70112 v1 ................................... SCHOOL-BASED VIOLENCE PREVENTION IN URBAN COMMUNITIES OF LATIN AMERICA AND THE CARIBBEAN WORLD BANK SUSTAINABLE DEVELOPMENT DEPARTMENT .1 LATIN AMERICA AND THE CARIBBEAN REGION .2011 Practical Guide 1. Practical Guide.pdf 1 9/6/11 14:07:31 Contents Preface and Acknowledgements ................................................................................................ pg. 4 2 Introduction ............................................................................................................................pg. 6 1. Prologue ............................................................................................................................ pg. 6 2. Who should use this document .............................................................................................. pg. 7 Part I: A primer on violence and violence prevention .................................................................. pg. 8 1. Violence in Latin America and the Caribbean .............................................................................. pg. 8 2. What does violence consist of?.................................................................................................. pg. 10 3. Costs of crime and violence....................................................................................................... pg. 11 4. What contributes to violence? .................................................................................................. pg. 11 5. The complex nature of risk factors ............................................................................................ pg. 14 6. Risk factors versus protective factors ........................................................................................ pg. 19 7. What is violence prevention? .................................................................................................... pg. 21 Part II: The role of schools in preventing violence .................................................................... pg. 24 1. School Violence in Latin America and the Caribbean ............................................................... pg. 24 2. Effects of School Violence .................................................................................................. pg. 25 3. Why Schools Should Play a Role in Violence Prevention .......................................................... pg. 26 4. How to Implement School-Based Violence Prevention Programs ................................................ pg. 29 5.Types of school-based violence prevention programs ................................................................ pg. 30 PRACTICAL GUIDE. Contents 1. Practical Guide.pdf 2 9/6/11 14:07:31 Part III. Five-stage method for the design and implementation of school-based violence prevention 3 program ............................................................................................................................... pg. 40 First Stage. Establishment of groundwork for violence prevention ................................................... pg. 42 Second Stage. Diagnostic of violence and safety in schools ............................................................ pg. 56 Third Stage. Preparation of an action plan for violence prevention ................................................. pg. 88 Fourth Stage. Management and implementation of an action plan for violence prevention..............pg. 107 Fifth Stage. Monitoring and evaluation of the action plan ............................................................ pg.112 Appendix ............................................................................................................................ pg. 131 Annex ................................................................................................................................ pg. 144 References ........................................................................................................................... pg.146 1. Practical Guide.pdf 3 9/6/11 14:07:31 Preface & Acknowledgements This School-Based Violence Prevention Toolkit was Disaster Risk Reduction in the Latin American and produced by a team at the World Bank led by Bernice Caribbean School Environment (key elements for 4 van Bronkhorst (Senior Urban Specialist, LCSUW), reducing schools’ vulnerability to disasters). Ximena Anwandter (Violence Prevention Specialist, Consultant, LCSUW/LCSSO), and Lorena Cohan (Social The Tools and Case Studies were prepared by Joan Development Specialist, LCSSO) with extensive Serra Hoffman (International Violence Prevention background research and technical input from Joan Expert, visiting scholar at Brandeis University). Safe Serra Hoffman (International Violence Prevention School Spaces was prepared by Macarena Rau Expert, World Bank Consultant), and under the (Architect and President of Corporacion CPTED overall guidance of Guang Chen (Sector Manager, Region), Paulina Castillo Fajardo and Carlos Gutierrez LCSUW) and Maninder Gill (Sector Manager, LCSSO). Vera. Disaster Risk Reduction in the Latin American and Caribbean School Environment was prepared by The development of this Toolkit would not have been Magnolia Santamaria (Disaster Risk Management possible without the generous financial support of Specialist) and Diana Rubiano (Disaster Risk Management the Bank-Netherlands Partnership Program (BNPP) Specialist). The Practical Guide was prepared by Ximena- and the UK Department for International Develop- Anwandter (Violence Prevention Specialist) and Adriana ment (DFID). Loche (Sociologist and Violence Prevention Specialist) based on extensive background research carried out This Toolkit is composed of the following five publi- by Joan Serra Hoffman. cations: 1) Practical Guide (a primer on violence and violence prevention, the role of schools and commu- The Tools, Case Studies, Practical Guide, and Disaster nities in preventing violence, a five stage method for Risk Reduction in the Latin American and Caribbean the design and implementation of a school-based School Environment publications benefitted greatly from violence prevention program and the recommenda- technical input provided by the following Peer Reviewers: tions from the piloting workshops in Colombia and Carmen Clavel Arcas (AECID), Alberto Concha-Eastman Nicaragua); 2) Tools (a variety of selected tools to (PAHO), Joanne Klevens (CDC), Andrew Hahn assist in developing the school-based violence (Brandeis University), Deborah Prothrow-Stith prevention action plan); 3) Case Studies (successful, (Harvard School of Public Health), Ron Slaby evidence-based school violence prevention prac- (Children’s Hospital Boston/Harvard Medical School), tices); 4) Safe School Spaces (a practical tool for the Brenda Mirabal (University of Puerto Rico School of design of safe schools from the CPTED/environmental Medicine), Monica Zalaquett (CEPREV). Excellent design perspective); and 5) Disaster Risk Reduction research assistance and contributions for the Practical PRACTICAL GUIDE. Preface & Acknowledgements 1. Practical Guide.pdf 4 9/6/11 14:07:31 Guide, Tools, and Case Studies were also provided by should be given to the schools whose input and Elizabeth Gozzer (Consultant) and Erik Alda (Violence participation were critical in the finalization of the 5 Prevention Specialist, and World Bank Consultant). Toolkit. In Colombia: Colegio María Josefa Marulanda; Colegio Monseñor Alfonso Uribe Jaramillo; Colegio The team is also grateful for valuable technical input Bernardo Uribe Londoño; Colegio Francisco María provided by staff from the World Bank, including: Cardona; Colegio Concejo; Colegio La Paz. In Nicara- Carine Clert (Senior Social Development Specialist, gua: Escuela Comunal Las Torres; Instituto Nacional LCSHS), Erika Vargas (LCSDE), Martha Valverde (Senior Maestro Gabriel; Colegio Salomón Ibarra; Colegio Education Specialist, LCSHE), Wendy Cunninghan República de Venezuela; Escuela Ramírez Goyena; and (Lead Specialist, HDNCY), Andrea Guedes (Senior Colegio Benjamín Zeledón. Operations Officer, ECSH2), Joaquin Toro, (Senior Disaster Risk Management Specialist, LCSUW) Osmar Velasco (Disaster Risk Management Specialist, LCSUW), Fernando Ramirez (Disaster Risk Management Specialist, LCSUW) and Rodrigo Serrano-Berthet (Senior Social Development Specialist, LCSSO), as well as by outside experts such as Mario Velazquez Duque (Former Secretary of Education of the Municipality of la Ceja ), Giovanna Daly (Head of the School Advisory Unit of Nicaragua’s Ministry of Education) Pamela Orpinas (University of Georgia), Gonzalo Rivera (Alianza Educacion para la Construccion de Culturas de Paz) and Maria Eugenia Carvajal de Guerrero (Carvajal Foundation). The team also benefitted from the excellent translation, editing and design services of Janice Molina, Susan Skinner, and Gaea Honeycutt, Pilar Kraemer and Paulina Rau. This Toolkit was validated by school and community stakeholders through two piloting workshops, one in the Municipality of Antioquia, Colombia (2008) and one in Managua, Nicaragua (2009). Special mention 1. Practical Guide.pdf 5 9/6/11 14:07:31 Introduction 1. PROLOGUE 6 The purpose of this Practical Guide is to provide local schools and communities in Latin America and the Ca- ribbean with information and tools to design school- based violence prevention programs. Its purpose is to help them identify the necessary resources and to make appropriate use of these resources based on their unique circumstances and needs. It also seeks to help them to form effective alliances for action. This Practical Guide is organized into three parts. Part 1 includes information on the theory of violen- ce, its causes, and how it can be prevented. Part 2 presents information on the role that schools and communities can play in preventing violence. Part 3 presents the methodology for developing a school- based violence prevention plan, which includes �ve stages and twenty steps, and is complemented by practical tools for implementing each step. This Practical Guide has been prepared with the support of regional educators and experts in violence prevention in order to reflect the contexts, opportuni- ties and challenges that schools and their surrounding communities Latin America and the Caribbean face. It brings together available information on best prac- tices, as well as methods and strategies for violence prevention in student and community settings. This document draws from and reproduces sections of the “Resource Guide for Municipalities: Community- PRACTICAL GUIDE. Introduction 1. Practical Guide.pdf 6 9/6/11 14:07:31 7 Based Crime and Violence Prevention in Urban Latin 2. WHO SHOULD USE THIS DOCUMENT? America,� as well as “Violence Prevention: An Im- portant Element of a Health-Promoting School, Local This Practical Guide has been prepared to assist all Action: Creating Health-Promoting Schools� of the community members (teachers, school administrators, World Health Organization, and the U.S. National parents, students) who seek to initiate efforts to pre- Adolescent Health Information Center. This Practi- vent violence and promote safety in schools and their cal Guide is based on various documents and uses communities. research conducted by different organizations such as the World Bank, the Inter-American Development Bank, the United Nations, the Pan American Health Organization/World Health Organization, and the U.S. Departments of Health and Human Services and Edu- cation. It is also based on various work carried out by non-governmental organizations, universities and educators in the Americas. Finally, it should be noted that this Practical Guide forms part of the “School-Based Violence Preven- tion in Urban Communities of Latin America and the Caribbean Toolkit�, which also includes ; a set of practical Tools that schools and communities can utilize to design school-based violence prevention plans; a set of Case Studies on school-based violence prevention programs from the region; a publication on Safe Schools Spaces (presenting the concept of Crime Prevention through Environmental Design, CPTED); and a publication on disaster risk reduction and prevention in schools in Latin America and the Caribbean. 1. Practical Guide.pdf 7 9/6/11 14:07:32 part .1 A Primer on Violence and Violence Prevention 8 1. VIOLENCE IN LATIN AMERICA AND THE CARIBBEAN Violence is one of the most serious challenges cu- rrently affecting the Americas, with enormous econo- mic and social costs. Although in many parts of Latin America and the Caribbean crime and violence are not new phenomenons, rates have increased dramatically in recent decades, particularly in poor, urban areas. The key causes of this increase include: accelerated urbanization, the persistence of poverty and inequa- lity, political violence, the more organized nature of crime, and the escalation in the use and illegal traf�cking of drugs, among others. Crime and violence affect all levels of society: women and men, young and old, rich and—especially— poor. The economic costs of crime and violence are extremely high. It is estimated that in Latin Ameri- ca homicides have an annual cost of approximately US$27.7 billion and that the region loses 14% of its GDP due to violence (Guerrero, 1999). Urban crime and violence also generate a climate of fear that translates into serious threats to the stability and social climate of cities, to economic and sustainable development, the quality of life, and human rights. Children and adolescents are especially vulnerable to violence, and are disproportionately represented as victims, aggressors and witnesses. PRACTICAL GUIDE | Part 1. A primer on violence and violence prevention 1. Practical Guide.pdf 8 9/6/11 14:07:32 Selected statistics on how crime and violence affects constantly reported that women between the ages this young population sector in Latin America and of 16 and 24 are the group at highest risk of mis- 9 Caribbean region are presented below: treatment at the hands of their intimate partners (Morrison et al. 2004). • The Latin America and Caribbean region has the world’s highest homicide rate for males between the • Poor, disadvantaged children and adolescents living ages of 15 and 29 (68.6 per 100,000), more than in urban areas are subject to a greater risk of violence three times the world average of 19.3 (World Health and victimization than nearly any other demographic Organization, World Report on Violence and Health, group. This is particularly true in Latin America and Geneva 2002). the Caribbean, where it is very common to find a large gap between rich and poor, as well as extremely • The most widespread type of violence in the Ca- poor urban sectors. Youth who live these communities ribbean is that which occurs within the family or in face a greater risk of joining street gangs. (National intimate relationships, and disproportionately affects Research Council, 2003) girls and young women, especially if the violence includes sexual relations (WHO, 2002). Minors who are • Violence stemming from gangs is also a growing witnesses to violent acts in the home are at high risk problem in the region, particularly in Central America. of participating in violence when they are adolescents According to a forthcoming World Bank study, the or young adults. number of gang members in Central America ranges from 10,000 to 300,000, with 70,000 being the most • Child abuse is a risk factor for youth violence. There accepted figure. Of this total, the majority of gang are calculations showing that in the Latin America members are in El Salvador, Guatemala and Honduras region, 6 million children suffer serious abuse, inclu- (Crime and Violence in Central America, World Bank, ding abandonment, and 80,000 adolescents die each forthcoming). year as a result of domestic violence. In the Caribbean region, approximately 2 million children are subjected to sexual exploitation and violence is the principal cause of the death of young men between the ages of 15 and 24 (UN, 2006). • Violence against women is also disproportionate among young women in the Caribbean region. It is 1. Practical Guide.pdf 9 9/6/11 14:07:32 2. gers, violence related to property crimes and violence in the workplace or in other institutions. For example, interpersonal violence may occur among acquaintan- WHAT DOES VIOLENCE CONSIST OF? ces or strangers, within the family or in the general community, or it may be committed or dispensed Violence has different meanings in different coun- by the state. Other forms of interpersonal violence tries and cultures. Although there is no universally- include child abuse, bullying, harassment and criminal accepted de�nition of violence, this Practical Guide violence such as assault and homicide. adopts the de�nition utilized by the World Health 10 Organization’s 2002 World Report on Violence and • Collective violence, which refers to violence com- Health, presented below: mitted by large groups ofpeople and may be subdivi- ded into social, political and economic violence. To a “The intentional use of physical force or power, threa- certain extent, collective, self-inflicted and interper- tened or actual, against oneself, another person, or sonal violence overlap. Children who have been raised against a group or community, that either results in in the midst of war may come to believe that violence or has a high likelihood of resulting in injury, death, is an appropriate way to resolve interpersonal con- psychological harm, maldevelopment or deprivation.� flicts. Those who have been part of collective violence may fall into self-inflicted violence as a symptom of Violence may be physical, sexual or psychological in post-traumatic stress disorder or as a consequence nature and may be in the form of deprivation or negli- of self-hate for acts committed in the war. Collective gence. The three sub-types of violence presented by violence may also be related to interpersonal vio- the WHO’s World Report on Violence and Health are: lence. Combatants may return from the war with an attitude similar to that of a battle�eld in which they • Self-inflicted violence, which refers to intentional, commit violent acts to resolve interpersonal con- harmful behavior against oneself, the fatal result flicts that could have been handled in a non-violent of which is suicide. Other behaviors of this type of manner. violence are suicide attempts and self-destructive but not fatal intentions (such as self-mutilation). • Inter-personal violence, which refers to violence between individuals and is subdivided into “family and intimate partner violence� and “community vio- lence.� Family and intimate partner violence includes child abuse, violence by an intimate partner, and abuse of the elderly. Community violence is divided into violence against acquaintances and violence against strangers, and in- cludes violence against adolescents, assaults by stran- PRACTICAL GUIDE | Part 1. A primer on violence and violence prevention 1. Practical Guide.pdf 10 9/6/11 14:07:32 3. and violence on areas such as the erosion of social capital, the intergenerational transmission of vio- lence, the reduction in the quality of life, effects on COSTS OF CRIME AND VIOLENCE citizens and their degree of con�dence in democratic processes, in the government and its institutions, as Crime and violence impose many different costs on well as in their operation (Buvinic, M. et al. 1999). 4. societies, for example: Direct and indirect costs The direct costs of crime and violence represent the WHAT CONTRIBUTES TO VIOLENCE? 