Citation

Kelley TM, Mills RC, Shuford R. J. School Violence 2005; 4(2): 47-73.

Affiliation

Dept of Criminal Justice, Wayne State University, Detroit, MI 48202, USA.

Copyright

(Copyright © 2005, Informa - Taylor and Francis Group)

DOI

10.1300/J202v04n02_04

PMID

unavailable

Abstract

This paper proposes that school violence is primarily a function of the typically poor mental health of at-risk students. It asserts therefore, that the most leveraged solution to this vexing problem is for school personnel to teach these students how to re-kindle and experience their birthright of optimal psychological functioning. It suggests that this goal can best be achieved by helping both teachers and students under-stand a unique principle-based psychology that purports to account for all youthful perception, feelings and behavior. The three principles of this psychology (i.e., Mind, Consciousness, and Thought) are defined, classroom conditions conducive to teaching youth these principles delineated, contemporary research supporting the major assumptions of this paradigm summarized, and the results of school violence prevention programs based on this psychology presented.