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Violence Prevention Program for Middle School Students

ViolencePrevention Program for Middle School Students



Overthe past few years, school shootings, especially in America, havedevastated most people due to the randomness in nature of how theybecome publicized. Their effects entail an increase in fear among thepublic as well as epidemic proportions that leave parents believingthat their communities no longer provide safe conditions. Theseperceptions combined the growth in lethality of youth violence bringsabout the urgency for searching for searching for effective violenceprevention efforts. The essence of the present study entailsdeveloping a violence prevention program specifically for middleschool students. Most importantly, the program will focus on elementsthat facilitate the establishment of an environment where youth feelsafe, valued, connected and responsible for their behavior.Nevertheless, the program will mostly focus on the prevention of allforms of violence ranging from bullying, use of guns, and organizedgang activity to aggressive behavior in classrooms.

Developmentof the Program

Theestablishment of a program aimed at preventing violence amongadolescents and the youth requires an ecologic understanding ofaggression based on specific constructs of social cognitive theory.The program propagated in the present study seeks to intensifyawareness regarding the different types of aggression, risk factors,parental roles ad influence of the school climate on the behavior ofthe children. It also aims at establishing strategies that willprevent aggression through improving parents’ management skills inreducing aggression and power struggles. These will be followedclosely by the enhancement of competencies necessary for assistingstudents who fall victim to assault. Additionally, it will createawareness on gang related activities that make them attractive tostudents.

Theachievement of these factors will occur through understanding thatgangs in schools lure students through responding to the issues thataffect in real life. The groups provide the dysfunctional studentswith a sense of acceptance that allows them to withdraw and at timesdisregard their families. They also provide a platform wheremarginalized students such as immigrants acquire a strong ethnicidentity that enables them to fit into the new environment. The rootcauses of violence among students include the fact that theyexperience a sense of alienation and powerlessness based onunavailability of traditional support structures such as family.These aspects drive students towards feeling frustrated, angry andthus develop the urge to seek support outside the traditionalinstitutions. On the other hand, gangs provide avenues where studentsmay feel welcome and appreciated by getting a sense of power andcontrol. The groups also provide activities where students expresstheir fears and anger as well as get a sense of identity.

Therefore,the program will involve a 10-hour per week training workshop forboth parents and students. It will be followed closely by supportgroup meetings where all participants will engage in discussionsregarding the problems related to the implementation of strategieshighlighted in the workshop. Most importantly, the workshop willinvolve a forum based on five concepts where the first entailsdiscussion of the core values. These core values will form thefoundation for establishing a positive school environment whereparents, teachers and students implement successful strategies forpreventing violence. The second concept entails incorporating allparticipants in a platform which upholds equality, dignity, andrespect. This concept will be assessed through a weekly schedule thatinvolves parents, teachers, and students in participating in a jointactivity where they promote peace and strengthen the foundations offamily recognition. These will allow the demonstration of the factthat aggression, violence, and bullying are banned from schools.Parents will be required to demonstrate that they believe in theirchildren through valuing them and taking part in the schoolactivities. These elements may occur through sharing responsibilitiesby establishing partnerships with their children, school managementand the community as a whole. On the other hand, students mayparticipate by informing their parents and listening to them ininstances where warning signs emerge.