11 value of goods and services used to decrease or pre- vent their effects through the criminal justice system, Violence is rooted in different levels of our social incarceration, medical services, housing construction environment. Therefore, in order to work effectively and social services. Indirect costs include the loss toward preventing and ending violence, it is neces- of investment opportunities, the income no longer sary to take into account factors related to each of earned by delinquents, and victims of crime and the four levels that contribute to the continuation violence. of violence in our society: individual, interpersonal relationships (domestic/family/peer), community and Non-monetary costs society. The factors that contribute to the conti- Non-monetary costs refer to the non-economic impact nuation of violence are called risk factors, and are suffered by victims of crime and violence. This impact the characteristics that increase the likelihood of a is calculated by taking into account the increase in person becoming involved in crime and violence (as a the disease rate (illnesses caused by violence such as victim or as an aggresor). disability and mental disorders), the increase in mor- tality caused by cases of homicide and suicide, and Individal risk factors are not determinants for a alcoholism, drug addiction and depression. person with these characteristics to become involved in crime and violence. We must analyze these factors Economic multiplier effects together with relationship community and societal Economic multiplier effects measure the overall factors! impact of crime and violence on the macroeconomic situation of a country and on the job market, as well The four levels of our social environment interact as the impact on intergenerational productivity. For among themselves and reinforce each other. Therefo- example, victims of domestic violence have higher re, if efforts are focused solely on changing the risk rates of absenteeism in the workplace; they are more factors at a single level of the setting, it may not likely to be �red from their jobs; and their ability to be possible to signi�cantly decrease violence. Tool 1 generate income is lower. (presented below) explains more clearly the interac- tion among factors at the different levels with regard Social multiplier effects to the effect of possible violence prevention strate- Social multiplier effects measure the impact of crime gies. 1. Practical Guide.pdf 11 9/6/11 14:07:32 TOOL # 1: EXPLAINING VIOLENCE AND VIOLENCE PREVENTION TO THE COMMUNITY, PARENTS AND STUDENTS1 The four-level Ecological Risk Model provides a better experience. Examples of relationship/inter-personal understanding of violence and the effect of poten- risk factors include dysfunctional families in which tial prevention strategies, considering the interplay violence, negligence, abuse, and abandonement among individual, relationship, community, and socie- prevail; peers who are involved in violent behavior, tal factors. It allows the user to address the multiple including being members of gangs; or poverty in the factors that place individuals at risk for experiencing home. Some strategies for working on relationships or perpetrating violence. and the factors that contribute to violence inclu- de: peer-based educational programs; educational/ support programs for family and friends; Individual counseling; group therapy; family therapy; parent tra- ining (through home visitation or group workshops); and mentoring programs. Community level The third level explores the settings, such as schools, workplaces, and neighborhoods in which social relationships occur and seeks to identify the charac- Individual level teristics of these settings that are associated with becoming victims or perpetrators of violence. Exam- The �rst level identi�es biological and personal his- ples of community-level risk factors include: low tory factors that increase the likelihood of becoming school enrollment, a violent school culture, and the a victim or perpetrator of violence. Some of these fac- widespread availability of �rearms. Strategies at the tors include age, education, income, substance use, community level can involve seeking to improve the history of abuse, low self-esteem, and lack of identify. attitudes, skills and behaviors of those who work or Strategies for working on individual-level risk factors serve in the community and to change institutional are often designed to change an individual’s social practices and community norms. Some examples are and cognitive skills and behavioral practices by fo- as follows: Professional training; community organi- llowing some examples: educational curricula; counse- zation and mobilization; advocacy for institutional ling/therapy; social development programs; vocational policy changes; reducing the availability of alcohol; training; and victim care and support. reducing the availability of weapons; eliminating ille- gal markets; changing institutional settings; referring Relationship/Inter-personal level people at risk for violence; improving trauma services; and job creation programs. The second level includes factors that increase risk because of relationships with peers, intimate partners Societal level and family members. A person’s closest social circle— peers, partners, and family members—influences his The fourth level looks at the broad societal fac- or her behavior and contributes to his or her range of tors that help create a climate in which violence is ..... 1. This tool appears as Tool #2 in the Tools document that forms part of the World Bank’s “School-Based Violence Prevention in Urban Communities of Latin America and the Caribbean Toolkit.� PRACTICAL GUIDE | Tool 1 1. Practical Guide.pdf 12 9/6/11 14:07:32 encouraged or inhibited, for example a culture of vio- lence, poverty and income inequality, rapid and un- controlled urbanization, youth unemployment and in- activity, migration, and drug traf�cking, among toher. Other important societal factors include the health, economic, educational and social policies that help to maintain economic or social inequalities among groups in society. Strategies at this level involve collaborations among groups and organizations that come together to raise social awareness about vio- lence, educate the general public and policymakers, and promote and press for change in policies, laws, norms and attitudes. Some examples include: public education; social norms projects; media campaigns on social norms and attitudes; advocacy and lobbying for legal and policy change; strengthening the police and judiciary; reducing poverty and inequality; and educational reform. Source: World Report on Violence and Health. Geneva, Switzerland: World Health Organization; 2002:1-56; Tool- kit for Working with Men and Boys, Family Violence Pre- vention Fund: http://toolkit.endabuse.org/Home.html. PRACTICAL GUIDE | Tool 1 1. Practical Guide.pdf 13 9/6/11 14:07:32 We now know how different individual, relationship, and lock them up for longer periods, evaluations of community and societal factors interact. We have also this type of policy have shown that this approach seen that these factors are called risk factors and are has only increased criminal behavior (World Bank and the characteristics that increase the likelihood that a UNODC, 2007). person will become involved in crime and violence (as a victim or an aggressor). We will now examine this Finally, there is the residual effect of the militarist model and see how the factors that induce youth to be- and war policies: the post-conflict culture. The legacy come involved in violence (including gang violence) are of civil wars has negative impacts at the political, vast and complex. institutional, social, and individual levels. Some of 14 5. THE COMPLEX NATURE OF RISK FACTORS the most relevant impacts include the massive avai- lability of arms and weapons, which have permeated society and, as a result, have contributed to the increase in levels and severity of crime and violence At the various levels, the risk factors or possible cau- (Adapted from World Bank’s 2010a). In the particular ses that may incite youth violence may occur: case of El Salvador, for example, after 12 years of civil war and 75,000 deaths, in the years following the AT SOCIETAL LEVEL: war, the most violent period in the country’s history was reported. Several studies suggest that the increa- - Being immersed in a culture of violence: se in violence was because this was the only method where the culture of violence is de�ned as: “the with which Salvadorans were familiar to resolve system of norms, values and attitudes that permits, their conflicts (Dowdney 2005). These authoritarian, encourages and legitimizes the use of violence in violent norms exist in the society’s institutions, interpersonal relationships� (Huezo 2001; Martin-Baro including schools and the home, which are the key 1992 as cited in Study of Crime and Violence in Cen- sources of socialization (Study of Crime and Violence tral America, forthcoming, World Bank). An example in Central America, forthcoming, World Bank). of this are the norms that justify the physical and ps- ychological abuse of children as part of the parenting - Poverty and income inequality: process; gender violence, which legitimizes the right Although no causal relationship between poverty and to control women and other dependents no matter violence has been found, it has been demonstrated what; economic and social policies that create or that income inequality leads to higher rates of vio- reinforce gaps and tensions among groups of people; lence (World Bank 2008b). This is because it is more weak laws and policies that favor violence, war, dif�cult to observe and live in an environment where militarism and institutional violence. One example of there is major income inequality, where it would be the latter is the existence of repressive, “hard-line� dif�cult to live in an environment of absolute poverty policies that minimize the prevention, rehabilitation where everyone has the same level of need; relati- and social reintegration of gang members. These laws ve need/deprivation increases the likelihood that have proved to be the least effective, resulting in a persons will become involved in acts of crime and vio- worsening of the problem. Although the “hard-line� lence (World Bank 2008b). In most cultures, posses- target is to remove juvenile offenders from the streets sing consumer goods is equivalent to having success PRACTICAL GUIDE | Part 1. A primer on violence and violence prevention 1. Practical Guide.pdf 14 9/6/11 14:07:32 and status, and economically marginalized people school dropout and risky sexual activities (World Bank are affected by the impact of consumerism just like 2008b). In addition, a youth’s inactivity is an even any other socioeconomic group. For many children clearer indicator of potential risk, because if a youth affected by the lack of articles of consumption, being is inactive, it means he or she is not working (but is able to obtain a pair of Nike shoes, designer clothing also not trying to get a job, which is generally the or a gold chain is worth risking their life (Dowdney, case of the unemployed), and does not attend school 2005). (Study of Crime and Violence in Central America, for- thcoming to be published in 2009, World Bank). - Rapid, uncontrolled urbanization: As mass exodus of people move to the urban centers - Migration: 15 looking for more job opportunities, public social and Over the past decade, one or both parents from a infrastructure services have become incapable of pro- large number of Central American households have de- viding for such population influx. cided to emigrate to the United States, leaving their children with grandparents or friends. Because it has In the Caribbean, urban migration is on the rise with been shown that the bond with parents is one of the a high share of young inmigrants who are “unatta- strongest protective factors against risky behavior, ched� to families, schools or employment. Although the consequent family disintegration caused by the large youth cohorts in and of themselves are not large number of Central American children left wi- always associated with increases in crime and violen- thout paternal and maternal support may be conside- ce, the correlation is stronger when taken in the con- red a facilitating factor for groups to recruit boys. In text of increasing poverty and rapidly growing cities, addition, immigration policies and the repatriation such as in the urban areas of the Dominican Republic of thousands of young Central Americans from the (World Bank and IDB, 2006). Whereas 56 percent of United States, who upon returning to their countries Dominicans were living in cities in 1997, that number maintained their violent connections, must also be had reached 64 percent by 2004 (Fares et al., 2006). taken into account. Their presence has undoubtedly Nearly 40 percent of Dominicans choosing to resett- contributed to the region’s gang activity. However, le are between the ages of 20 and 39 (Fares, et al., evidence connecting criminal deportees with gangs is 2006). weaker than what has been suggested (Study of Crime and Violence in Central America, to be published According to studies of gangs in El Salvador, gangs inforthcoming 2009, World Bank). are formed in settings characterized by overcrowding, disorganization and lack of urban planning and of - Drug traf�cking: recreational facilities for the population, especially The traf�cking, sale and consumption of drugs has for young people (Smutt and Miranda, 1998). increased in recent years in the Latin American Re- gion. Drugs and violence are related in three ways: i) - Youth unemployment and inactivity: the altered state that drugs generate produces a loss It has been proved that youth unemployment in- of control and violent behavior; ii) drug abuse gene- creases the likelihood of committing high-risk acts, rates physical and psychological dependency, causing including crime and violence, substance abuse, early youth to become involved in criminal activities to support their addiction; and iii) the participation of 1. Practical Guide.pdf 15 9/6/11 14:07:32 gang members in drug networks and organized crime re reigns in them, where for example teachers use (Cruz, 2007 as cited in Study of Crime and Violence in physical or psychological violence against students, Central America, forthcoming, World Bank). For exam- and students also attack their own companions. The ple, on Mexico’s northern border, gangs are reportedly phenomenon of school violence—all incidents in hired by international drug cartels for various services which any member of the school community is subject such as drug distribution and assassinations (USAID, to abuse; to threatening, intimidating, or humiliating 2006). behavior; or to physical assault from students, tea- chers, or other staff— is widespread in LAC. Violence AT THE COMMUNITY LEVEL: among students is the most common typefollowed by 16 student violence directed at teachers and violence This level’s risk factors occur when various institu- on the part of parents toward teachers (World Bank, tions with which youth are related (schools, neigh- 2008). borhoods and the police) show flaws in their mission of providing adequate services and support. Examples - Availability of firearms: include: The indiscriminate use of firearms is also a strong risk factor, since the amount of weapons in circulation - Low enrollment rates in secondary schools: makes it easy for at-risk youth to obtain them. In the lower the level of education is, the greater Central America alone, it is estimated that there are likelihood there is of involvement in violent activi- more than 3 million weapons (legal and illegal) in ties (Barker and Fontes 1996). More than 20 million circulation, most of which are illegally owned (Karp secondary school–age people in LAC are not enrolled 2008; Fundación Arias 2005; as cited in Study of Cri- in school or are lagging behind the school year they me and Violence in Central America, to be published should be in, which is equivalent to one in every in 2009 forthcoming, World Bank). Between 65% and three secondary school–age young person (World 70% of homicides are committed with firearms (FLA- Bank, 2008a).Studies show that insufficient access to CSO, Fundación Ariasas cited in Study of Crime and educational activities are among the root causes of Violence in Central America, forthcoming, World Bank, gang activity in Mexico (USAID, 2006). In light of the Fundacion Arias, 2008). In addition, firearms are absence of positive social influences by mentors and symbolically important since owning one immediately peers, and the relatively low cost of becoming in- changes a young boy’s relationship with other people volved in criminal activities, crime becomes the best in his community. Having a firearm places the young alternative for a young person who has not completed person in a position of power and status, causing his his or her education and who consequently lacks the male and female peers to revere him. Having weapons skills that would help him or her succeed in the job and belonging to an armed group, and the power and market (World Bank 2008b). income that this may represent for adolescents and young people, are a seductive combination for those - A violent school culture: with limited socioeconomic options (Dowdney, 2005). Although schools can be one of the most important protective factors in the life of at-risk youth, they can also be “schools of violence� if a violent cultu- PRACTICAL GUIDE | Part 1. A primer on violence and violence prevention 1. Practical Guide.pdf 16 9/6/11 14:07:32 AT THE LEVEL OF INTERPERSONAL RELATIONSHIPS (DO- times even access to money (Santa Cruz and Concha- MESTIC/FAMILY): Eastman 2001). Interpersonal risk factors refer to the relationships - Poverty in the home: that young people have with family members, friends, The fact that a household has more money does not intimate companions, teachers and colleagues. All of necessarily keep its members from becoming involved these play an essential, influential role in a youth’s in violent behavior, but it does reduce the likelihood behavior. Factors of greater interpersonal risk asso- of this happening. For example, if because a house- ciated with youth violence include: domestic violen- hold lacks sufficient means for survival, and one or ce and abuse, substance abuse by parents, physical both parents emigrate in search of better job oppor- 17 punishment, and the household’s level of poverty. tunities or are absent from the home for long hours, the child/parent bond is reduced, and this bond has - Dysfunctional families in which violence, ne- proved to be a significant protective factor. In addi- gligence, abuse and abandonment prevail in the tion, living in extreme poverty may lead some youth home: to become involved in related violent activities. Violence in the home is one of the factors most often Moreover, youth who live in very poor neighborhoods associated with youth violence. Children and youth in which there are various points for drug sales, are who experience or observe violent behavior in their surrounded by negative influences that constitute homes are more likely to become involved in vio- another risk factor (Study of Crime and Violence, to lent behaviors. Several studies show that intrafamily be published in 2009 forthcoming, World Bank). violence increases the probability that a child will commit violent acts later in life, either at intrafamily AT THE INDIVIDUAL LEVEL: or social level (Buvinic; Morrison and Schifter 1999). Young Brazilians, Chileans, and Hondurans who are Risk factors at individual level generally include violent have higher levels of physical, psychological, factors associated with cognition, physiology and and sexual abuse in their households than young the nature of individual behavior; most of these are people who are not violent. Young Chileans who feel established from early childhood. If we focus on ps- a sense of family cohesion are 75 percent less likely ychological/behavioral risk factors (ability to control to be violent than those who do not feel connec- emotions, level of self-esteem, low intellectual coeffi- ted to their families (World Bank 2008a as cited in cient, low school performance, early sexual initiation) Cunningham and Bagby, forthcoming; ESA Consultores and on environmental factors (exposure to conflict/ 2001; Koller et al. 2005). violence in the home and to substance and alcohol abuse), the following causes may be cited: - Peers who are gang members: Studies show that relationships with peers who are - Alcohol abuse: gang members or young people with criminal records Alcohol abuse has been shown to be risk factor, both strongly influence a youth’s decision to join a gang for becoming a victim and an aggressor in youth (Smutt and Miranda 1998). Unlike the families of the violence. Alcohol can increase the likelihood of beco- latter, their peers offer solidarity, respect and some- ming involved in youth violence in several ways: 1. It 1. Practical Guide.pdf 17 9/6/11 14:07:32 can reduce an individual’s self-control and his or her who have been socially excluded (from the educa- ability to process information and analyze risks; 2. It tional system and the job market) and who live in can increase emotional instability and impulsiveness, households with parents lacking parenting skills and contributing to a youth recurring to violence; and in communities where violence is the norm, joining finally, 3. The fact of being a victim of violence or of gangs as their best alternative for socialization (Cruz having witnessed violence can lead to the hazardo- 2007 as cited in Study of Crime and Violence ,forthco- us use of alcohol as an escape mechanism. Alcohol ming, World Bank). Violence may be a way for young is often present in gang rituals. The high level of people to gain a sense of belonging. Among violent alcohol consumption is one of the key risk factors young Brazilians, 23 percent stated that they engaged 18 contributing to violence among close friends (World in violent behavior to belong to a group (World Bank Bank 2008b). 