An examination of the effectiveness of school interventions to combat delinquency.
Written in 2008; 888 words; 10 sources; APA; $ 31.95
Paper Summary:
This paper discusses some of the several approaches to deter youth from engaging in delinquent behaviors that have been implemented within the school system. It argues that these programs, independent of other interventions through the family, social activities, or other supportive relationships, are limited in their capacity to create long term change.
From the Paper:
"Third, teachers are demonstrating less patience with troubled youth that do not fit in the grid of success in classrooms and are noted as having limited motivation to support adversarial youth. Educators are driven to meet daunting tasks associated with the "No Child Left Behind" legislation. Thus, it is understandable that delinquent youth that push the boundaries of teacher tolerance are often alienated by teachers (Dennison, 2006). Students who are aggressive with each other and engage in physical fights at school disrupt the entire school and perpetuate a negative, lingering effect for some time after the aggressive event. This has a particularly negative impact on educators. In some cases, teachers are not safe working with violent youth. In 2006, 4% of teachers working in inner-cities were attacked by students (Larson, 2008). In order for educational programs to be successful, they must enforce policies that reduce the likelihood of violence on school grounds. For instance, Ramsey, O'Rust, and Sobel (2003), suggested that forbidding weapons by punishing infractions, while instructing youth about resisting violent gang involvement, is critical in saving lives (Ramsey, O'Rust, & Sobel, 2003)."
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