Norris M. Haynes, Yale Child Study Center, Yale University* This article asserts that schoolwide interventions have the greatest potential for buffering students from violence outside of schools and for preventing violence within schools. It examines critical aspects of one such intervention, the Comer School Development Program (SDP), and explores the ways in which this program directly and indirectly impacts both the level of violence in the school and children's, parents', teachers', and school administrators' responses to it. By embracing children within a web of prosocial relationships and activities, the SDP is shown as creating a safe haven that supports their healthy development, fosters optimal learning, and discourages interpersonal violence. INTRODUCTION The devastating effects of violence on children's development and psychosocial adjustment are widely evident in the increasing number of children being treated for violence-related trauma or themselves being accused of perpetrating acts of violence on others (BoneyMcCoy & Finkelhor, 1995; Garbarino, Dubrow, Kostelny, & Pardo, 1992). Virtually constant exposure to real violence in their homes and communities and simulated violence in the media have rendered many of our nation's youth violence-impacted and violence-prone. Gun-toting individuals, drive-by shootings, and drug-related homicides previously confined to lurid dramatizations in the media are now everyday occurrences and pervasive influences on many children's development (Children's Defense Fund, 1994). Indeed, Kotlowitz's (1991) ruminations on the pervasive violence he found in the lives of two small boys growing up in an impoverished urban neighborhood prompted him to assert that such children are being robbed of their childhood. He and others have maintained that the increase in violence may be related to the failure of our nation's social institutions, including its families and schools, to adequately address the psycho-emotional and educational needs of children in holistic and collaborative ways (Bey & Turner, 1996). Forced to grow up at an unnaturally accelerated rate in order to physically and psychologically fend off assaults on their inner and outer selves, these young people cannot succeed on their own. Nor can we as a nation succeed in protecting them and restoring balance and integrity to their childhood unless we form communities of support around them to buffer them against the scourge of community and domestic violence. Insufficient attention has been paid by educational researchers to the quality of the human interactions that occur between children and adults at school. These interactions contribute substantially to the overall social climate of the school, which encompasses the attitudes, values, and behavior of students, school personnel, parents, and community members toward each other and toward the activities and programs occurring at the school. A healthy school climate supports children's healthy development and facilitates their acquisition of the effective social and intellectual skills they need to survive and thrive. An unhealthy one leads to conflict between children, parents, and school personnel and makes children's social and intellectual development difficult, if at all possible. In 1993, researchers at the Comer School Development Program (SDP) of the Yale Child Study Center in New Haven, Connecticut, conducted a national survey of parent, staff, and student perceptions of school climate (Haynes, Emmons, & Comer, 1994). The sample was randomly selected from a national cross-section of 150 elementary, middle, and high schools. Of the 11,963 middle school students who completed this survey, 22% indicated that some of their schoolmates carry guns or knives to school. Forty-three percent responded that the children at their school fight a lot, and 42% noted that many children at their schools are suspended due to violent behavior. …
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