2007b as cited in World Bank 2008a). - Low self-esteem: - Early sexual initiation: Low self-esteem is a persistent cause of violence Risky sexual behavior, which includes early sexual among young gang members (E. Anderson 1994 as initiation, is associated with various risky behaviors cited in Baumeister, 1999). A low sense of self-worth that involve costs both to the young person and to and of self-esteem in fact has repercussions on des- society. These risks include: dropping out of school, tructive and self-destructive conduct. Children who teenage pregnancies and a greater risk of contracting are witnesses to or victims of violence may have a HIV/AIDS and sexually transmitted diseases. Evidence variety of behavioral disorders, including low self- shows that children born to teenage mothers have esteem, isolation, nightmares, a feeling of blame, more health and behavioral problems than those born and aggression against friends, relatives and proper- to older mothers (Ahn 1994; Grogger and Bronars ty (Peled, Jaffe and Edleson 1995). Correcting low 1993; Hoffman, Foster, and Furstenberg 1993; Nord self-esteem is the most recommended intervention for et.al. 1992; Rangarajan, Kisker, and Maynard 1992 as treating problems of anger and aggression, including cited in Study of Crime and Violence, forthcoming, the case of young members of gangs (Jankowski World Bank.) 1991), mothers who abuse their children (Oats and Forrest 1985) and perpetrators of domestic violence (Gondolf 1985 and Renzetti 1992 as cited in Journal of Family Violence, 1996). Many programs to prevent youth violence are aimed at improving adolescents’ self-esteem and self-efficacy, regardless of other aspects of their experience on which an attempt is made to exert influence. (Burt 1998). - Lack of identity: Many youth end up joining gangs due to a lack of positive role models, both in their families and in their communities. In Central America, many youth PRACTICAL GUIDE | Part 1. A primer on violence and violence prevention 1. Practical Guide.pdf 18 9/6/11 14:07:32 6. RISK FACTORS VERSUS PROTECTIVE FACTORS In addition to risk factors, there are protective factors or assets, which are factors that have been proven to decrease the likelihood of violence because they “pro- tect� children and youth from risk or adversity. The ability to resist refers to the ability to overcome obs- tacles, to recover from frustrations, and to become a 19 healthy, productive person. In recent years, and with growing frequency, schools and communities have presented a response with emphasis on: (i) identi- fying risk factors both in the selection of participants and in the type of intervention; and (ii) identifying the important protective factors (or assets) that can be promoted or improved. For a sample list of risk and protective factors for children and youth, please see Table 1. Because research on risk factors associated with violence tends to focus on how “wrong� is everything that is done with children, youth, families and com- munities, a focus on assets has been used, taking advantage of what is “right� or what schools and communities should �x. In truth, many protective factors reflect the inverse of risks factors. For exam- ple, high self-esteem is a protective factor and low self-esteem is considered a risk factor. In fact, as in the case of risk factors, protective factors (or assets) are found in the individual, the family, the group of friends, educators and the community. Thus, risk factors can often become protective factors or assets that can help guide interventions, thus encouraging positive development. 1. Practical Guide.pdf 19 9/6/11 14:07:32 TABLE 1: Examples of protective and risk factors in the lives of children and youth. SETTING RISK FACTORS PROTECTIVE FACTORS INDIVIDUAL - Biological vulnerability - Spirituality/religion LEVEL - Low self-esteem - Social skills - Participation in behaviors that endanger health - Above-average intelligence - Intellectual deterioration - Greater self-efficacy - Early or delayed puberty - Perceived importance of parents - Difficult temperament - Positive self-esteem - Impulsiveness - Affective disorders - Attention deficit hyperactivity disorder (ADHD) - Aggressive or defiant behavior in early childhood - Reaction to stress - Deficiencies in processing social information - Lack of skills to resolve social problems RELATIONSHIP - Little instruction on parenting - Relationship with family LEVEL - Mental illnesses in the family - Presence of parents (FAMILY) - Family’s participation in crimes - Parents’ values: - Parents’ consumption of illegal substances - with regard to schooling - Maternal stress - with regard to risky behavior - Large family - Having a father and mother 20 - Overcrowding - Fewer siblings/space for children - Poverty - Family unity - Access to weapons - Parents’ democratic teaching style (based on dialo- - Authoritarian or permissive style of parents gue) - Family violence COMMUNITY - Retention in the same grade - Close relationship with school LEVEL - Size of school - Better academic performance (SCHOOL) - Absenteeism - Period spent in the same school - Suspensions - School policies COMMUNITY - Being the subject of prejudice by friends - Fair treatment by friends LEVEL - Perception of threats - Having friends who do not have risks (FRIENDS) - Social isolation - Friends with prosocial standards - Participation in cultures that stray from the norm SOCIAL LEVEL - Arrests by age and type - Educational achievements by age - Fertility rates in community, by ages - School enrollment for adolescents between the ages - Unemployment rate by neighborhood of 16 and 19 - Single-parent households/with female head of household - Access to health care services - Age at time of emigration - Use of health care services - Exposure to violent media - Adult employment rates - Exposure to youth-oriented advertising - Positive support systems - Access to tobacco, alcohol, drugs or weapons - Religious institution - Watching television/videos - Access to good role models - Prosocial media Source: This table is a summary of available research conducted by Dr. Robert Blum cited in U.S. Department of Health and Human Services, National Adolescent Health Information Center (NAHIC). Improving the Health of Adolescents & Young Adults: A Guide for States and Communities. Atlanta, GA: 2004.It draws from Blum, R.W 2006. Risk & Protecti- ve Factors in the Lives of Youth: The Evidence Base. Youth Development Notes. Volume 1, Number 4. Children & Youth Unit, Human Development Network, World Bank. PRACTICAL GUIDE | Part 1. A primer on violence and violence prevention 1. Practical Guide.pdf 20 9/6/11 14:07:32 7. WHAT IS VIOLENCE PREVENTION? Violence is a behavior that is learned – typically • Secondary prevention: at an early age, often from experiences with family This level of prevention implies identifying persons members, schools, friends and/or communities – and with early indications of the problem and intervening therefore can be unlearned and prevented. Preventing before they cause harm or disability. One example of violence means keeping violent acts from occurring this could be to identify and intervene with children 21 and intervening to eliminate or decrease underlying who demonstrate adverse or aggressive behavior or risk factors, reinforcing protective factors, and for- whose academic performance is de�cient, and to offer ming an ability to resist or reduce the recurrence of training to parents and/or conduct home visits. subsequent violence and its harmful effects. • Tertiary prevention: THERE ARE THREE LEVELS OF VIOLENCE PREVENTION: This level of prevention refers to long-term activities that are conducted with a small number of students • Primary prevention: with the most serious patterns of problem behavior or This level of prevention seeks to halt any violent who have been subjected to victimization by perpe- event before it occurs. It encompasses all persons in trators of violence, in an effort to reduce revictimi- the population who are at risk of becoming victims zation and the repetition of crimes. It encompasses or aggressors, no matter what their differences are. students with social, emotional or learning dif�culties Some examples of this level of prevention include pre- as well as students with no established diagnosis school improvement programs, training on parenting, but who demonstrate dangerous or very disturbing and training of teachers and professionals in the com- behavior. Tertiary prevention is more effective when munity on how to prevent interpersonal violence. At primary and secondary prevention strategies are this level of prevention, activities are included such underway. Frequently, students at this level partici- as clear communication of schools’ norms and expec- pate in various service systems. The provision of a tations, support for transitions, a curricular program “comprehensive� process offers individualized atten- of social skills or the development of problem-solving tion to children and families and includes the imple- skills, better communication with parents and caregi- mentation of joint efforts by services and support in vers, and the enactment and implementation of laws the community, often known as the “system of care.� to regulate alcohol consumption in the community. The comprehensive process consists of a plan for the It is important that prevention programs be aimed child and for his or her family, the result of which is at children in the entire school and of all ages, not a combination of individualized services and support only those who have already demonstrated violent or that meet the needs of both. aggressive behavior or risk factors associated with such behavior. 1. Practical Guide.pdf 21 9/6/11 14:07:33 CHARACTERISTICS OF SUCCESSFUL VIOLENCE PREVEN- TION PROGRAMS THAT ILLUSTRATE THE DIFFERENT LEVELS OF VIOLENCE PREVENTION WE JUST MENTIONED The following methods have been shown to increase Important! Research indicates that approximately the success of violence prevention programs: 80% of problem behavior may be avoided by putting effective primary prevention into practice. Experience • Begin as soon as possible. Early interventions shows that secondary prevention tends to work better can mold the attitudes, knowledge and behavior of when it is handled as a collaborative effort between children when they are more open to positive influen- program staff and members of the community and ces that could affect their behavior throughout their school, than when it “administered by experts.� Ter- lives. tiary prevention is more effective when primary and • Focus on common risk factors. When there are secondary prevention strategies have already been different types of violence that bring together various 22 implemented. (National Center for Mental Health Pro- risk factors (such as the abuse of children, the elderly motion and Youth Violence Prevention, 2008) and women), interventions to deal with such cases may have an impact on various types of violence. An effective practice of school-based violence preven- These common risk factors include the loss of one’s tion implies using the three levels of prevention in an parents, the consumption of alcohol and illegal subs- appropriate and coordinated manner. It is never too tances, mental illnesses and social isolation. early or too late to begin violence prevention. • Promote safe, stable and enriching family rela- tionships. These relationships can resolve many types of violence and other health problems, and can also contribute to developing attitudes that improve the acquisition of healthy habits and lifestyles favorable to socialization. There are three general approaches to promote this type of family relationships: (i) parenting training; (ii) providing social support to parents, and persons in charge of childcare and fami- lies in general, in proper child-raising strategies; and (iii) creating social settings that support and protect children. • Increase the positive participation of adults. De�ciencies in the control, supervision and positive participation of adults in adolescents’ activities are risk factors for youth violence. Instead, the positive participation of adults is a protective factor against antisocial behavior and other problems, since it can contribute to developing attitudes that improve the acquisition of healthy habits and lifestyles favorable to social interaction, and to helping adolescents in the transition toward a productive adult life. PRACTICAL GUIDE | Part 1. A primer on violence and violence prevention 1. Practical Guide.pdf 22 9/6/11 14:07:33 • Strengthen communities. The community is the • Improve the systems of criminal justice and setting in which people and families interact, and the social well-being. Several studies reveal that the in- degree to which violence and its associated dange- cidence and reliability of criminal justice institutions rous behaviors (such as alcoholism) are approved or and the existence of programs that offer networks of censured will be of great importance in preventing economic security are related to lower indexes of vio- them. Although much more research is needed on lence. From the standpoint of the primary prevention evaluations at this level, various interventions con- of violence, having a fair, ef�cient criminal justice ducted at the community level have been identi�ed system contributes to dissuading violence in general. as promising, these include those aimed at reducing Likewise, institutions of social well-being that offer the availability of alcoholic beverages; improving the basic support to persons and families with serious 23 availability and quality of daycare centers’ physical economic problems can mitigate the effects of income facilities, which can help to promote healthy deve- inequality. We can consider the improvements and lopment and facilitate good academic results; the changes to these systems as signi�cant dimensions of creation of safe routes for children from their homes violence prevention in nationwide violence prevention to their schools; and community awareness and self- policies and programs help groups. • Improve the infrastructure of municipal and • Modify cultural norms. Cultural and social tra- youth services in terms of urban planning and deve- ditions tend to be used to justify practices such as lopment, housing, parks and recreation, youth emplo- the abuse of women, severe physical punishment of yment and training. children and adolescents, and physical violence as accepted means of resolving conflicts between young We have now seen what violence is, what its costs men and women. Cultural norms can also be a sour- are, its three subtypes (self-inflicted, interperso- ce of protection against violence, as is the case of nal and collective), what its risk factors are (at traditions that promote women’s equality and respect four levels: individual, interpersonal relationships, for the elderly. To prevent violence, it is especially community and society) and some of its causes. We important to study norms that associate violent beha- have also discussed the principles of prevention (at vior with masculinity and those that promote racism, three levels: primary, secondary and tertiary preven- sexism and class discrimination. Likewise, norms for tion). Lastly, we have seen what some of the most violence protection should be promoted. successful characteristics of violence prevention programs are. Now, in Part II of the Guide, we will • Decrease income inequality. Although poverty per discuss the speci�c role of schools in preventing se does not appear to be systematically associated violence. with violence, extreme income inequality does appear to be related to interpersonal and collective violen- ce. Therefore, programs and policies that reduce or minimize the impact of income inequality can help prevent violence, although evidence based on these interventions has not yet been established. 1. Practical Guide.pdf 23 9/6/11 14:07:33 part .2 The Role of Schools in Preventing Violence 24 1. SCHOOL VIOLENCE IN LATIN AMERICA AND THE CARIBBEAN A large part of the violence to which young people are exposed does not occur in the school per se but rather in their homes, in the district where they live, or in the neighborhood where their school is located. However, many non-fatal crimes, both violent and non-violent, take place in school facilities and on the way to or from school. Crimes can range from the most “serious� (such as rape, robbery, sexual violence and serious assaults) to less serious behavior (such as �ghts and bullying). Furthermore, many of the region’s schools also suffer from the wide availability of �rearms, which is one of the greatest risk factors for violence. Several studies conducted in the Latin America and Caribbean region reveal that violence among stu- dents is the most common type of violence. Moreover, research indicates that the mistreatment of students by teachers is common in the region as a whole. Some sample survey results2 of the extent of youth violence in the Latin America and Caribbean region are presen- ted below: • In Brazil, 84 percent of 12,000 students polled in 143 schools from six state capitals consider their school violent. Almost 70 percent of the students ..... 2. E. Alda, Technical Notes: Violence No. 11, School-Based Violence Prevention, Inter-American Development Bank, http://idbdocs.iadb. org/wsdocs/getdocument.aspx?docnum=911739 PRACTICAL GUIDE | Part 2. The role of schools in preventing violence 1. Practical Guide.pdf 24 9/6/11 14:07:33 2. admitted being victims of violence in the school (Abramovay, 2004). 25 • In Bogotá, Colombia, �ndings from a survey of EFFECTS OF SCHOOL VIOLENCE more than 1,000 public school students show that almost 30 percent of males and 17 percent of females School violence can have various negative effects. For have been in at least one �ght in school. Also, 20 example, school violence can lead to school drop- percent of the students suffer matoneo (emotional out since children are scared of attending school. It violence) on a daily basis (Chaux, 2004). can also result in low-quality teaching, since acts of violence can disturb classroom discipline, limit • In Managua, Nicaragua, 6,000 students were surve- the teacher’s availability to students before or after yed on risks of victimization and violence in schools. the school day, and decrease students’ motivation to Findings show that 45 percent and 37 percent of pri- attend school or their willingness to participate in mary school students have suffered from bullying and extracurricular activities. If teachers are unable to physical aggression within their schools, respectively, ef�ciently handle episodes of violent behavior, their compared to 50 percent and 22 percent for secondary interest and participation in teaching can be affec- school students (MECD, 2003). ted. • In San Salvador, a poll of more than 1,000 stu- Also, school violence can have prolonged effects, dents from middle and secondary schools showed since students who are repeatedly the victims of thataround 15 percent of are involved in at least violence in school (or in the community or home) ge- one school �ght in any given month and almost 20 nerally have many emotional and behavioral problems percent carry bats or sticks to school for self-defense that can worsen in the future. Exposure to violence (PNUD, 2002) can be toxic at a psychological level. This exposure can cause generalized emotional anguish, disruptions • In Kingston, Jamaica, almost 90 percent of the in interpersonal relationships, problems of aggression, students surveyed in 11 schools are worried about problems of behavior and school absenteeism, and school violence. Twenty-one percent of the students physical symptoms such as chronic fatigue. had attacked teachers or staff, and 22 percent had suffered violence from other students (Gardner et al., 2003). 