School Violence: Partnerships with Families for School Reform

Abstract

Violence in schools has become an issue of public concern in the United States. School violence has been singled out nationally as priority for education (Astor, et al., 1998, p. 230) School violence has been defined as including range of behaviors, from disrespect to physical assault to physical assault (Alexander and Curtis, 1995). Violence affects school aged children to greater extent than any other segment of our population. de Anda reports that violence has an impact on adolescents more than any other age group (de Anda, 1999). In response to concerns about violence, schools have developed variety of strategies and programs.School reform, in regard to issues of violence, may or may not involve the families of students. When families are involved in school programs geared toward reducing or preventing school violence, their involvement is often peripheral. The literature reports school violence programs which place the family as centerpiece in their strategy to reduce violence. A study of school social workers and school violence, found that although the profession of social work values an approach which would involve family and community, few school social workers reported being involved with parent groups (Astor, et al., 1998, p. 230).Attempts to develop strategies to deal with school violence can be facilitated by the partnership of school personnel and family. Knowledge about strategies for family participation are advantageous to school based personnel working with violence issues. Peterson and Speaker (1999) suggest that as schools reorganize to deal with student violence, a key element in this reorganization is the recognition that schools will need to incorporate not only an academic focus for the student, but include the family within the educational structure (1999, p. 15).Within this article, engagement of families and the partnership of school personnel and family will be discussed in addressing school reform for violence issues. School violence does not occur in vacuum. It is complicated by numerous variables in the aggressive student's life. An approach, in which schools work with families to prevent and respond to school violence, is more likely to deal successfully with the many factors contributing to violent behavior.Engaging the FamilyEngaging family members in the school setting involves the consideration of several issues. School personnel may have preconceived ideas about family participation. If families are to become involved in partnership with school personnel, they must be viewed from strengths perspective. Both school personnel and family members have information, knowledge, and experience to contribute to the process of developing programs for their students and children. Families bring with them the wealth of years of knowing their children. Their involvement in the development of strategies to prevent violence in their child's school could provide perspective that school personnel may not have.Other families whose children are aggressive or violent within the school system may also have contributions to make. These families have information needed by school personnel concerning their children. They know, better than anyone, what kinds of strategies work or do not work with their children. These families carry with them information about how their families work. This information is necessary to teachers, school social workers, and family life specialists. Szyndrowski (1999) notes that, research suggests family interaction patterns and parental discipline practices strongly affect the development of aggressive child behaviors (1999, p. 9). Curwin and Mendler (1999) emphasize the importance of school personnel familiarizing themselves with the unique factors and various circumstances which can lead to school violence. Knowledge about these unique factors, including family interaction patterns and parental discipline can best be provided to the school by family members. …