Human connection is the key to violence prevention.  It has been studied time and time again, and research has proven human connection is the tool that creates and sustains our developmental assets, helps build resiliency to distress, and molds our character.  With a sense of connection or belonging in this world, we are much safer and happier. The experience of being in a family is our childrens’ first opportunity to feel connected, another key opportunity happens at school. The social experience of belonging at school becomes the foundation for children to assume future social roles and responsibilities as well as to care and feel connected enough to others to refrain from violence.

Fundamental to every school environment that promotes this social connection are respect and trust from both peers and adults.  Without respect and trust, there can be no sense of safety, thus enabling violence to flourish.  Although much attention is placed on the academic curriculum, the human curriculum that is practiced daily through thought, word, and action cannot be ignored. Many schools have formalized this curriculum through classroom instruction in anger management, conflict resolution,bullying prevention, and leadership training. Personal and social skills training beginning in the early years of a child’s education and articulated throughout his/her school experience can provide an integrated, holistic foundation for building trust and mutual respect and preventing social alienation.  This is the Office of Prevention’s goal.

TWO GROUPS play key roles in ensuring violence prevention:

1) STUDENTS: are the key to shaping peer norms. Student bystanders (not the bully or the target of bullying) make up a majority of the student body in any school. This population must understand that it has the power to create and promote a school where cruelty, bullying, and violence are not tolerated. Students are the most authentic voice for the cause and are capable of helping to tailor and refine prevention and intervention programs and materials that meet the needs of their school.

2) ADULTS:  their behavior is critical because the adults at school and home must be aware of the extent of respect, safety, bullying, and violence in their childrens’ lives and be clearly committed to participating in changing the situation.  They hold the power to protect and become an ally for their students and control the climate and culture of their school.

“Teachers must recognize that a safe classroom is the most effective way of developing a positive learning environment.”     Cleary

See also our related webpages on:

Health and Wellness

Positive Parenting

Websites and Links for Resources, References and Information related to Violence Prevention and/or Bullying:

There are innumerable resources available to students, parents and professionals for violence prevention and intervention.  Below is a short list that is in no way comprehensive, but a great jumping off point for finding more:

• Abolish Bullying http://abolishbullying.org

• Best Practices of Youth Violence Prevention. This document describes the effectiveness of specific violence prevention practices in four key areas: parents and families; home visiting; social and conflict resolution skills; and mentoring. It includes practical suggestions from professionals and advocates who have successfully started these programs in their communities. http://www.cdc.gov/ncipc/dvp/bestpractices.htm

• Blueprints for Violence Prevention series. Boulder, Colo.: Center for the Study and Prevention of Violence, 1999 http://www.colorado.edu/cspv/publications/blueprints

• Bullying Awareness Week, November 15 - 21, 2009 Theme: “Stand Up! (to bullying)”, http://www.bullyingawarenessweek.org/

• Bullying prevention activities from the National Crime Prevention Council www.ncpc.org

• Bullying Resources www.bullying.org/help.html

• Crisis Preparedness and Response webpage: Crisis preparedness is the responsibility of every school, community, and state. Preparedness involves planning how to respond when an emergency or disaster occurs and working to marshal the resources needed to respond efficiently and effectively. Schools and education agencies cannot prevent natural disasters or even many man-made crises, such as terrorist events. However, should an event or threat occur or be suspected, every staff member should know how to respond based on protocols, or community-based plans, established in advance in collaboration with public health and first responder agencies. The webpage includes resources sub-divided by preparedness, response, and recovery. http://www.cdc.gov/Healthyyouth/crisis/index.htm

• Dennis D. Embry, Ph.D. PAXIS Institute, www.paxtalk.com. 1‐877‐GO‐PAXIS

• Division of Violence Prevention’s website highlighting resources for school violence. This site includes a number of resources including fact sheets, tips for coping with stress, data resources, prevention resources, and current CDC research on youth interpersonal violence. http://www.cdc.gov/ncipc/dvp/YVP/school_violence.htm

• Eyes on Bullying Education Development Center http://www.eyesonbullying.org

• Fight Crime: Invest in Kids, a study www.fightcrime.org

• 211 Broward, First Call for Help - “Help is Just a Phone Call Away!” A 24-hour, free, confidential telephone Helpline for crisis/suicide counseling, empathetic listening and community information and referrals for health and human services resources in Broward County. Just Dial 2-1-1 or (954) 537-0211. Go to http://www.211-broward.org or access the directory online at http://www.irissoft.com/fcfb/