1. Practical Guide.pdf 25 9/6/11 14:07:33 In this regard, schools and communities can: • Promote the development of classroom activities, school policies on second chances, community youth development, after-school programs and activities, and referral services that link children, youth and parents with the appropriate services; 3. • Work with the community to organize social in- clusion projects, educational or employment options for youth and young adults, and to promote greater WHY SCHOOLS SHOULD PLAY A ROLE IN VIOLENCE PRE- coordination in the prevention of crime and violence VENTION at the local/municipal level; This section presents why schools should play an • Support the creation of neighborhood associations active role in preventing violence. or committees for the social prevention of crime in communities, and promote meetings to monitor 26 - School-based violence prevention activities are activities with community leaders, heads of police an integral part of a community’s overall safety sectors, and parents of assisted youth; strategy. Because the school is an integral actor of a community, there is a very close relationship • Participate in tasks aimed at improving mutual trust between school violence, community well-being, among neighbors and residents of the community. For and the level of social capital in a community. Thus, example, schools can offer spaces for holding mee- higher levels of school violence may give rise to an tings, making decisions, preparing plans and imple- increase in overall crime and violence indeces in the menting joint actions (as parents, teachers, students, community. The education sector can aid the network parent association members, parishioners or neigh- of institutions in identifying and putting a stop to bors), either to improve neighborhood safety, offer a the cycle of violence. In fact, schools can address a cleaner environment, improve children’s education or wide variety of issues including behaviors, attitudes, promote the active maintenance of inter-generational patterns of communication, policies and conditions of bonds; the educational institutions that support and perpe- tuate violence. For example, educational programs can • Promote sports activities and meetings; for exam- challenge cultural norms that support violent beha- ple, holding assemblies to determine the rules that vior against women or ethnic and religious authori- will govern sporting events, hold indoor soccer cham- ties, and teach alternative attitudes and skills that pionships, etc.; and promote nonviolent conflict resolution, respect for human rights, democracy, intercultural understanding, • Participate in activities to promote social inclusion tolerance and solidarity. They can also keep violence in the community, particularly that of groups who from occurring in school facilities, offering a safe have suffered the accumulated effects of poverty, ra- place where the institution’s personnel and students cism and lack of opportunities. Activities may include: can work and learn. training in specialized trades, efforts to change social and cultural norms, community education projects, and defense of community interests to change local policies. These programs have been used successfully to encourage gang members to participate in local politics and in social development projects. PRACTICAL GUIDE | Part 2. The role of schools in preventing violence 1. Practical Guide.pdf 26 9/6/11 14:07:33 - It is essential to have safe schools so that young patterns of communication and before many of them people can learn and enter into healthy relation- drop out of school. These interventions promote the ships. In addition to the role that schools play in formation of healthy attitudes and practices instead promoting academic achievements (which are assets of reinforcing unhealthy habits. Research on deve- for healthy development), schools are key institutions lopment has shown that early aggression generally for socialization and can provide an excellent setting intensifies later, turns into violence and expands to for implementing violence prevention programs, with other anti-social behaviors. Thus, prompt interven- long-term positive effects on children and adoles- tion can be less costly and more effective than trying cents. to change deep-rooted patterns of violence in older children. 27 - The relationship with the school is an effective strategy for preventing violence. Various rigorous - There exists a wide menu of school violence studies have shown that a student’s close relationship prevention programs to choose from. Worldwide, with the school decreases dropout rates and anti- a wide variety of strategies, activities and promising social behavior, promotes positive development, in- practices for violence prevention conducted in schools creases motivation, classroom participation and class have been identified. The essential components of a attendance, and increases completion rates. safe school have also been identified. These methods can be implemented by schools of different sizes and - Schools offer efficient, practical and timely with different amounts of resources, either at clas- means of preventing violence. The school system sroom or institutional level, or in association with can be the most efficient, organized way to reach the community, to decrease violent behavior and the large segments of the population, including adoles- victimization of students and teachers. These methods cents, school administrative staff, family members may be incorporated in classroom and school admi- and local community residents. In nearly all coun- nistrative practices and/or as a complement to other tries, schools offer various services to students, and activities that are already being conducted (GTZ/ many have some elements of programs existing in the PAHO, 2008). school or local community (such as health promotion, extracurricular activities and sports) that can become - School-based violence prevention programs are the starting point for a program with a more inte- increasingly showing promising results. And even- grated approach that includes violence prevention. though there are only few school prevention projects Schools also have the advantage of having personnel that have undergone rigurous impact assessments in equipped with teaching and learning tools. Moreover, LAC, many of the good practices for violence preven- most students and communities have a positive opi- tion that are successful worldwide, are already being nion about school teachers and administrators who carried out in the schools and communities of the project the image of being positive role models. Region. - Interventions conducted in schools can reach - Schools offer the community certain exclusive children at an early age, during the initial stages resources that contribute to safety activities. In of the development of their attitudes, values and many communities, schools are often the only public 1. Practical Guide.pdf 27 9/6/11 14:07:33 resource that can provide a neutral space for bringing series of problems related to violence, health and the together the members of the community. Situated developmental needs of children and adolescents. in the heart of the communities, schools have the opportunity to address the broader needs of families *To learn about an example of a successful program and communities by linking families with the resour- for school participation in violence prevention, see ces, support and services they need. Many schools the “Programa de Prevención Temprana de la Agresión are opening their doors after school hours to conduct en Medellín (Colombia)� [“Program for Early Preven- a variety of extracurricular activities, offering safe tion of Aggression in Medellín, Colombia�] in the shelters where adolescents can play and learn without Appendix. 28 fear of being hurt, or spaces to meet with communi- ty-based organizations or local universities to develop Schools alone can play critical roles in violence pre- strategies and implement a variety of improvement vention in their communities, but even more so when programs aimed at parents and the community. The they partner with other community organizations. For diversity of programs that can be conducted after example, school-community alliances can: school allows the community to �nd activities that coincide with their own values and meet the safety - Contribute resources for violence prevention, the needs of children and of the community in general. development of skills, outlooks and other assets that contribute to the efforts of the school and the com- - Increasingly, society considers educational ins- munity titutions as an extension of the family. Schools are often expected to feed students, offer them health - Strengthen participation in informal and formal services, refer them to community organizations to networks and intensify residents’ level of commitment address cases of illegal substance abuse, or violence, in neighborhood associations, schools and religious cooperation with law enforcement authorities, provide institutions comprehensive health education, and actively promo- te safety, social skills, physical activity and healthy - Serve as key coordinating agencies in which adoles- life styles in general. At the same time, schools conti- cents can obtain information on resources available nue to be responsible for their key function: preparing in the community and on ongoing community pro- students to achieve academic results and success in grams higher education or in the workplace. Schools alone cannot be expected to meet these needs, especially - Help to establish close ties with external organi- if one considers that their primary responsibility is to zations and resources, (for example, with the local deal with high academic standards in the midst of se- government), increasing the likelihood of influencing rious �scal restrictions. However, they can make their decisions on policies that affect violence conditions central facilities available so that other organizations in the neighborhood and other related conditions can work together to address these needs. Through the formation of alliances and with strong commu- nity support, the cooperative programs conducted in schools have achieved positive results by addressing a PRACTICAL GUIDE | Part 2. The role of schools in preventing violence 1. Practical Guide.pdf 28 9/6/11 14:07:33 4. Third level: Going beyond the local school • Training and transferring skills to increase the abili- HOW TO IMPLEMENT SCHOOL-BASED VIOLENCE PREVEN- ty to prevent violence TION PROGRAMS • Developing new programs/physical facilities for adolescents and children School-based violence prevention plans can be carried • Participating in community education, arts and out at three levels: recreation programs that address the issue of violence • Developing educational programs on parenting First level: Making use of existing functions • Developing class completion programs for high-risk 29 youth The simplest starting point is to make use of traditio- • Developing parenting programs aimed speci�cally at nal activities in the school. This idea is generally easy adolescent fathers and mothers to sell to schools and includes: It is important to highlight the fact that school-based • Compliance with educational policies on academic violence prevention programs can also be implemen- achievement, attendance, control of absenteeism, etc. ted at individual, school and community levels. Most • Providing safety in school facilities of them include a combination of activities, depen- • Developing a safety response plan ding on the needs and assets of each school. Second level: Aligning local-level educational functions with the principles of violence preven- tion This task consists of ensuring that educational functions serve to prevent violence. This requires aligning and integrating principles and policies with various parts of the school working together, and includes: • Establishing school policies for prevention, which are effective in terms of discipline, �ghts and bu- llying in schools • Integrating violence prevention in the curriculum and/or in interactions between teachers and students • Developing an after-school program that meets the needs of high-risk youth 1. Practical Guide.pdf 29 9/6/11 14:07:33 PREDICTORS OF HIGH-QUALITY SCHOOL-BASED VIOLENCE PREVENTION INTERVENTIONS To learn about an example of a successful program for reducing violence and increasing social competencies, 1. Teacher training is extensive and of high quality, see the “PEACEBUILDERS INITIATIVE® Program� in the and includes speci�c activities of the violence preven- Appendix. 5. tion program, since educators do not always have the resources, responsibilities or skills to exert a positive impact on all the risks that drive children and youth to use violence. The programs will have a larger TYPES OF SCHOOL-BASED VIOLENCE PREVENTION impact if if the school principal closely monitors the PROGRAMS 30 implementation of activities. TABLE 1: 2. Programs are comprehensive and highly structured. Overview of types of school-based violence pre- Combining interventions from different successful vention programs programs tends to work better than individual in- terventions. Moreover, in order to ensure the correct Among the types of successful school-based violence functioning of these interventions, it is of utmost prevention programs in which the educational commu- importance that personnel follow manuals and imple- nity can participate, �ve types of programs are worth mentation standards and use quality control mecha- highlighting due to their growing evidence of success: nisms. (i) Life skills training programs, (ii) After-school programs, (iii) Culture and arts programs, (iv) 3. Programs need to be initiated and conducted by Gender-based violence prevention programs and school personnel. However, the likelihood of having a (v) Youth gang violence prevention programs. greater impact will be higher if those who implement Each of these types of programs will be described in the program work closely with outside experts and more detail below. researchers to develop programs that carefully address the needs of the school and the community. (i) Life Skills Programs 4. Interventions involve actors from outside the Educators, employers and policymakers all stress the school, such as parents and other members of the importance of focusing on the development of life community. Violent behavior is �rst learned and ex- skills in a changing world such as ours today. Life perienced in the household, so parental involvement skills programs can promote the following essential to improve parenting skills should be encouraged. skills: Involvement by community members can play an im- portant role in establishing a positive school climate • Personal skills (for example, handling emotions, and strong social networks that are key in shaping a collaboration, personal responsibility, building trust, young person’s identity. and respect for oneself and for others) Source: E. Alda 2007. Technical Note 11: School-Based • Problem solving (for example, conflict management Violence Prevention. Inter-American Development Bank. http://www.iadb.org/sds/SOC/publication/ and decreasing bullying) publication_546_1291_e.htm PRACTICAL GUIDE | Part 2. The role of schools in preventing violence 1. Practical Guide.pdf 30 9/6/11 14:07:33 • Effective work habits (for example, teamwork, interviews, workplace protocol, managing time and responsibilities, and workers’ rights) • Healthy life style (for example, healthy relations- hips, decision making, prevention of illegal substance abuse, nutrition and prevention of sexually transmit- ted diseases (STDs/HIV/AIDS) • Raising awareness about the community and the 31 environment (for example, conservation of environ- mental and community green spaces) • Diversity (for example, respect for differences, tole- rance, values) • Service learning (for example, citizen responsibility, community services, volunteering) Please see Tool #2 below for additional information on school-based life-skills programs. 1. Practical Guide.pdf 31 9/6/11 14:07:33 TOOL # 2: EXAMPLES OF GRADE-SPECIFIC OBJECTIVES FOR VIOLENCE PREVENTION SKILLS 3 PRESCHOOL - Model and role-play how to say no to situations threatening one’s health or well-being (e.g., “no to breaking family or school rules� and “no to speaking with strangers�). - Discuss the importance of resolving conflict with peers in a positive manner. GRADE 1 - Identify situations where refusal skills are necessary (e.g., say no to suggestion of stealing). - Identify how positive behavior can resolve conflict and where/when to go for help when a conflict arises. GRADE 2 - Recall situations in which refusal skills are important and practice using them. - Recognize conflict as a normal part of interpersonal relationships, recognize the importance of good communication and fact �nding, and recognize compromise as a way to negotiate a conflict. GRADE 3 - Demonstrate attentive listening skills and effective interpersonal communication skills that show care, consideration and respect. - Discuss and practice steps of the peer mediation process (e.g., ground rules, brainstorming). GRADE 4 - Assess personal use of positive communication skills. - Discuss and practice the peer mediation process. - Analyze the consequences of violent versus nonviolent means to resolve conflict (e.g., reputation/labeling, isolation, physical injury, self-con�dence, attention). GRADE 5 - Propose guidelines for healthy communications (e.g., respect, listening), role-play healthy communication and refusal skills. - Use the peer mediation process to resolve conflict. - Identify skills and responsibilities that support healthy family relationships; practice communication skills that promote good family relationships GRADE 6 - Identify important decisions made during adolescence; analyze the cause-and-effect relationship between decision-making and short-and long-term consequences (e.g., injury). - Describe the bene�ts of team decision making; identify strategies to become a good team member; practice team decision- making. GRADE 7 - Demonstrate strategies to manage conflict and stressful situations. - Describe causes of conflict among youth in schools and communities. - Analyze environmental factors contributing to violence; discuss barriers to violence prevention. - Identify community resources and services for violence prevention. GRADE 8 - Demonstrate the ability to communicate ideas and work together to achieve a common goal (e.g., cooperative learning group). - Identify reasons why individuals become depressed and/or consider suicide; describe the referral procedures for these issues. - Identify factors in the home, school and community that decrease violence; identify the behavioral characteristics of perpetrators and victims of violence. - Examine ways in which conflicts can be resolved; identify barriers to communication and potential triggers for violent behavior. GRADE 9 - Demonstrate the ability to work cooperatively and resolve conflict peacefully. - Differentiate between emergency situations that are life threatening and those that are not and list action steps for each situation; demonstrate �rst aid skills and simulate responses to emergencies. - Evaluate violent situations and determine how best to avoid and/or resolve these situations. Source: West Virginia Department of Education Of�ce for Healthy Schools: Instructional Goals and Objectives for Health Edu- cation 1997; as cited by FRESH Tools for Effective School Health, First Edition 2004. http://www.unesco.org/education/fresh ..... 