Creating school environments that deter antisocial behaviors in youth

School violence has become of paramount concern in recent years, leaving many schools unprepared to deal with the varied problems students bring to the classroom. Conditions within the school can be readily identified that predict and contribute to problematic behavior. The success of preventive and intervention programs for youth violence hinges upon recognizing and modifying aspects of school climate, teacher/school personnel interactions with students, and school structure. Several of these aspects are identified in this article and suggestions for improving the educational environment to prevent the development of antisocial behaviors in youth are offered. © 2002 Wiley Periodicals, Inc.

[1]  M. Wolf,et al.  Good behavior game: effects of individual contingencies for group consequences on disruptive behavior in a classroom. , 1969, Journal of applied behavior analysis.

[2]  Jo Webber,et al.  The Present Unwrapped: Change and Challenge in the Field of Behavioral Disorders , 1999 .

[3]  H. Walker,et al.  Where Is School along the Path to Prison , 1991 .

[4]  Jack R. Greene,et al.  A Macro-Level Model of School Disorder , 2000 .

[5]  J. Witt,et al.  An analysis of treatment integrity in school-based behavioral consultation. , 1998 .

[6]  A. Mcevoy,et al.  Antisocial Behavior, Academic Failure, and School Climate , 2000 .

[7]  F. Symons,et al.  Teaching Practices in Classrooms for Students with Emotional and Behavioral Disorders: Discrepancies between Recommendations and Observations , 1998 .

[8]  R. Loeber.  Development and risk factors of juvenile antisocial behavior and delinquency. , 1990 .

[9]  Tary J. Tobin,et al.  Alternative Education Strategies , 2000 .

[10]  Dc Washington.  Diagnostic and Statistical Manual of Mental Disorders, 4th Ed. , 1994 .

[11]  Shay Bilchik,et al.  Guide for implementing the comprehensive strategy for serious, violent, and chronic juvenile offenders , 1995 .

[12]  Robert H. Horner,et al.  School-Wide Behavioral Support: Starting the Year Off Right , 1997 .

[13]  T. Moffitt.  Adolescence-limited and life-course-persistent antisocial behavior: a developmental taxonomy. , 1993, Psychological review.

[14]  H. Walker.  First Steps to Prevent Antisocial Behavior , 1998 .

[15]  D P Farrington,et al.  Young children who commit crime: Epidemiology, developmental origins, risk factors, early interventions, and policy implications , 2000, Development and Psychopathology.

[16]  M. Stoolmiller,et al.  Variables that initiate and maintain an early-onset trajectory for juvenile offending , 1998, Development and Psychopathology.

[17]  L. Bank,et al.  Parenting Practices of Single Mothers: Mediators of Negative Contextual Factors. , 1993 .

[18]  J. Reid.  Prevention of conduct disorder before and after school entry: Relating interventions to developmental findings , 1993, Development and Psychopathology.

[19]  G. Morrison.  School Violence to School Safety: Reframing the Issue for School Psychologists. , 1994 .

[20]  T. Dishion,et al.  Model building in developmental psychopathology: a pragmatic approach to understanding and intervention. , 1999, Journal of clinical child psychology.

[21]  Rolf Loeber,et al.  How well do ratings of academic performance by mothers and their sons correspond to grades, achievement test scores, and teachers' ratings? , 1996 .

[22]  K. Heimer,et al.  A symbolic interactionist theory of motivation and deviance: interpreting psychological research. , 1997, Nebraska Symposium on Motivation. Nebraska Symposium on Motivation.

[23]  T. Dishion,et al.  An experimental test of the coercion model: Linking theory, measurement, and intervention. , 1992 .

[24]  B. Fagot,et al.  Coercive family processes: A replication and extension of Patterson’s coercion model , 2001 .

[25]  J. Connell,et al.  Competence, autonomy, and relatedness: A motivational analysis of self-system processes. , 1991 .

[26]  Thomas J. Dishion,et al.  Family, School, and Behavioral Antecedents to Early Adolescent Involvement with Antisocial Peers. , 1991 .

[27]  D. French,et al.  The development and ecology of antisocial behavior. , 1995 .

[28]  R. Shores,et al.  Classroom Interactions of Children with Behavior Disorders , 1993 .

[29]  G. Sugai,et al.  Using Functional Assessments to Develop Behavior Support Plans , 1998 .

[30]  H. Walker,et al.  Exploring the Relationship between School Discipline Referrals and Delinquency. , 2001 .

[31]  Brian K Bumbarger,et al.  The Prevention of Mental Disorders in School-Aged Children: Current State of the Field , 2001 .

[32]  Evelyne F. Vallières,et al.  Adolescents' School Experience and Self-Reported Offending: An Empirical Elaboration of an Interactional and Developmental School Social Control Theory , 1992 .

[33]  A. Pickles,et al.  Heterogeneity of antisocial behavior: causes, continuities, and consequences. , 1997, Nebraska Symposium on Motivation. Nebraska Symposium on Motivation.

[34]  F. Gresham.  Conceptualizing Behavior Disorders in Terms of Resistance to Intervention. , 1991 .

[35]  Fuzhong Li,et al.  Friendships and Violent Behavior During Adolescence , 1997 .

[36]  Elizabeth Ramsey,et al.  Antisocial Behavior in School: Strategies and Best Practices , 1994 .

[37]  E. Skinner,et al.  Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. , 1993 .

[38]  Edward G. Feil,et al.  First Step to Success: Intervening at the point of school entry to prevent antisocial behavior patterns , 1998 .

[39]  K. Herman,et al.  Teacher and child variables as predictors of academic engagement among low‐income African American children , 2002 .