performing
schools: A comprehensive approach to school reform. Lanham, MD: Rowman &
Littlefield.
Drolet, B. M. (2011). Building a bridge to success: From program improvement to
excellence. Lanham, MD: Rowman & Littlefield.
Espelage, D. L. (2011). Bullying in North American schools. New York, NY: Taylor &
Francis.
Fox, J. A. (2011). Violence and security on campus: From preschool through college.
Santa Barbara, CA: Greenwood Publishing Group.
Fuentes, A. (2012). Lockdown high: When the schoolhouse becomes a jailhouse. New
York, NY: Verso Books.
Gallant, T. B. (2011). Creating the ethical academy: A systems approach to
understanding misconduct and empowering change. New York, NY: Routledge.
Hauserman, M. E. (2011). A look at school crime safety. Hauppauge, NY: Nova Science
Publishers.
Jones, H. W. (2011). A high school experiment in extracurricular student activities.
Bayonne, NJ: General Books.
Juhnke, G. A. (2011). Suicide, self-injury, and violence in the schools: Assessment,
prevention, and intervention strategies. New York, NY: Wiley.
Lassiter, W. L. (2010). Preventing violence and crime in America’s schools: From put-
downs to lock-downs. Santa Barbara, CA: Greenwood Publishing Group.
Lindeen, M. (2012). Being safe at school. Mankato, MN: Child’s World, Incorporated.
Locke, E., & Latham, G. (2012). New developments in goal setting and task performance.
New York, NY: Taylor & Francis.
6. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
6_____________________________________________________________________________________
Marsico, K. (2011). Perspectives on the Columbine high school massacre murder in the
classroom. Tarrytown, NY: Marshall Cavendish.
Philpott, D. (2010). Public school emergency preparedness and crisis management plan.
Rockville, MD: Government Institutes.
Reeves, M. A. (2010). Comprehensive planning for safe learning environments: A school
professional’s guide to integrating physical and psychological safety. New York,
NY: Routledge.
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