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by Matthew W. Greene Peter Lang, 2001 Review by Sundeep Nayak, MD on May 5th 2003 
It
is common knowledge that our children report feeling increasingly unsafe
traveling to and from school, as well as during time spent at school. Studies
have variously documented nearly half of all teens believing their schools were
becoming more violent, a tenth feared being shot or wounded by armed classmates
and twice as many feared restrooms as lairs for student victimization. Much
federal money has been allocated to prevent aggressive behavior in our schools
while simultaneously targeting early interventional and therapeutic measures.
As school districts are faced with armed children, schoolgoers lacking
compassion, serious substance abuse issues and juvenile criminal records, it is
critical for the community at large to be actively involved in the complex
social policy problem that is school violence.
Learning About School Violence: Lessons for
Educators, Parents, Students and Communities is a most pedestrian compilation of Matthew W Greene, a
Ph.D. in political science from the University of Colorado who counsels
students and families on educational planning. The very first paragraph indicates
that "as a graduate student with long-standing interests in conflict
resolution and policy-making, (Greene) began gradually to link (his) study of
theories of nonviolence, such as those of Ghandi (sic), King and Sharp":
the reader knows what lies beneath. What follows are page after painful page of
documentation, definition, ill-expounded theory and more documentation. Most of
this pertains to the State of Colorado, the Denver Public Schools (Top Ten
Suspension Reasons over Time, anyone?), and the Colorado Springs School
District, all whittled within the fabric of bureaucratic policy makers by the
chisel of pithy prose. While one cannot argue that epidemiological data is
necessary in risk stratifying and identifying and delineating patterns of problem-related
factors, simply slapping the reader's forehead with accumulated numbers and
figures will not make the problem go away. It will just result in a massive
incorrigible headache.
Read more in:
q
Allensworth D, et al: Schools and Health: Our Nation's Investment.
512 pp. Institute of Medicine, 1997
q
Begun RW, Huml FJ (Eds.): Ready-To-Use Violence
Prevention Skills Lessons & Activities for Secondary Students. 231pp.
Jossey-Bass. October 2002
q
Devine J: Maximum Security: The Culture of Violence in
Inner-City Schools. University of Chicago Press, December 1996
q
Eccles J, Gootman JA (Eds.): Community Programs to
Promote Youth Development. 432 pp. National Research Council and Institute of
Medicine, 2002.
q
Hyman IA, et al: School Discipline and School Violence:
The Teacher Variance Approach, 400pp. Allyn & Bacon, 1996
q
Hyman IA, Snook PA: Dangerous Schools: What We Can Do
About the Physical and Emotional Abuse of Our Children. 288 pp. Jossey-Bass.
July 1999
q
Jones TS, Compton R: Kids Working It Out: Strategies
for Making Peace in Our Schools. 360 pp. Jossey-Bass. December 2002
q
Koertge R, Koertge R and Ering TB: The Brimstone
Journals. 128 pp. Candlewick Press, Feb 2001
q
Moore MH et al (Eds.): Deadly Lessons: Understanding
Lethal School Violence, 400pp. National research Council, 2003
q
Nicolleti J, Spencer-Thomas S: Violence Goes to School.
213 pp. National Educational Service. July 2002
© 2003 Sundeep Nayak
Dr. Nayak is an Assistant Professor of
Clinical Radiology in the University of California School of Medicine San Francisco
and his interests include mental health, medical ethics, and gender studies. A
voracious reader and intrepid epicure, he enjoys his keyboards too much. He is
constantly looking for answers to challenges rather than arduous policies and
hard statistics. |