• Florida Department of Education http://www.fldoe.org/

• Florida Gay Straight Alliance www.EQFL.org/GSA

• Florida Missing Endangered Persons Information Clearinghouse. As part of the MEPIC’s services, a toll-free telephone line (1-888-356-4774) is available twenty-four (24) hours a day, seven (7) days a week. Additional services provided by the MEPIC include a directory of resources available for additional assistance in locating a child; emergency flyers requested by law enforcement agencies containing descriptors of missing children believed to be in immediate danger; training for law enforcement agencies and public/private organizations regarding the operations of the MEPIC; and a child safety guide which includes a list of precautions which outlines programs to insure our children’s safety. www3.fdle.state.fl.us/MCICSearch/Index.asp

• FRANK C. SACCO, PHD, Back Off Bully; www.backoffbully.com

• Hazelden Olweus Tips for parents dealing with violence/Bullying, http://www.hazelden.org/web/public/olweusparentkit.page

• Health Education Curriculum Analysis Tool (HECAT): The Health Education Curriculum Analysis Tool (HECAT) can help school districts, schools, and others conduct a clear, complete, and consistent analysis of health education curricula based on the National Health Education Standards and CDC’s Characteristics of Effective Health Education Curricula. The HECAT results can help schools select or develop appropriate and effective health education curricula and improve the delivery of health education. The HECAT can be customized to meet local community needs and conform to the curriculum requirements of the state or school district. http://www.cdc.gov/Healthyyouth/HECAT/index.htm.

• Internet Related Violence Prevention: Cyberbullying, Predators

o Chat codes http://www.foothill.net/fhpages/chatcodes.html
o Cyberbullying http://cyberbullying.org
o Cyber Tip Line http://www.cybertipline.com/
o Florida Missing Endangered Persons Information Clearinghouse. As part of the MEPIC’s services, a toll-free telephone line (1-888-356-4774) is available twenty-four (24) hours a day, seven (7) days a week. Additional services provided by the MEPIC include a directory of resources available for additional assistance in locating a child; emergency flyers requested by law enforcement agencies containing descriptors of missing children believed to be in immediate danger; training for law enforcement agencies and public/private organizations regarding the operations of the MEPIC; and a child safety guide which includes a list of precautions which outlines programs to insure our children’s safety.
o Internet Safety Awareness and Education http://www.I-safe.org
o Sexual Predators Search http://www3.fdle.state.fl.us/sexual_predators/search.asp?sopu=true

• Measuring Violence-Related Attitudes, Behaviors, and Influences Among Youths: A Compendium of Assessment Tools - Second Edition. This compendium provides researchers and prevention specialists with a set of tools to assess violence-related beliefs, behaviors, and influences, as well as to evaluate programs to prevent youth violence. It contains more than 170 measures. This document includes measures focused on individual violence-related attitudes, beliefs, and behaviors which may be useful if you are evaluating a school-based curriculum or a community-based program designed to reduce violence among youths. Several measures to assess peer, family, and community influences are also included. Most of the measures in this compendium are intended for use with youths between the ages of 11 and 24 years, to assess such factors as serious violent and delinquent behavior, conflict resolution strategies, social and emotional competencies, peer influences, parental monitoring and supervision, family relationships, exposure to violence, collective efficacy, and neighborhood characteristics. http://www.cdc.gov/ncipc/pub-res/measure.htm

• National Resource Center for Safe Schools, The Safety Zone www.safetyzone.org

• New Zealand guidelines for safe and bully‐free schools http://www.nobully.org.nz/images/guide.pdf

• No Blame Approach. Bristol, BS8 2UW, United Kingdom. Phone/Fax +44 117 973 2881 www.luckyduck.co.uk/approach/bullying

• No Name Calling Week, Educational Activities against Name Calling http://www.nonamecallingweek.org

• Office of Juvenile Justice and Delinquency Prevention www.ncjrs.org

• Olweus Bullying Prevention Program http://www.clemson.edu/olweus/

• PFLAG - promotes the health and well-being of gay, lesbian, bisexual and transgender persons, their families and friends through: support, to cope with an adverse society; education, to enlighten an ill-informed public; and advocacy, to end discrimination and to secure equal civil rights. Parents, Families and Friends of Lesbians and Gays provides opportunity for dialogue about sexual orientation and gender identity, and acts to create a society that is healthy and respectful of human diversity. www.pflag.org

• Peace Corps lesson plans on peace and culture http://www.peacecorps.gov/wws/guides/voices/

• Registries of Programs Effective in Reducing Youth Risk Behaviors: Various federal agencies have identified youth-related programs that they consider worthy of recommendation based on expert opinion or a review of design and research evidence. These programs focus on different health topics, risk behaviors, and settings including violence. http://www.cdc.gov/Healthyyouth/injury/index.htm

• CDC School Health Guidelines to Prevent Unintentional Injuries and Violence. Students have the right to learn in a safe and protective school environment. These guidelines were designed to help education agencies and schools promote safety and make schools safe places for students to learn. http://www.cdc.gov/Healthyyouth/injury/guidelines/index.htm.

