Citation

Nickerson AB, Spears WH. J. School Violence 2007; 6(4): 3-31.

Copyright

(Copyright © 2007, Informa - Taylor and Francis Group)

DOI

10.1300/J202v06n04_02

PMID

unavailable

Abstract

This study examined the use of two philosophical approaches to school violence prevention and the factors that influence the use of specific strategies. School policies, programs, and discipline strategies assessed by the School Survey of Crime and Safety (SSOCS) were categorized as authoritarian (i.e., restrict student autonomy through punitive discipline and assume a policing function) or educational/ therapeutic (i.e., involve students, parents, and teachers in improving behavior and school climate). Based on responses of the 2,270 school principals who completed the SSOCS, findings revealed that large, urban schools used both authoritarian and therapeutic approaches, such as security, violence prevention programs, and parent training. Rural schools used authoritarian practices, such as corporal punishment and suspension without services, more often than schools in other locations. Schools serving low SES students were more likely to use security, random metal detector checks, and corporal punishment, regardless of neighborhood crime levels. A greater number of mental health professionals predicted the use of violence prevention programs, student involvement in resolving problems, and parent training. Implications for practice and future research needs are discussed.