3. Tool 2 appears as Tool 3 in the Tools document that forms part of the World Bank “School-Based Violence Prevention in Urban Communities of Latin America and the Caribbean Toolkit.� PRACTICAL GUIDE | Tool 2 1. Practical Guide.pdf 32 9/6/11 14:07:33 (ii) After-school programs expression or creative expression. Youth development programs often take advantage of young people’s Recent studies show that violent crimes committed strengths and focus on their attitudes and skills. by adolescents occur more frequently after 3:00 p.m. and continue to be frequent until 9:00 p.m (Butts There are two main providers of after-school pro- and Snyder, 2008). By offering a safe, protected grams: environment during these peak hours of violence, after-school programs can provide children and ado- • Community-based organizations. lescents with an opportunity for constructive learning In this case, the categories include: national organi- and positive development as an alternative to high- zations that work on behalf of adolescents, such as 33 risk behavior and violent activities. In recent years, the YMCA; programs sponsored by public agencies, many organizations have focused their attention and such as public libraries and parks; youth sports orga- resources on the needs of youth in depressed urban nizations; multiservice organizations, such as reli- zones, and are well equipped to help children and gious institutions and service clubs for adult members youth who reside in these zones and are already in of the community (for example, the Rotary Club); and trouble. These organizations offer enjoyable, educa- independent youth organizations that begin at com- tional recreation with additional, appropriate resour- munity level and offer various services. ces that youth would not �nd elsewhere. • Schools. The three most common types of after-school Schools have also recently begun to participate as programs are: program providers. These types of programs can either be: a) school-administered programs,typically a) Programs offered when the school day ends. focused on providing academic content and mainly These programs often start immediately after the end conducted by teachers, and b) programs delivered by of classes on normal school days. The orientation community-based organizations andadministered by and content of courses varies widely and those who these organizations, but which operate in schools, deliver them may be certi�ed teachers, trained youth such as the UNESCO program Abrindo Espaços in workers or adolescent leaders. Brazil. b) Daycare centers for school-aged children. A summary of the implementation features of after- These programs are speci�cally aimed at the care and school programs are presented in Table 2 below: well-being of children before and after school, on weekends and during vacation periods. They are sub- ject to state and/or municipal licensing requirements with regard to physical facilities, staf�ng, etc. c) Youth development programs. These programs promote positive development in one or several areas, such as affective relationships, self- 1. Practical Guide.pdf 33 9/6/11 14:07:33 TABLE 2: Implementation features of after-school programs TYPE OF PROGRAM KEY FEATURES STAFF IN CHARGE OBJECTIVES SOURCES OF EXPECTED OUTCOMES SUPPORT 34 School-adminis- The school is the School and NGO Recreation, acade- School budget, local Multiple outcomes tered principal entity; it staff. mic achievements, funds, state and include: better For example: Extra- remains open for safe shelter, educa- federal subsidies, academic achieve- curricular activities normal activities tional improvement, subsidies to daycare ments, better ad- Extended-day pro- (for example, sports reduction in crime centers, payments justment to school, grams clubs and tutoring). and drug use. by parents. new skills learned Daycare centers It may cooperate and prevention of for school-aged with NGOs to offer high-risk behavior. children specific activities Administered by a The NGO is the prin- NGO staff. Prevention of high- Local funds, grants Initial outcomes community-based cipal entity; it is in risk behavior; safe from foundations, include: a better organization (NGO) charge of operating shelter; community private contribu- school environment, Example: the program in the development. tions. a decrease in fights FUSALMA’s Progra- school and contri- and suspensions, ma Integral Juvenil butes activities and better grades in Don Bosco (illustra- services. reading, and a de- ted in the Appendix) crease in high-risk behavior. Community-school Services provided School and NGO Academic achie- Grants from foun- Short-term outco- alliances, i.e., NGO by the school and staff. vements, parent dations, funds from mes include better programs located in the community-ba- participation, and universities, state academic achieve- schools sed organization are community develo- and federal funds, ments, higher class Example: Abrindo integrated. Conti- pment. and donations. attendance, and a Espaços (illustrated nuity is established decrease in violence in the Appendix) between academic and crime in the programs and after- neighborhood. school programs. The school is open to the general com- munity. Source: Adapted from The Role of the School in Children’s Out-of-School Time. Joy G. Dryfoos. PRACTICAL GUIDE | Part 2. The role of schools in preventing violence 1. Practical Guide.pdf 34 9/6/11 14:07:34 To learn about an example of a successful after-school (iii) Arts and Cultural programs program, please se “La apertura de las escuelas a la comunidad: Programa Abrindo Espaços, Brasil� There is a growing body of evidence that arts can [Opening schools to the community, Abrindo Espaços have a signi�cant effect on decreasing violent be- Program, Brazil] in the Appendix. havior by at-risk children and youth. For those who have personally experienced violence, the use of the Regardless of the type of after-school program, there arts can serve as a mechanism and means of openly are key features of high-quality after-school pro- expressing emotions in a safe environment. Participa- grams, presented below: tion in arts programs can help students to overcome the obstacles of their underprivileged backgrounds. 35 • Conducive to regular class attendance by children ; Several studies show that at-risk youth who partici- • Offer adequate supervision and structure, with pro- pate in after-school artistic activities are more likely perly trained staff and activities focused on meeting to participate in other school activities, to be on time their objectives; and to have better academic results, to express their • Include the participation of other important institu- anger appropriately and to communicate more effec- tions in children’s lives: i.e the family and the school tively. Moreover, these young people improved their (i.e., parents and schools participate in the planning ability to work on speci�c tasks, participated less in and conduction of after-school programs); criminal behavior, had fewer court dates, demons- • Offer a safe, positive environment; trated better attitude and self-esteem, were more • Set high standards for children and offer the neces- self-suf�cient and showed greater resistence to peer sary assistance to meet these standards; pressure. • Design activities in which adolescents participate, based on current understanding of adolescent develo- The integration of culture, arts and prevention needs pment; to be an intentional process in which youth not only • Offer different program activities depending on the acquire the necessary knowledge and the speci�c individual development of the child/youth. ; aptitudes and capacities for violence prevention, • Conducted through local alliances with the commu- but also link what they are learning (for example, nity to meet the multiple needs of adolescents; and conflict-resolution skills, moral reasoning, the ability • Organizations delivering programs work in close co- to manage anger, and group learning) with the real llaboration with local community police departments. outcome of a product or performance. To learn about an example of a comprehensive, com- Arts and cultural programs can foster positive plementary educational program that reinforces the youth development and long-term sustainability national school curriculum, consult the “Programa when they: Integral Juvenil Don Bosco (PIJDB), Sopayango y San Miguel (El Salvador)� in the Appendix. To learn about • Are rigorous: when they hire, train and retain effec- an example of a program that is administered by tive teachers-artists who can make youth participate community organizations and offers a second chance and develop leadership abilities; to youth who want to reintegrate into the commu- • Are relevant: by offering practical experiences that nity, consult the “YouthBuild Program: Young People Building Communities,� in the Appendix. 1. Practical Guide.pdf 35 9/6/11 14:07:34 prepare youth to participate in life, school, work and attitudes that are conducive to violence. the community; • Create trust and make it possible for teachers-ar- New practices are being carried out in the region, tists and participants to enter into mentoring rela- with a focus on ideas and attitudes referring to vio- tionships.4 lence in couples’ relationships, although to date only a few of these practices have been rigorously evalua- To learn about two examples of best practices in ted. Because youth are more open to changing their cultural, arts and violence prevention programs, attitude to violence, youth-focused programs consti- consult “Arte y Alegría (Honduras)� and “Grupo tute an adequate long-term strategy. 36 Cultural Afro Reggae (Brasil)� in the Appendix. To learn about several examples of programs (iv) Gender-based Violence Prevention targeted towards gender violence, consult “Safe Programs Dates (United States)�, “Instituto Mexicano de Investigación de Familia y Población (México)�, Youth of both genders may be victims or perpetrators “Servol Program (Trinidad and Tobago)�, and of violence, but the characteristics of violence against “Coaching Boys into Men� in the Appendix. women and violence against men are different. Wo- men are more susceptible to being physically assaul- (v) Gang Violence Prevention Programs ted or to being murdered in their own homes or by As we saw in Part I (A primer on violence and violen- someone they know, often a relative or their intimate ce prevention), gang violence is a growing problem in partner. They also face a much higher risk of being the region. Gangs are generally a male phenomenon; subjected to assault or sexual exploitation during however, in countries such as the United States, it is childhood, adolescence or adulthood. Studies indicate calculated that one of every four gang members is a that young women between the ages of 16 and 24 are girl. The age of gang members can range from 7 to the group at highest risk of abuse and violence by an 35, but most are between 12 and 20. Gang members intimate partner. 5 tend to come from economically depressed zones and low-income, working-class urban settings. Gang Schools and communities can play an important role members have often dropped out of school and are in preventing gender violence, promoting in young unemployed, or they may have unskilled or low-paid women and men the skills to enter into healthy rela- jobs. Studies of gangs in Central America and Mexico tionships, promoting fair and democratic couples’ and show that many gang members have experienced high family relationships, encouraging positive communi- levels of intr-afamily violence, most were abandoned cation, the development of self-esteem, anger mana- by their fathers and come from homes headed by sin- gement and conflict resolution, and also challenging gle mothers or by stepfathers. When youth join gangs, discriminatory policies in school and the norms and they become more violent and become involved in ..... 4. Source: Adapted from S. Curnan, The Power of Combining Youth Development Principles, Culture and the Arts, Brandeis University (2007). 5. U.S. Department of Justice’s Bureau of Justice Statistics (BJS) as cited in American Academy of Experts in Traumatic Stress. From the Web on December 18th, 2010. http://www.aaets.org/article140.htm. PRACTICAL GUIDE | Part 2. The role of schools in preventing violence 1. Practical Guide.pdf 36 9/6/11 14:07:34 increasingly riskier, often illegal, activities. Gang • Mitigating risk factors by means of the adequate members are more likely to commit various crimes, training of teachers in violence prevention and per- including robbery and homicide (OAS 2007). sonal development, with emphasis on gender and on the formation of new (nonviolent) masculini- As we saw earlier, the higher the number of risk fac- ties, including the focus as the cross-cutting theme tors, the greater the likelihood that a young person in educational curricula. will become involved in criminal activities or join a gang. If these underlying factors that encourage the • Training teachers and students to prevent drug appearance of youth gangs are resolutely prevented, use and drug traf�cking. and if possible members are offered employment and 37 educational opportunities, adequate psycho-social • Training educational communities (teachers, prin- treatment and alternative cultural spaces, these can cipals, students and parents) on the risk factors of contribute to effectively decreasing the statistics owning and using �rearms and their impact on the of violent offenses and crimes committed by these proliferation of violence in the social setting. groups that in one way or another involve youth. • Working in alliance with the police and other Next, we will examine examples of speci�c activities sectors of the community to develop efforts that that can be carried out by schools to prevent gang avoid the formation of gangs and/or promote their violence Although many of these activities have not disbanding, by means of conflict mediation and undergone rigorous impact evaluations, they are con- processes of reconciliation. For example, conduc- sidered promising programs because theyhave contri- ting workshops on crime prevention workshops and buted to reducing levels of gang violence and have promoting human safety, agreeing on strategies helped to reduce violence levels in the neighborhoods for youth to leave gangs without endangering their where they operate own safety, etc. • Developing life skills in parents, teachers, school • Promoting initiatives for the use of leisure time, principals, students, community leaders and journa- offering school space and resources to teach cour- lists by offering training and talks on subjects such ses to at-risk youth, with sports, environmental, as self-esteem, principles and values, strengthe- recreational, community and cultural activities such ning the family unit, handling emotions, practices as painting, puppet shows, arts festivals, mural for coexistence and peaceful conflict resolution, painting, theater, circus, dance and environmental sensitivity, respect, assertive communication, and productions; soccer, basketball, baseball, social human development (understood as nurturing, volunteer work (school reinforcement for elemen- building self-esteem, civil ethics and citizenship). tary-school children and child workers) or technical Training may also be provided on speci�c subjects training in home electricity, computers, tailoring, such as pathology, prevention and treatment of carpintery, and cooking. different types of abuse, and especially child sexual abuse. 1. Practical Guide.pdf 37 9/6/11 14:07:34 THE CASE OF CEPREV IN NICARAGUA: The Centro de Prevención de Violencia [Center for of over 80 gangs in the assisted areas. In 2009 and Violence Prevention] (CEPREV) has been working 2010 this NGO was awarded special mentions for its since 1997 in 36 neighborhoods of three districts and best-practices on intra-family and youth violence one municipality of the capital. CEPREV uses an in- prevention efforts in Latin America and the Caribbean tegrated model of preventing violence and building a by UNESCO, the Inter-American Development Bank, culture of peace that combines psycho-social efforts, UNICEF, the Economic Commission for Latin America community intervention, formation of youth and com- (ECLAC) and the Latin American School of Social 38 munity social networks, school violence prevention Sciences. and training of promoters to replicate the model in Nicaragua and in other countries of the region. For more information, see: This organization stresses the need to change autho- www.ceprev.org, ceprev@ibw.com.ni ritarian family relationships and to promote nonvio- lent masculinities as the key elements of its efforts For a list of NGO’s active in this area particularly in in communities and schools and in training aimed at Central America, where the gang issue has developed police, journalists, staff and decision makers. The mo- into a very serious problem, see: del states that these expressions of violence can be decreased by changing the mentalities and behaviors Institute for Human Promotion that promote gender stereotypes, and by turning the http://inprhu.org/index.php?option=com_ authoritarian culture into a democratic culture. frontpage&Itemid=1 Fundación FENIX CEPREV uses a psycho-social method that promotes http://fundacionfenixnicaragua.org/ integrated activities aimed at strengthening perso- nal development. For this purpose, it has prepared Fundación Nicaragua Nuestra teaching materials and implements techniques that http://www.nicaraguanuestra.org.ni/index_archivos/ promote assertive communication, conflict negotia- Page330.htm tion, acceptance-based education, encouragement of NGO Desafíos talents and skills, af�rmation of a sense of respon- www.fundaciondesa�os.org sibility, development of boys’ and girls’ self-esteem, Fundación Infantil de Fabretto [Fabretto Children’s and the free expression of feelings and emotions by Foundation] parents, educators, boys, girls and adolescents. http://www.fundacionfabretto.org/ff/index.asp Although to date the organization’s activities have Asociacion Chinantlan not been subjected to a thorough impact assessment http://www.chinantlan.org/docs/Brevehist.htm (the University of Ottawa is currently assessing it), Policía de Nicaragua the achievements attributed to this organization are http://www.policia.gob.ni/ many, including a marked decrease in crime and in school and family violence, and the disbanding Grupo Ceiba http://www.grupoceiba.org PRACTICAL GUIDE | Part 2. The role of schools in preventing violence 1. Practical Guide.pdf 38 9/6/11 14:07:34 IEPADES http://www.iepades.org/ APREDE http://www.destinyschildren.org/es/need-help/pro- grams-for-the-incarcerated/guatemala-aprede/ Fundación PANIAMOR http://www.paniamor.or.cr/ Fundación Arias http://www.arias.or.cr/ 39 Asociación Cultural Arte Acción http://www.arteaccionhonduras.org/ Jha-ja: Jóvenes Hondureños Adelante, Juntos Avan- cemos http://www.shinealight.org/spanish/jhaja.html Teatro Laboratorio de Honduras http://www.telah.org/HISTORIA.html Asociación Nacional de Muchachas Guias de Honduras http://www.muchogustocentroamerica.net/spa/listings/ view/191 Fundacion Salvador del Mundo, FUSALMO http://www.fusalmo.org/ REDCEPAZ (Centralamerican network for Peace) http://www.iepades.org/redcepaz.html For a sample of the variety of possible violence prevention activities that can be implemented by schools and/or school communities, please see the Table in the Annex. Until now, we have reviewed the theory of violen ce, its causes, and how it can be prevented. In Part II we saw