FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W242528263> ?p ?o ?g. }

• W242528263 startingPage "126" @default.
• W242528263 abstract "Concern over school violence has been well documented in both the public media and professional literature and has also been addressed through appropriations at the federal, state, and local levels to fund prevention and early intervention programs to eliminate youth violence. Although school shootings are rare occurrences, they have increased awareness of the need to address conditions that foster the development of violent behavior in young people. Many of these conditions can be addressed through the efforts of school counselors, who are in a key position to advocate for the healthy psychological development of youth. Recent research and theories related to risk and protective factor-based approaches to comprehensive planning for prevention and early intervention (Developmental Research and Programs, Inc. [DPR], 1994; Hawkins et al., 2000) can be used as a foundation for developing sound practices in schools. This article provides an introduction to the research base for violence prevention as well as an introduction to comprehensive school-based planning for violence prevention. In addition, the school counselors' role in facilitating such a planning process is addressed. The Research Base for Youth Violence Prevention In response to widespread public concern about school safety, to legislative mandates dictating safe school planning, and to availability of funds to support youth violence prevention efforts, schools have initiated a variety of efforts to address the problem of student violence (Government Accounting Office, 1995; U.S. Department of Education 1996, 1998). The effectiveness of these efforts depends on whether or not they are based upon sound principles for prevention programming that have evolved from the research findings on youth violence and other adolescent problem behaviors. After an extensive study of prevention research, the Institute of Medicine Committee on Prevention of Mental Disorders released a report that supports the use of risk and protective factor-based strategies as the scientific base for the prevention of mental health problems (Mrazek & Haggerty, 1994). The importance of risk and protective factors in understanding youth has probably been addressed most comprehensively in the work of Hawkins, Catalano, and their colleagues at the University of Washington(DRP, 1994). Over the last several years, they have analyzed and synthesized the results of a multitude of epidemiological and etiological investigations of violent behavior in order to identify the factors that influence the development of youth violence. This process of analysis and synthesis resulted in two important findings. First, Hawkins et al. (2000) identified a group of malleable risk factors found in multiple longitudinal studies to be predictive of later violent behavior in youth. Specifically, they determined that (a) risk factors from several domains (individual, family, school, peer, community, and neighborhood) predicted violence; (b) different risk factors were salient at different developmental periods; (c) the more risk factors present, the greater the risk of violent behavior; and (d) many of the risk factors for violence were common to other adolescent problem behaviors (drug use, school drop-out, delinquency, and teen pregnancy). Secondly, Hawkins, Catalano, and Miller (1992) provided further validation of an important finding from the research on resilient children (Benard, 1991). They found that a majority of youth who experience risk factors for violence or other problem behaviors such as drug use, delinquency, and dropping out of school develop these behaviors. Hawkins, Arthur, and Catalano (1995) concluded that the effects of exposure to risk could be mitigated by a variety of characteristics that operate as protective factors, including individual characteristics (gender, resilient temperament, positive social orientation, intelligence), bonding to systems in which the child functions (family, school, peer, community), and healthy beliefs and clear standards for behavior (DRP, 1994). …" @default.
• W242528263 created "2016-06-24" @default.
• W242528263 creator A5057972855 @default.
• W242528263 creator A5069840207 @default.
• W242528263 date "2000-12-01" @default.
• W242528263 modified "2023-09-24" @default.
• W242528263 title "A Comprehensive Approach to Shool-Community Violence Prevention" @default.
• W242528263 hasPublicationYear "2000" @default.
• W242528263 type Work @default.
• W242528263 sameAs 242528263 @default.
• W242528263 citedByCount "1" @default.
• W242528263 crossrefType "journal-article" @default.
• W242528263 hasAuthorship W242528263A5057972855 @default.
• W242528263 hasAuthorship W242528263A5069840207 @default.
• W242528263 hasConcept C118552586 @default.
• W242528263 hasConcept C136197465 @default.
• W242528263 hasConcept C138885662 @default.
• W242528263 hasConcept C154945302 @default.
• W242528263 hasConcept C15744967 @default.
• W242528263 hasConcept C17744445 @default.
• W242528263 hasConcept C199539241 @default.
• W242528263 hasConcept C2778137410 @default.
• W242528263 hasConcept C2780665704 @default.
• W242528263 hasConcept C39549134 @default.
• W242528263 hasConcept C41008148 @default.
• W242528263 hasConcept C41895202 @default.
• W242528263 hasConcept C509550671 @default.
• W242528263 hasConcept C71924100 @default.
• W242528263 hasConcept C83009810 @default.
• W242528263 hasConceptScore W242528263C118552586 @default.
• W242528263 hasConceptScore W242528263C136197465 @default.
• W242528263 hasConceptScore W242528263C138885662 @default.
• W242528263 hasConceptScore W242528263C154945302 @default.
• W242528263 hasConceptScore W242528263C15744967 @default.
• W242528263 hasConceptScore W242528263C17744445 @default.
• W242528263 hasConceptScore W242528263C199539241 @default.
• W242528263 hasConceptScore W242528263C2778137410 @default.
• W242528263 hasConceptScore W242528263C2780665704 @default.
• W242528263 hasConceptScore W242528263C39549134 @default.
• W242528263 hasConceptScore W242528263C41008148 @default.
• W242528263 hasConceptScore W242528263C41895202 @default.
• W242528263 hasConceptScore W242528263C509550671 @default.
• W242528263 hasConceptScore W242528263C71924100 @default.
• W242528263 hasConceptScore W242528263C83009810 @default.
• W242528263 hasIssue "2" @default.
• W242528263 hasLocation W2425282631 @default.
• W242528263 hasOpenAccess W242528263 @default.
• W242528263 hasPrimaryLocation W2425282631 @default.
• W242528263 hasRelatedWork W1514716105 @default.
• W242528263 hasRelatedWork W1688159446 @default.
• W242528263 hasRelatedWork W1973415854 @default.
• W242528263 hasRelatedWork W1979374209 @default.
• W242528263 hasRelatedWork W2004983191 @default.
• W242528263 hasRelatedWork W2011336628 @default.
• W242528263 hasRelatedWork W2040957872 @default.
• W242528263 hasRelatedWork W2092673790 @default.
• W242528263 hasRelatedWork W2106550541 @default.
• W242528263 hasRelatedWork W212094546 @default.
• W242528263 hasRelatedWork W214617155 @default.
• W242528263 hasRelatedWork W2153525866 @default.
• W242528263 hasRelatedWork W2160470199 @default.
• W242528263 hasRelatedWork W221844243 @default.
• W242528263 hasRelatedWork W2497664151 @default.
• W242528263 hasRelatedWork W2726791602 @default.
• W242528263 hasRelatedWork W2947802134 @default.
• W242528263 hasRelatedWork W2948859033 @default.
• W242528263 hasRelatedWork W3119056395 @default.
• W242528263 hasRelatedWork W3127421082 @default.
• W242528263 hasVolume "4" @default.
• W242528263 isParatext "false" @default.
• W242528263 isRetracted "false" @default.
• W242528263 magId "242528263" @default.
• W242528263 workType "article" @default.