• Safe Schools South Florida: Safe Schools South Florida is the only organization in South Florida comprised of professional educators committed to training education professionals to recognize and intervene in harassment and bullying of lesbian, gay, bisexual, transgender and questioning (LGBTQ) students and the children of lesbian, gay, bisexual and transgender (LGBT) parents. http://safeschoolssouthflorida.org/

• School Health Index: The School Health Index can help schools implement school health guidelines and related strategies. This self-assessment and planning tool enables schools to identify the strengths and weaknesses of health promotion policies and programs (including violence prevention) and assists schools in developing an action plan for improving the school environment. https://apps.nccd.cdc.gov/shi/Default.aspx.

• School Health Policies and Programs Study (SHPPS): The School Health Policies and Programs Study (SHPPS) is a national survey periodically conducted to assess school health policies and practices at the state, district, school, and classroom levels. SHPPS was most recently conducted in 2006. SHPPS also was conducted in 2000 and 1994; the next SHPPS is planned for 2012. State level summaries are available on-line (the Healthy and Safe Environment and the Mental Health and Social Services sections are probably the most relevant) http://www.cdc.gov/Healthyyouth/shpps/2006/summaries/index.htm and as a state report card, here is the link for Florida: http://www.cdc.gov/Healthyyouth/shpps/2006/report-cards/florida/index.htm.

• Schools Anti Bullying Web Gateway, http://schoolsantibullying.com

• SERAPH Problem Solving Company, School Safety in America, http://seraph.net/services_school_safety.html

• CDC Sexual and Gender Minorities Work Group Since 2003 CDC Sexual and Gender Minorities Work Group has been in official operation at CDC/ATSDR. The group focuses on issues in the Gay, Lesbian, Bisexual, Transgender and Questioning (GLBTQ). The mission of the workgroup is to explore health-related issues in the GLBTQ community and serve as a resource to others engaging in similar research and activities. Please visit their website for more information http://www.cdc.gov/lgbthealth/index.htm

• Sexual Predators Search http://www3.fdle.state.fl.us/sexual_predators/search.asp?sopu=true

• Stop Bullying Now Campaign http://www.stopbullyingnow.hrsa.gov

• Student Support Services Project, http://sss.usf.edu

• Surgeon General’s report on youth violence. This report uses a public health approach to examine the issue of youth interpersonal violence. It examines the factors that lead young people to gravitate toward violence, reviews the factors that protect youth from perpetrating violence and identifies 27 effective research-based preventive strategies. Located at http://www.surgeongeneral.gov/library/youthviolence/youvioreport.html

• The Switchboard of Miami, http://www.switchboardmiami.org, (305) 358-HELP (4357)

• Teaching tolerance www.tolerance.org

• UK Department for Children, Schools and Families, http://www.dfes.gov.uk/bullying/

• Wayne Sakamoto, California School Resource Officers’ Association; http://www.csroa.org

• The Youth Risk Behavior Surveillance System (YRBSS): YRBSS monitors priority health-risk behaviors among youth in grades 9-12 in public and private schools through the United States. The YRBSS includes a national school-based survey conducted by the Centers for Disease Control and Prevention (CDC) and state, territorial, tribal, and local surveys conducted by state, territorial, and local education and health agencies and tribal governments. Violence-related behaviors captured by YRBSS include getting in a fight (on and off of school property), carrying a weapon (on or off of school property), carrying a gun (off of school property), being threatened or injured with a weapon on school property, feeling unsafe on the way to or from school, being the victim of forced sex, and being the victim of dating violence. CDC provides access to the data through an on-line system;  OPP facilitates the administration of the YRBS every year, please go to OPP YRBS to find out more.

Journal Articles & Books

• Bullying Behaviors Among US Youth: Prevalence and Association With Psychosocial Adjustment. Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons‐Morton, B., & Scheidt, P. (2001). Journal of the American Medical Association, 285(16), 2094‐2100
• Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford: Blackwell Publishers. www.virtual.clemson.edu/groups/ncrf/pdfs/bullying
• Pikas, A. The Common Concern Method for the treatment of mobbing. In Roland, E., and Munthe, E. (1989) Bullying ‐ An International Perspective. London: David Fulton
• Preventing Bullying: A Manual for Schools and Communities. Washington, D.C.: United States Department of Education, 1998.
• Rigby, K. (1996) Bullying in Schools and what we can do about it. Melbourne ACER.
• Set Special; Students at Risk, October 1996. NZCER, PO Box 3237, Wellington.
• Sharp, S., & Smith, P. (1994) Tackling Bullying in Your School London: Routledge