the role that schools and commu- nities can play in violence prevention. In Part III, we will examine a �ve-stage method for preparing a school-based violence prevention plan. 1. Practical Guide.pdf 39 9/6/11 14:07:34 part .3 Five-Stage Method for the Design and Implementation of a School- Based Violence Prevention Program This section will present the five-stage method for the The following is an overview of the method’s five design and implementation of a school-based violence stages and their corresponding steps. A detailed des- 40 prevention program. This method consists of simple cription of each stage/step follows this section. solutions aimed at concrete problems. The objective is to plan actions so that they respond to local needs, FIVE-STAGE METHOD – GENERAL DESCRIPTION and to optimize the human and material resources existing in schools and their communities. FIRST STAGE. Establishment of groundwork for violence prevention Each of the five stages consists of a series of steps and tools. Although the method is presented in sta- Step No. 1: ges and steps, this does not mean that it is necessary Establishing the groundwork to complete one stage before starting another; mo- Step No. 2: reover, some of the stages can be conducted simulta- Forming an effective school team neously. Step No. 3: Designing mobilization processes What does a program for school violence preven- Step No. 4: tion and safety consist of? Estimating necessary resources and ensuring com- mitments • It is an instrument to prevent violence, foster safe- Step No. 5: ty and reduce public fear Administering the process • It is a tool that brings together different school and community stakeholders to participate in violence SECOND STAGE. prevention Diagnostic of violence and safety in schools • It is a way to form alliances for preventing violence, both in the school and the surrounding community Step No. 6: • It is a method that seeks to ensure adequate coor- Identifying the problems of violence and safety in dination and management of school violence preven- the school and the surrounding community tion initiatives Step No. 7: • It is a way to identify priority areas and tasks Analyzing the physical features of the school and the surrounding community Step No. 8: Incorporating criteria for skills building in schools PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 40 9/6/11 14:07:34 and communities to reduce the risk of disasters Step No. 17: Step No. 9: Ensuring resources for adequate project manage- 41 Identifying the actions that have been carried out ment for violence prevention in our school and communi- ty, and the stakeholders who have participated FIFTH STAGE. Step No. 10: Monitoring and evaluation of the action plan Disseminating the outcomes of the diagnostic Step No. 11: Step No. 18: Deciding which problems are the most important Planning the monitoring and evaluation (prioritizing) Step No. 19: Ensuring that project targets and objectives are THIRD STAGE: defined clearly and correctly Preparation of an action plan for violence prevention Step No. 20: Conducting a results-based evaluation Step No. 12: Defining targets and objectives Step No. 13: Making contact with key partners for each corres- ponding area Step No. 14: Selecting and finetuning the most appropriate solu- tions or interventions FOURTH STAGE. Management and implementation of an action plan for violence prevention Step No. 15: Presenting the plan, documenting the process and disseminating the information Step No. 16: Obtaining support for the plan 1. Practical Guide.pdf 41 9/6/11 14:07:34 violence prevention programs and of effective ways to First Stage carry them out. ESTABLISHING THE GROUNDWORK FOR VIOLENCE Some of the persons who form the initial working PREVENTION group may later become the school team that will direct and supervise the school violence and safety The creation of a violence prevention program in effort throughout the project. a school requires broad support. The principal or director, a teacher, an administrative staff member, or To increase the basis of support, it is worthwhile that the president of the parents’ association may assume 42 we share ideas with the community on school-based the leadership. We can conduct the �rst steps of the violence prevention and provide several examples of program in the school. However, for this effort to be activities conducted in other schools. It is also impor- successful, we need a broader support group both tant that we make contact with several persons and from the school and the community. At this stage, we formal and informal leaders, both women and men, will examine the steps needed to launch the school- and the students themselves. Several efforts that may based violence prevention program. be useful during the initial work are: Step No. 1: • Meeting with community leaders to address basic Establishing the groundwork ideas; • Transmitting an understanding of the basic threats We should bring together a small group of people to safety that affect school performance in general, with mutual interest in fostering violence prevention and on how to create a school-based violence preven- and safety, and in improving students’ performance. tion initiative that bene�ts students and the school’s management and administrative staff, and the com- It is very important to include the school’s principal munity in general; or administrator, a member of the school board, and • Conducting formal presentation using the materials persons with decision-making power, as well as in- in this Practical Guide; terested teachers, students, a parent, and other local • Drafting a brochure or pamphlet that will help us to leaders (for example, religious leaders, local govern- sell the idea of school-based violence prevention; ment leaders and other local leaders or persons who • Inviting the general public to an information mee- work with youth outside the school). The contacts ting; and we make with persons involved in local-level violence • Speaking with parents and students in order to prevention and safety promotion programs, programs share information and hear their ideas. for children and youth, or broader programs aimed at improving the educational system, can help us to Controversies may arise on certain sensitive issues identify opportunities for promoting violence pre- regarding violence and the role of schools in dealing vention. We should also include several experts with with it. A school team that represents all sectors of experience in violence prevention, if there are any, the community will help to reconcile the different since they can stress the importance of school-based viewpoints. (NAHIC, 2004). PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 42 9/6/11 14:07:34 The establishment of a basis of support is essential level intervention program; because it will be very useful in forming the school • Are interested in ideas and prospects that promi- team, as we will see later. se to be successful, with a new role for schools and decisive participation by the community; Step No. 2: • Can work as a team and commit to doing so in the Forming an effective school team long term; and • Form a team with a balance between men and Identifying suitable candidates women. The school team has the responsibility to plan, Some members of the school team should be true 43 implement and evaluate the integrated school-based leaders, while others should have speci�c interests or violence prevention plan. This requires its members areas of expertise. We should try to include: to have diverse technical expertise, skills and expe- rience. The selection of its members is a critical factor • Administrators for the team to perform its work effectively. Members • Leaders of organizations that represent teachers of the school team should be chosen for their leader- • Teachers/administrative staff of the school ship capacity, technical knowledge and experience in • Students of both genders learning and behavior, as well as for their willingness • At least one parent and ability to commit their time and efforts, especia- • A local provider of the school or community lly during the initial stage of implementation. • A representative of the parent-teacher association We should ask the members of the existing school It is important that we work with school staff to �nd team to propose additional members and help us to the best way to appoint a head of the school team. establish selection criteria. If we prefer, we can seek Ideally, this person would be a school staff member the participation of volunteers. We should review the who is well regarded, perhaps the school principal or names and select team members based on criteria a high-level administrator. In smaller schools, school that are acceptable to school administrators. The core teams cannot include all of these people, but the school team should work persistently because it will principal and at least one teacher and one parent, be in charge of the administration, management and one community provider and one student are essential ongoing coordination of the action plan. The size of members of the teams. the school team for violence prevention may range from 5 to 14 people who: Establishing a school team for violence prevention • Are able and dynamic, make things happen and are Forming a school team takes time. Sometimes its committed to the idea of preventing violence; members may express concern when conflicts arise in • Understand the importance of the efforts needed the team and must be resolved. In addition, they are for school-based violence prevention and believe in a likely to feel uncomfortable at the beginning as they healthy environment; learn their roles and establish standards of communi- • Understand the idea of a school- and community- cation and other routines. With time, as they begin 1. Practical Guide.pdf 43 9/6/11 14:07:34 to support one another and achieve objectives, trust liaison duties, including: keeping the school and the and mutual respect will emerge. The incorporation community as a whole informed, and communicating of new members at different times could affect the with other school and community groups; group’s dynamics and operation. This is a normal part • Developing a process for problem solving and of group development and operation and should not decision making. For example, it should determine be a cause for alarm. However, frequent rotation of how decisions are made (by consensus, by majority or members could create confusion and make the school by some other process that is agreed upon). Tool 3, team inoperable. Thus, it is important that the group which we will examine below, offers several sugges- remain relatively constant in order to provide stability tions in this regard. 44 to planning and implementation tasks. • The group’s interpersonal relationships must be strengthened through activities aimed at developing Becoming accustomed to practices with which we are trust. A large amount of knowledge is available on not familiar is a challenge. A view or a great idea, es- how school teams can help build trust and work toge- pecially when we have been part of its creation, can ther more effectively. motivate us to act. We must not underestimate the strength of working as a team and as a network: with Next, please review the following two tools that will time, the sharing of ideas, experience and materials help you in the process of establishing a school team will improve the programs and maintain the com- for a violence prevention program mitment of participants. The common objective of forming safe schools should encourage all parties involved to pool their resources and work together in mutual cooperation. We can help improve unity and the sense of sharing the same goal (which are essential characteristics of effective teams) through the following practices: • Spend time agreeing upon a group vision at the outset of the process; • Having team members individually commit to parti- cipate in all relevant activities and training; • Electing a specific leader or facilitator who will ensure that the team focuses on the task and is productive, and that needs are met and interpersonal conflicts (if any) are resolved; • Provide team members with the necessary informa- tion and support so that they can participate under equal conditions; • Appoint one of the members to be responsible for PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 44 9/6/11 14:07:34 TOOL # 3: COLLABORATIVE DECISION-MAKING PROCESSES 6 To ensure that the school team will work effectively as a group, members must establish governance and decision-making processes. Aim to create an open environment that engenders trust and makes people feel comfortable expressing themselves. Early on, establish processes to reach resolution and address disagreements. Neglecting to formalize decision- making processes from the start will likely cause problems later. Depending on the size of the group and its diversity of opinion, decision-making proces- ses can range from informal to very formal; possibili- ties include decision by majority rule and consensus (NAHIC, 2004). Majority Rule Consensus When using majority rule, decisions are made by Consensus is not the same as unanimity; it is the arri- voting or polling after some discussion. If the majo- val at a decision that each member can accept. This rity is in favor, its vote is accepted as a decision. The is one of the most time-consuming methods because facilitator must allow adequate time for discussion it involves every member. It is also an approach for from a variety of viewpoints. exposing and exploring conflicting viewpoints before making a decision. (Brindis, 1991). There are two - Simple majority: a vote of more than 50 percent of types of consensus: those present is required to pass a motion. - General consensus: almost everyone has to agree, - Super majority: a vote of either 60 percent or two- but there may be one or a very small number of thirds of those present is required to pass a motion. people who are not completely comfortable with the decision. - Total consensus: absolutely everyone has to agree. A single person can be a “holdout,� and here the group must continue to discuss the matter until the person agrees with the decision or until changes are made that make the outcome acceptable to the holdout. This method requires a high level of trust within the group and a very skilled facilitator. Source: Adapted from Card, J., Brindis, C.D., Peterson, J., & Niego, S. (2001). Guidebook: Evaluating teen pregnancy prevention programs (2nd ed, Chapter 4). Los Altos, CA: Sociometrics. From: U.S. Department of Health and Human Services, National Adolescent Health Information Center (NAHIC). Improving the Health of Adolescents & Young Adults: A Guide for States and Communities. Atlanta, GA: 2004. ..... 6. This tool appears as Tool 7 in the Tools document that forms part of the World Bank “School-based Violence Prevention in Urban Com- munities of Latin America and the Caribbean Toolkit.� PRACTICAL GUIDE | Tool 3 1. Practical Guide.pdf 45 9/6/11 14:07:34 TOOL # 4: ESTABLISHING A SCHOOL TEAM 7 Write down the names of possible members in each section. Discuss as a group what each candidate offers in terms of potential interest in promoting health through the schools, openness to adapting and expanding his or her role in the school, speci�c skills, and influence in or outside the school community. Work with school of�cials in deciding how to select team members, ensuring that there is a balance of men and women, boys and girls, and if relevant, ethnic diversity. Use the last column to indicate with a check mark (√) who is selec- ted to join the team. SECTOR/ADMINISTRATORS NAME SKILLS/INTERESTS SELECTED FOR TEAM Headmaster Principal TEACHERS Classroom teachers (mainly primary schools) Subject teachers: science, civic education, mathematics, physical education (mainly secondary schools) Teachers’ representatives, unions, and organizations Others HEALTH CARE Physicians Nurses Others Health Educators Family Planning Public Health Clinical Workers Children’s Health Reproductive Health SCHOOL STAFF Counselors Caretakers Drivers Informal Groups ..... 7. This tool appears as Tool 5 in the Tools document that forms part of the World Bank “School-based Violence Prevention in Urban Com- munities of Latin America and the Caribbean Toolkit.� PRACTICAL GUIDE | Tool 4 1. Practical Guide.pdf 46 9/6/11 14:07:34 Daycare Programs Preschool Programs Others STUDENTS Primary Secondary Student Councelors Others PARENTS/FAMILY MEMBERS Groups of Parents Others COMMUNITY Community Leaders Women’s Groups Religious Groups Social Groups Social Services Pertinent NGO’s Local Businesses Health Insurances Media Informal Businesses Private Businesses (specially oriented towards youth) Source: Adapted from Local Action, Creating Health Promoting Schools, WHO. 2000 Once we count on a list that represents all important sectors, we can discuss what each candidate can con- tribute in terms of leadership or profesional skills, capacity to work as part of a group, connections with the community and other area leaders, group organization, fundraising or eloquence during public speeches. We should later also invite the candidates to support the school team efforts. Ideally we should attract committed individuals that take advantage of their experience and resources in order to get support for the school-based violence prevention efforts. PRACTICAL GUIDE | Tool 4 1. Practical Guide.pdf 47 9/6/11 14:07:34 After reviewing these two tools, let’s go back to other Considerations for the school team important activities that are part of Step 2 of Forming an effective school team. There are several ways in which we can develop and implement violence prevention strategies, but the Participation of teachers in violence prevention following activities are important so that all schools programs. can take the most advantage of the plan: From the start, the participation of teachers in the • Establish a medium- to long-term commitment. It process is essential. A teachers’ meeting can be an may take some time for all of the plan’s components 48 appropriate forum for obtaining their interest. The to be fully operational. We should set a reasonable ideas that are important to address include: deadline for meeting targets and objectives. Having a long-term commitment facilitates the work of new • The way in which violence prevention programs staff members who will take over the project in the can help teachers to achieve teaching and learning future. objectives; • Information and statistics that support the need for • Take into account the capacity of the school, violence prevention; organization or alliance. Members of the school • The roles that teachers play (whether or not they team (school staff, students, families and commu- are trained in violence prevention) as role models, nity members) should receive training in preventing facilitators and parents’ allies; violence and its causes and effects, and in protective • In what way the participation of teachers and admi- and risk factors. Training helps the school to develop nistratoros is crucial for the program’s success; intervention skills among staff, students and families. • Plans for teacher training; De�ciences in project design and implementation are • How teachers and school administrators will be often caused by a lack of skills and knowledge among affected by violence prevention programs; and the group in charge. When we decide on the violence • Incentives for teachers to participate: additional prevention strategy and program that we will carry compensation, awards, free lunches or dinners. out, we should conduct an inventory of existing skills and review the possibility of adding capacity either To encourage the interest and participation of tea- through training or in collaboration with institutions chers and facilitate their attendance, we can: that are knowledgeable about the issues in question. • Pay them for their time in preparing and planning • Seek broad support and participation by all levels classes; of school staff. We should be sure that the violen- • Evaluate their needs to