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• W206753022 abstract "While watching a televised depicting an Englishman sipping a cup of Red Rose tea and exclaiming, Only in Canada, you say! I was reminded of those Canadian educators who have echoed similar sentiments about the lack of violence in Canadian schools. Over the years we have smugly stated that violence in schools was a problem only in the United States. No longer. Canadian schools have seen a marked increase in violence. During the past year newspapers and magazines have reported alarming and sensational stories of school violence in major cities across Canada: * in Calgary a seventh-grader was stabbed to death in a schoolyard; * in Winnipeg three 14-year-olds opened fire in a school hallway with a pellet gun, and one student was shot in the neck; * in Etobicoke students from two different schools battled with knives and baseball bats, and one 16-year-old's lung collapsed after five stabbings; * in an Edmonton high school two 15-year-old boys were charged with assault after another student was stabbed in the shoulder; and * outside a Scarborough high school a 17-year-old was stabbed in the armpit during a lunch-hour argument. The rise in school violence is a major concern of teachers, school board members, and provincial officials. It is also becoming a major concern of Canadians in general. An overwhelming majority of adults (93%) responding to a poll conducted in April 1993 by Environics Research say that violence against staff and students in elementary and high schools is a major concern. The respondents considered it a greater concern than academic standards. These statistics are reported in the recent Canadian Education Association (CEA) report, Violence in the Schools: Programs and Policies for Prevention. I Defining just what constitutes violence in the schools presented a challenge to Jyl MacDougall, the author of the report. She puts forth a definition contained in the policy prepared by the Wellington County (Guelph, Ontario) Board of Education, which states: A violent activity is characterized by verbal or written threats; physical, emotional, [or] sexual abuse or harassment; or racial harassment by an individual or group of individuals which has the effect of impairing or might have the effect of impairing the health or welfare of any student or staff member. With this definition in mind the report examines youth-on-youth gang violence, violence against teachers, bullying, sexual harassment, and sexual assault. Although the news media tend to in on gang violence and sensational stabbings and shootings, most students do not belong to gangs or carry weapons to school. The metal detectors and surveillance systems used in some U.S. schools are not employed in any Canadian schools. Even though school violence has not reached a critical point, educators, school board members, and parents have decided to take some preventive action before the situation in Canada approaches that facing some U.S. schools. Thus many school boards across Canada are establishing violence prevention programs. Some of the preventive models outlined in the CEA report include the following: * the zero tolerance program, begun in an inner-city Montreal school, seeks to foster respect for others and to make young people and their parents more aware of the fact that violence is becoming pervasive without even being perceived; * the Hamilton/Wentworth Region Family Violence Prevention Curriculum integrates six critical issues (healthy relationships, communication, self-esteem, prevention of stereotyping, personal safety, and family violence awareness) into the curriculum of grades K through 13; and * the North York Board of Education provides the Alternative Suspension Program - an option for students who have been suspended - which strives to turn the period of suspension into a period of learning and rehabilitation rather than merely a time out. …" @default.
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• W206753022 title "School Violence: Not Just in the U.S" @default.
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