Planting the Peace Virus
Robyn Hromek
This book describes a systematic whole-school approach to creating an ethos of non-violence in primary schools. It is based largely on a program implemented at Byron Bay PS for which the school received an anti-violence award. Evaluation of the program indicated that violence and harassment declined and after several years was rare. The ‘peace virus’ had grown.
The approach used featured universal, targeted and clinical level strategies. Universal, proactive strategies included a universal curriculum, positive playground programs, peer mediation, playground data collection and evaluation. Targeted strategies included remedial programs for children identified as having problems with violence or harassment. Clinical or tertiary level interventions included assessment by clinicians and case management approaches. The following strategies were employed:
- Commitment to a philosophy of non-violence by the whole school community was encouraged. School executive structures and parenting models that use intimidation, arbitration and punishment were challenged. Shared understandings of violence were developed. Parent involvement was invited.
- School staff modelled mutual respect, conflict resolution, problem solving and democratic approaches.
- Curriculum based programs taught non-violence and other social skills in the classroom. New skills such as conflict resolution, anger management, and alternatives to aggression were taught and modelled.
- Positive playground programs included rewarding appropriate behaviour when exhibited by handing out ‘raffle tickets’ that were drawn at assembly. Simple prizes like an ice-block or canteen vouchers were awarded. Fun activities were organized in the playground, eg, painted games, sports competitions, passive board games. Peer mediators were also available.
- Appropriate playground behaviour was defined and a hierarchy of misbehaviour was developed. Inappropriate behaviour was monitored and recorded. Duty teachers used a playground bag with an easy checklist for recording behaviour difficulties. The welfare team collated the data and ensured follow-up of children. Children were referred to remedial programs. Data collection assisted in the evaluation of the program.
- Immediate consequences for violence were in place. Withdrawal from the playground and interview by executive staff was the immediate response in most cases.
- Remedial programs were implemented for children who exhibited aggressive behaviour. An ‘attention room’ was open at lunch time with a range of remedial programs available like therapeutic games, mediation, conflict resolution, ‘No Blame Approach’, anger management. An extra playground duty can be organized to allow teachers time to operate the programs when violence is a big problem or school counsellors or other specialist teachers can be used.
- Parents were involved when problems were persistent. Case management meetings were conducted and options such as referral to other school resources and outside agencies were considered for children who did not respond to the targetted programs.
The bottom line is ‘No Violence’. Immediate consequences and remedial programs are implemented when violence is identified. If violence continues in spite of targeted attention, then further clinical assessments should be sought to investigate family dynamics, child protection issues, presence of organic syndromes or disorders, etc.
The book of the same name is available from www.footprint.com.au