determine what they require ce prevention plan is accepted and adopted by all and what interests them; and persons in the school. This participation is essential • Offer them continuing education units or recerti�- if we expect all school staff to be willing to share in cation credits, providing incentives such as free mate- the concern for troubled children. Very often, persons rials and manuals, or reimbursing them for additional who are concerned and who collaborate keep silent expenses (food, transportation, etc.). because they have no way to express their concerns. PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 48 9/6/11 14:07:35 • Ensure resources. School teams need human, infor- • Communication skills. mation and �scal resources to carry out their plans. The way in which school staff members communicate They should also foresee what the costs of activities verbally and nonverbally can affect the outcome of will be. the intervention. We must train personnel so that, when they communicate with participants, they Important: Despite their violence prevention pro- express respect for each person’s situation and do not grams, even the most effective schools may face some show an air of superiority or criticism. It is necessary type of crisis: violence, natural disasters, �res or the to transmit trust in participants’ ability to conduct in- death of a student or staff member. Consequently, tervention activities. We must also explain the types schools must be prepared to respond immediately to of adequate behavior that promote intervention and 49 these crises and ensure the well-being of students teach them skills such as active listening, giving non- and the community. The school team can lead this violent answers and providing positive reinforcement. process. In addition, when the idea of preventing vio- lence in school is promoted and interest is raised on • Group dynamics. this matter, it may be necessary to address controver- It is extremely important to offer training activities sies about certain sensitive issues related to violence that improve camaraderie among team members, both and to de�ne the role that schools should play in paid and volunteer. Volunteers should be treated as handling such issues. A school team that represents valuable members of the group and receive accep- all sectors of the community helps to reconcile the tance and support from paid staff. The lack of such different viewpoints that arise. acceptance and support is one of main reasons why volunteers quit. Group dynamics exercises can impro- Staff training ve the team’s unity and performance. Whatever the content of intervention, or the staff we • Content of intervention. select to carry it out, all persons who participate in All school team members should be familiar with the it (including administrative and other auxiliary staff) magnitude of violence that is experienced in their must receive training. Through training, we inform school and community, and should understand how staff about the problem of violence in the school and intervention can prevent it. We should provide an the community and we teach them how to launch overall view of intervention activities and objectives intervention activities. Even teachers with formal and how to overcome possible barriers to achieving education or who have worked in other violence pre- them. It is also worthwhile to explain the environ- vention projects can bene�t from speci�c training on mental focus and the process through which violence- intervention in their school. related problems are identi�ed and addressed. Of course, the content of the training depends on the • Training manual. activities and materials of each speci�c intervention, It is necessary to prepare a manual that school team but the following elements are applicable to all team members can use as a reference after they complete personnel and to all interventions: their training. This manual should include: a summary or outline of the information covered during the tra- 1. Practical Guide.pdf 49 9/6/11 14:07:35 ining, exercises designed for participants to practice PRACTICAL ADVICE: the skills they have learned, intervention procedures and operations, the required forms to record and Before starting the training, we should evaluate how collect information, and the names and telephone committed group members are to preventing violence numbers of persons with whom they can communicate and implementing their activities. if they have questions or concerns on how to imple- ment the intervention. We should survey the extent to which each person is in agreement with the following three assumptions: • Practicing skills. 50 We must allocate time for training participants to • People’s violent behavior can be prevented (what practice their new skills through intervention-related are their general beliefs?) dramatizations. They should be given feedback on • Speci�c interventions can be effective in helping to their performance and other participants should be prevent violence (what are their speci�c beliefs?) encouraged to do so as well. We should also give • I as a person can make a difference and help pre- group members the opportunity to evaluate their own vent violence (what are their personal beliefs?) performance. If we note that group members do not agree with • Ongoing training. these assumptions, it will be necessary to begin We should schedule additional training sessions their training session with activities that help them throughout the execution of the intervention. During to clarify their doubts. The presentation of evidence these sessions, we should address the dif�culties from successful interventions can help to convince that arise during the implementation stage and offer the group that their efforts can have an impact on additional skills-building activities to improve group violence. performance. These sessions also serve to maintain the dynamics of team members. Although there is no single formula to be used in training sessions, it is clear that only one day is not enough for a large group. Ideally, speci�c training on intervention is carried out by the staff of the orga- nization that prepared and evaluated the interven- tion, or by persons authorized by said organization. However, when this is not possible, it is necessary to provide the materials so that school staff can conduct the training. It is also useful to offer an instructor training program in order to better prepare in-house staff in charge of giving the training. PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 50 9/6/11 14:07:35 Step No. 3: • Invite non-active parents to participate Designing mobilization processes Community members can: An effective mobilization process is essential to • Offer prizes for creative violence prevention initiati- the success of a violence prevention program. This ves (art and poster contests, etc.) process includes an element of communication related • Sponsor or disseminate school activities to the participation of community members, parents, • Advocate the subject of improvement with other students and local authorities. This allows us to community leaders disseminate the objectives of the violence prevention • Promote alliances with the media to conduct pre- action plan of the school or community and serves vention campaigns and reduce the negative messages 51 as a channel to inform the public about the success that the media gives to the community of different projects, which in turn fosters greater community participation. The communication process We must have parent participation in each step must be ongoing, structured and detailed in order to ensure long-term community support. From the initial planning stages, schools need to have the support of parents and guardians to develop and Mobilization for school-based violence prevention is implement the program, respond to their concerns everyone’s duty. Here are several ideas to begin: and obtain their commitment. These persons can play a key role in discussions and in raising awareness School administrators can: of these issues. Some of the appropriate forums for • Offer workshops or information sessions for parents the school team, advisers and community groups to and community members communicate with families and community members • Circulate printed materials from government agen- are: parent-teacher associations, adult education cies, NGOs and universities programs, formal presentations, open-door activities, civic clubs, religious centers and meetings of com- Students can: munity groups. To achieve successful participation by • Produce a school bulletin for their classmates and parents, we must: parents with the objective of making them aware of how violence affects their lives • make sure that the presentations are available in • Hold group meetings on violence-related issues the native languages of family and community mem- • Participate in violence prevention and safety bers, promotion projects, for example by planting school • schedule events at a time that is convenient for gardens or conducting arts workshops. family and community members, and • provide logistical support (for example, opening the Parents can: school after school hours or on weekends) to allow a • Form a parents’ council or group larger number of people to participate. • Organize activities dealing with violence prevention • Produce a bulletin to share information or resources • Provide links with community organizations 1. Practical Guide.pdf 51 9/6/11 14:07:35 We must work with the community This opening to the community will ensure: Few schools have the necessary resources to launch • Community support for school initiatives comprehensive violence prevention initiatives on their • Coordination between school and community servi- own. The most promising prevention and intervention ces strategies go beyond school doors and include admi- • The pooling of resources and less fragmentation nistrators, teachers, families, students and auxiliary resulting from them staff, staff of community organizations, and com- • Support for cooperation between family and school munity residents. These also extend to after-school 52 hours. Including the community in the school team is To learn about programs that promote the partici- an integral part of the development of a strategy that pation of community residents of all ages in school seeks to modify different protective or risk factors. If safety, consult the “Programa Paso Seguro [Safe the design of school-based violence prevention pro- Step Program] (Panama)� and the “Programa Abuelas grams does not take into account the influence and Cuantacuentos [Storytelling Grandmothers Program] needs of the community, the desired impact would (Argentina)� in the Appendix. be endangered. The success of many school programs depends on how aware community members are of We must promote youth and children participation violence prevention initiatives and how willing they are to support them. To ensure sustainability and provide legitimacy, we must be sure to bring together a diverse, represen- Violence prevention activities should be the respon- tative group of youth for the violence prevention sibility of the community as a whole. For example, process. The participation of children and adolescents we should involve key community leaders and groups can improve the design and implementation of the in violence prevention initiatives to ensure that the initiative and increase its acceptance. messages youth receive with regard to these initia- tives are consistent, whether these messages come Youth is a period of life in which people begin to from teachers, their friends, parents or members of be heard and recognized outside their family. Young the community. Community participation can also people establish their identity as individuals while contribute to helping those youth who have dropped beginning to interact independently with the com- out of school, who frequently skip classes or who are munity as a whole and to exercise their rights and at high risk of becoming perpetrators or victims of assume their obligations as citizens. violence. Thus, once the school group has formulated a project vision, has formed a uni�ed group and has The willingness and possibility of exercising rights outlined the duties and responsibilities of its mem- and assuming obligations as citizens are developed bers, it should extend its coverage to the community from early childhood, and once rooted tend to be as a whole (Tool 4 facilitates this process). The means lasting. When youth lack opportunities to exercise po- to achieve this may be joint efforts, coalitions or wor- sitive citizenship, their frustration can spill over and king groups at the level of the community as a whole. turn into violent behavior that leads to economic and social instability and gives rise to disputes of greater PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 52 9/6/11 14:07:35 proportion. Schools and communities can provide • Allow youth to express to the school group or com- youth with opportunities for formal participation munity how they think and what they feel with regard in violence prevention activities in the school and to the initiative or strategy that is being developed; community, and for participation in community social • Offer youth the training and guidance needed to organizations that can facilitate access to opportu- foster their signi�cant participation in the group; nities and promote citizenship, especially by groups • Motivate and train youth to be school and commu- formerly excluded. This effort can also improve collec- nity spokespersons; tive action, which tends to exert greater pressure on • Offer incentives, prizes, salaries or acknowledgment governments to offer adequate public services and to to youth for the work they perform for the organiza- assign greater priority to safety. We should promote tion or group; and 53 youth citizenship, consulting with youth directly and • Think what speci�c strategies youth can undertake offering them opportunities to participate in making that can affect their companions (for example, their and implementing decisions. Thus, we should provide educational companions), their families and commu- them with all available information so that they can nities (for example, working on policy reforms). make well-informed decisions. To learn about an example of a program with active Opportunities to be recognized and heard as citi- youth participation, consult the “Programa Grêmio zens and to be included in school and community nas Escolas (Brazil)� in the Appendix. initiatives are important for providing services that directly affect youth. This participation is an exerci- We must work with the media in preventing vio- se of “client power,� which can make providers more lence and promoting safety responsible to those who really count: bene�ciaries. It is also important to hear the voice of youth, since The media exerts a powerful influence on the socia- their willingness to participate as citizens tends to lization and cognitive development of children and be lasting, and participation in their early years is a adolescents. Advertising, television, movies and other promising forecast of their ability and willingness to types of communication are sending children and participate in the future. adolescents a constant flow of messages that show adults and children participating in acts of violence Recommendations to achieve youth participation8 and sexual relations, and consuming tobacco, alcohol and other substances. Research has shown a direct • Incluide in the program or initiative partners who relationship between the content of these messages respect youth and are willing to work with them to and adolescents’ attitudes and behavior with regard maintain their participation and commitment; to violence, sex and substance use. Research also has • Train adults in the skills needed to work with youth; shown that television advertising changes adoles- • Achieve youth participation in the early stages of cents’ attitudes toward unhealthy behavior. planning the evaluation and in establishing objecti- ves and activities; Due to its powerful influence, the media merit special attention in all school and community violence pre- vention initiatives. Both the school and community ..... 8. Source: Adapted from the National Campaign to Prevent can: Adolescent Pregnancy, 2000, and NAHIC, 2004. 1. Practical Guide.pdf 53 9/6/11 14:07:35 • Work with the media on transmitting healthy messages and on promoting social marketing cam- paigns that promote violence prevention and healthy lifestyles; • Organize or participate in projects with the local media. For example, contests can be organized to identify the best media messages for reducing violen- ce in the school or community; 54 • Help adolescents to create their own messages on preventing violence and promoting peace in the form of radio or television commercials or public service announcements broadcasted on television channels or local radio stations; • Organize events on preventing violence and pro- moting peace that attract media attention, or write opinion pieces in the local newspaper; • Obtain the participation of students and parents in media-focused community action projects; • Provide literacy programs through the media for children, adolescents and parents; schools can conduct workshops and offer instruction in the media on the subject of violence; and • Contribute to the training of personnel who work in the media in order to raise their awareness of the issue and of the importance of socially respon- sible communication. To learn about a program that uses educational enter- tainment to empower adolescents, consult the “Pro- grama del Centro de Orientación para Adolescentes [Program of the Adolescent Guidance Center]–CORA (Mexico)� in the Appendix. PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 54 9/6/11 14:07:35 Step No. 4: Sustainability Estimating necessary resources and ensuring commitments In designing a violence prevention program, the school team should keep in mind that the longer The most important logistical tasks include obtaining this program operates, its outcomes will be better administrative support, obtaining a budget for plan- and more lasting. It is never too early to consider ning, designing a communication process, scheduling and plan the program’s sustainability. Therefore, it is meetings and setting a timetable. necessary to: The work of the school will certainly require resources • Prepare school support policies and practices dea- 55 and �nancing. School administrators should know the ling with interventions to prevent violence. expected operating costs (for example, if teachers will • Think of ways to incorporate the principles of need substitutes for their classes while they ful�ll violence prevention in the principal courses taught in their obligations in the school team). The team could the school. also prepare a budget for approval by the administra- • Share the program with other schools so that they tion. Several examples of categories that need to be can undertake similar violence prevention projects budgeted are: compensatory time and compensation and cooperate with the institution in this regard. for teachers corresponding to team work meetings, • Inform the community and nongovernmental orga- the meeting venue, refreshments, support for family nizations, the provincial government, the Ministry of participation and unforeseen expenses. Education and the local mass media about our plans; this must be done by means of written reports, mee- tings and discussions. • From the start, work jointly with NGOs, organiza- tions and universities at local, national, regional and international levels. • Establish ties with programs of the corresponding municipality whose objective is to improve the safety and development of children, adolescents and fami- lies. • Plan the formation of future leaders in the subject of violence prevention and promote training in human resources. 