Question: "A K-thru-8 Charter school is having difficulty with its older students brining in "beefs" and vendettas from their neighborhoods. There have been no serious incidents at present, but tensions are escalating in the school. The principal, who has been resistant to mental health services in the past, is now requesting assistance to provide immediate relief. My agency has one school-based mental health clinician at the school, but he generally works with the younger students. We have an early intervention team that has just been developed within the past five months.

What are some best practice resources for helping a school deal with the impact of ‘neighborhood’ violence that is negatively impacting the school culture. I could use a range of models to look at that would give the principal options for some immediate relief as well as more long-term solutions."

Response:

Each of the resources on violence and behavior concerns listed in the response above, include info and links to model programs and best practices. To get you started, here are two model programs you might want to look at:

• Peace Works, http://www.peaceeducation.com

• Productive Conflict Resolution Program: A Whole School Approach, http://www.schoolmediationcenter.org

However, your focus on neighborhood problems spilling into the school is a much broader perspective than most school-based interventions take. Ultimately, the need usually is for systemic changes that produce the type of climate in the school and classroom that produces a sense of community among students and with the staff. And, this requires engaging all students in creating a positive climate and problem solving together to address problems. In this respect, you might look at the Center's guidebook on "What Schools Can Do to Welcome and Meet the Needs of All Students and Families" online at
http://smhp.psych.ucla.edu/WELMEET/welmeetcomplete.pdf

One specific approach in which we were involved was at a high school in a neighborhood with a significant gang culture. The school effectively addressed the "neighborhood" conflicts through a leadership team of students. These were not the usual leaders chosen on the basis of good grades and good behaviors, but the "informal" leaders who had a great deal of influence with students and were directly involved in the neighborhood concerns. As the group met, it was given support and guidance by the school psychologist, counselors, and a dean. Among the actions the group sponsored was to invite in community resources to assist in identifying and working out a plan to reduce violence in their community and at the school. This included the local police, gang unit, former gang bangers, and youth recreation folks. Another action was to tap into the grapevine to increase sensitivity to rumors or threats of retribution. On any day there was an indication that trouble was brewing, the group met during the lunch hour to discuss what could be done to mediate the problem. Obviously, this was only one approach, but it was offered a good foundation upon which a safe, caring, and nurturing school environment could be built.

As you identify programs you want to introduce to reduce violence, a group such as this could be consulted in deciding what might be most effective.

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UCLA Center for Mental Health in Schools
Dept. of Psychology, P.O.Box 951563, Los Angeles, CA 90095.
tel: (310)825-3634
email: Linda Taylor ~ web: https://smhp.psych.ucla.edu