1. Practical Guide.pdf 55 9/6/11 14:07:35 Assuring commitment The school team should schedule meetings in accor- dance with the tasks to be carried out. Most of these We need to obtain the authorization of the school groups begin with weekly meetings. After start-up, and its commitment to the stance stated by the there are four important milestones: school team. This authorization allows us to obtain resources for support activities and to ensure the • Estimate of school resources required changes to policies and procedures. • Action plan for school-based violence prevention • Design of the method for implementing the plan All members of the school team should know ahead of • Implementation and evaluation of the plan 56 time what the administration’s expectations are with regard to the group’s efforts and should be infor- We will develop these milestones between Stages 2 med about policy restrictions and guidelines on the and 4. Each of these may require a different period matter; for example, the procedures for submitting of time. It should be noted that the preparation of reports and the persons authorized to make decisions. the plan and the strategy for its implementation can As far as possible, the team should have one per- take a full year. It is important to set a timetable and son who approves the procedures and allocates the realistic deadlines throughout the process. respective funds. If the team encounters resistence to any of its suggestions, it should indicate in writing the corresponding need and show the relationship between its aims (such as improving the academic Second Stage: DIAGNOSTIC OF THE VIOLENCE AND SAFETY SITUATION level or obtaining community support) and school IN SCHOOLS safety. Before planning an intervention for violence pre- Each community also understands differently the need vention in the school or community, we need a for the work of the school team. If relevant informa- diagnostic/assessement of the problem. A safety tion is provided ahead of time to communities and diagnostic helps us to clearly understand the school’s community leaders, it will help them understand and and community’s strengths, problems, perceptions support the need to work with an integrated plan. and needs, which are relevant for planning violence prevention interventions. Step No. 5: WHY SHOULD WE PERFORM A DIAGNOSTIC? Administering the process Each school and each community has their own needs The �nal step in launching the violence prevention and interests with regard to safety and violence pre- program at school level consists of planning how the vention, and can use different assets to foster con- process will be handled in its development. Detailed, texts that protect their students and residents. The careful preparation places the violence prevention diagnostic of violence and safety can help us to: program on the path toward success. PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 56 9/6/11 14:07:35 • Identify the nature and scope of the problems of Step No. 6: violence experienced by the school and the communi- Identifying the problems of violence and safety ty; in the school and the surrounding community • Determine what resources may be needed to address the identi�ed problems; Precise, up-to-date data can help us to focus atten- • Increase the likelihood of choosing the most tion on the real needs of the target population and adequate and ef�cient solutions; precise, up-to-date not on problems that concern a particular group of information provides us with a good basis for discus- people. The objective is to design a violence pre- sing, justifying and setting priority actions and for vention action plan, taking into account the speci�c identifying groups that require special interventions; features of the school and its surrounding community. 57 • Offer a baseline for evaluation: the information Tool 5 below is very useful for analyzing the existing obtained from analyzing the situation is essential for problems in the community and in the school planning and evaluating interventions; and • Mobilize the school and the community: the infor- mation gathered can help us to ensure that efforts are focused on social and health needs, as well as on the experience, motivation and strengths of the target population, so that interventions can improve the physical, social and mental well-being of students, the school’s administrative staff, families and commu- nity members. This type of initial analysis allows us to focus pro- grams on the speci�c problems faced by the school and its surrounding community. It also allows us to save valuable time and funds that could have been spent on less relevant and less important issues. In addition, the diagnostic allows us to assess the degree of preparation of the school and the su- rrounding community to carry out effective violence prevention projects. During this stage we will learn the necessary steps for conducting a diagnostic of violence in the school and its surroundings. 1. Practical Guide.pdf 57 9/6/11 14:07:35 TOOL # 5: ASSESSING COMMUNITY SOCIETAL PROBLEMS 9 Based on your knowledge of social problems (violence Circle a number to indicate how serious each condi- in the community and the school), use the list below tion is: 1 = not a problem, 2 = a fairly small problem, to note those that are common in your community. 3 = somewhat of a problem, 4 = a serious problem, 5 Add other topics as they surface from your consulta- = a very serious problem. tions. The list below is for illustrative purposes; you should develop one that is based on your school and Then describe ways in which each problem affects community issues. students, teachers/staff, and the community in terms of well-being, absenteeism, academic performance, repetition of grade levels, economic vitality, quality of teaching, and burden on health services Source: Adapted from Local Action, Creating Health Promoting Schools, WHO, 2000 ..... 9. This tool appears as Tool 14 in the Tools document that forms part of the World Bank’s “School-Based Violence Prevention in Urban Communities of Latin America and the Caribbean Toolkit.� PRACTICAL GUIDE | Tool 5 1. Practical Guide.pdf 58 9/6/11 14:07:35 A diagnostic of the safety situation does not need to POLICE Statistics Interviews be costly or take much time; it can be conducted in • National, state/ • Chief(s) of local only a few weeks. A lot of information is most likely provincial, local police station already available, and this will save time and money. �gures • Local police chief(s) • Local police in charge of crime There are many sources of information that we can station prevention use to evaluate the problems of violence and safety in • Local chief(s) of the community. Well-known techniques for gathering detectives information include: consulting the records or �les • Area police chief(s) of various agencies and organizations that handle statistics on violence, interviewing key school staff OUR COMMUNITY Surveys of victims Other community 59 These will provide sources and community leaders, and surveying a broad group you with information • Interviews with key of school members to obtain qualitative information on: persons (such as their opinions or attitudes). • The magnitude of • Interviews with criminal activity groups/representati- Potential sources of information: • The most serious ve groups crimes • Of�ces, institutions, • The degree of fear businesses, NGOs, There are many sources that we can consult. The main of crime local government sources of information on violence in schools are the • Concerns of the departments, private school community (school principals, teachers, stu- community, etc. security companies, dents, and parents), the police, and the community hospitals, schools, etc. surrounding the school: • Press, radio and television reports • In the case of the school community, it is sugges- ted that the following be reviewed: school �les that OUR SCHOOL • School records do- Interviews with: document students’ academic achievements, records cumenting student • School adminis- of attendance and disciplinary infractions, of punis- achievement trators hments requiring students to mandatorily remain in • Attendance re- • Teachers cords • Parents school after classes �nish, suspension, expulsions and • Records of disci- • Students nursing service records. plinary infractions • Former students (�ghting, detentions, (graduates and youth • In the case of the police and the community, it is suspensions and who did not complete suggested that the following information be reviewed: expulsions) school) • School nurses records 1. Practical Guide.pdf 59 9/6/11 14:07:35 1. about existing services such as the police. Community POLICE STATISTICS perception is as important as the number of crimes committed; consulting the community is a vital step The police can be a good source of information on in the planning process. What people think about the delinquency, although in some places people are problem of crime and violence in the locality often skeptical about the precision of the �gures that the differs from what of�cial statistics suggest. police handle. There are several reasons why police records should be used, despite the limitations that Victimization surveys are useful because: this source may have: 60 • They cover all crimes, even those not reported to Police records are useful because: police; • They provide useful information for evaluating the • They record all noti�ed crimes; risks that the crime assumes; • They record crimes in the entire area, not just in • They provide data on fear of crime: fear can have some of their sectors; and negative consequences for our community, and becau- • They are a good source of information over time: we se this fear does not always coincide with real indexes need a consistent source with which to evaluate the of crime and violence, it is necessary to ask people effect of our strategy one or more years later. why they are afraid and what they are afraid of, in order to do something about it; and Police records are limited because: • They indicate what the public thinks about the po- licy, victims’ support agencies, private security, etc., • They only record noti�ed information: statistics on and how these services could be improved. sexual violence, petty crimes such as assault, crimes against minors, fraud, corruption and drug-related Victimization surveys are limited because: crimes are less reliable; • Neighborhood- or street-level statistics are not • They may be costly and take a lot of time; always exact and are dif�cult to �nd; and • Women often resist talking about sexual or domestic • They often lack details on crimes (such as how violence; many are committed, if weapons were used, types of • They may not contain data on crimes against chil- injuries, relation between the victim and the crimi- dren (in general, only persons older than age 18 are nal). interviewed; and • In general, they do not contain information on 2. delinquents (although we can include this point when COMMUNITY: VICTIMIZATION SURVEYS designing the survey). Victimization surveys are the most systematic method for gathering information in our community. They not only �ll gaps in police data, but they also show us what people think about the problem of crime and PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 60 9/6/11 14:07:35 3. • Interviews with key persons: These could include Other sources in our community community leaders, adolescents (especially those who may be in trouble or at risk of becoming involved in Other sources must be used because police statistics trouble; for example, students who are expelled from and surveys of victims have their limitations. We can school), their parents (seeking them in the home and use various means to gather information about our in as many community places as possible, even in community and to understand its members’ points of markets, shopping centers, soccer stadiums and other view. This process frequently stimulates community recreational areas, churches and educational institu- participation and cooperation because people feel tions), school principals, youth and school counse- that they are part of the process. lors, community doctors, religious leaders, representa- 61 tives of parent-teacher associations; women’s groups; The following sources can provide us with valuable nongovernmental organizations that work on related information on crime and violence in schools: issues; social workers; chiefs of police in their area and chiefs of local crime prevention units; magistra- • Municipal housing departments and public services tes; judges; prosecutors; members of neighborhood companies watch groups; taxi drivers; informal merchants; union • Shops and small businesses and civic leaders. • Insurance companies • Private security companies and banks • Group meetings: If our community is a small town • Hospitals, clinics, social workers and doctors or neighborhood, we can organize meetings with • Victims’ support agencies, such as those speciali- community residents or organizations to address com- zing in domestic violence munity problems. Unlike formal surveys, the opinions • Prisons expressed in these meetings will not represent the • Women’s organizations, youth groups, street entire community but we may be able to obtain more children’s organizations detailed information. We can organize general mee- • Civic organizations, religious organizations tings with the community or meetings with speci�c • Unions groups such as women or taxi drivers (Municipal Guide, World Bank 2003). Most of the information gathered from these sour- ces will not be expressed in numbers but rather in • Focus groups: These groups are speci�cally selec- qualitative information stemming from interviews, ted for each target sector of the population in order meetings, group discussions and other more informal to obtain a more in-depth view of their perceptions of forms of opinion surveys (Municipal Guide, World the issues in question and the way to address them. Bank 2003). The sessions generally include a facilitator, someone who takes notes, and eight to ten participants. It is The following are examples of methods for gathering necessary to give special consideration to the elec- qualitative data: tion of the group’s leader. Ideally, we should obtain a facilitator who is not only skilled but who also coin- cides with the gender and the ethnicity or race of the 1. Practical Guide.pdf 61 9/6/11 14:07:36 majority of group in the session. Other opinion survey activities: • Group activities (formal surveys or informal mee- tings) in which students formulate a list of the types of violence that they witness in the school and their frequency (daily, weekly, once or twice a month, every few months, once or twice a year); 62 • Group activities in which students and school staff place pins on a map to mark the places where as- saults and incidents of bullying occur in the school or on the route to school; • Group discussions or activities in which students and school staff talk about the types of initiatives to prevent violence inside and outside the school; • Classroom observations; • Careful observations of the surrounding neighborho- od and community. Tools 6, 7 and 8 will serve as a guide to prepare sur- veys, interviews and focus groups for diagnosing the situation of our school and community. It is impor- tant to note that the surveys and interviews evaluate beliefs, understandings and attitudes on violence, background (disturbing or aggressive, adverse or antisocial behavior before age 12; attention deficit hyperactivity disorder [ADHD], deficient academic results), family risk factors (such as conflicts in the family, deficient parenting, parents’ abuse of illegal substances, or mental illnesses) and their possible solutions. PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 62 9/6/11 14:07:36 TOOL # 6: DEVELOPING QUESTIONNAIRES (SURVEYS)10 Directions: Content of Questions Before you start to design your survey questions, in order to assess the current situation of your school 1. Ask about what you need to know, i.e., get infor- and your community in relation to violence and mation with regard to the goals or ultimate questions violence prevention efforts, clearly articulate what you want to address in the evaluation. problem or need is to be addressed using the infor- mation to be gathered by the questions. Review why 2. Will the respondents be able to answer your ques- you are doing the evaluation and what you hope to tion, i.e., do they know the answer? accomplish by it. This provides focus on what infor- 3. Will respondents want to answer the question, i.e., mation you need and, ultimately, on what questions is it too private or silly? should be used. Wording of Questions Directions to Respondents 1. Will the respondent understand the wording, i.e., 1. Include a brief explanation of the purpose of the are you using any slang, culture-speci�c, or technical questionnaire and a clear explanation of how to com- words? plete the questionnaire and where to submit it once completed. 2. Are any words so strong that they might influence the respondent to answer in a certain way? Attempt 2. Note conditions of con�dentiality, e.g., who will to avoid use of strong adjectives with nouns in have access to the information, if you are going the questions, e.g., “highly effective government,� to attempt to keep their answers private and only “prompt and reliable staff,� etc. accessed by yourself and/or someone who will collate answers. 3. To ensure you are asking one question at a time, avoid using the word “and� in your question. 4. Avoid using “not� in your questions if you are ha- ving respondents answer “yes� or “no� to a question. Use of “not� can lead to double negatives and can cause confusion. 5. If you use multiple-choice questions, be sure your ..... 10. This tool appears as Tool 19 in the Tools document that forms part of the World Bank’s “School-Based Violence Prevention in Urban Communities of Latin America and the Caribbean Toolkit.� PRACTICAL GUIDE | Tool 6 1. Practical Guide.pdf 63 9/6/11 14:07:36 choices are mutually exclusive and encompass the to- 4. Include a question to get respondents’ impressions tal range of answers. Respondents should not be con- of the questionnaire itself. For example, ask them if fused about whether two or more alternatives appear the questionnaire was straightforward to complete to mean the same thing. Respondents also should not (“yes� or “no�), and if not, to provide suggestions have a clearly preferred answer that is not among the about how to improve the questionnaire. alternative choices of an answer to the question. 5. Pilot or test your questionnaire on a small group Order of Questions of clients or fellow staff. Ask them if the form and questions seemed straightforward. Carefully review the 1. Be careful not to include so many questions that answers on the questionnaires. Does the information potential respondents are dissuaded from responding. answer the evaluation questions or provide what you want to know about the program or its specific servi- 2. Attempt to motivate respondents to complete the ces? What else would you like to know? questionnaire. Start with fact-based questions and then go on to opinion-based questions, e.g., ask 6. Finalize the questionnaire. Finalize the ques- people for demographic information about themselves tionnaire according to outcomes of the pilot. Put a and then go on to questions about their opinions and date on the form so you can keep track of all future perspectives. This gets respondents engaged in the versions. questionnaire and warmed up before facing more cha- llenging and reflective questions about their opinions. (Consider if they can complete the questionnaire anonymously; if so, indicate this on the form where you ask for their name.) 3. Attempt to get respondents’ commentary in addi- tion to their ratings, e.g., if the questionnaire asks respondents to choose an answer by circling an answer or provide a rating, ask them to provide com- mentary that explains their choices. Source: McNamara, Carter MBA, PhD, “Appreciative Inquiry� Authenticity Consulting, LLC. Copyright 1997- 2007. http://www.managementhelp.org/commskls/ appr_inq/appr_inq.htm PRACTICAL GUIDE | Tool 6 1. Practical Guide.pdf 64 9/6/11 14:07:36 TOOL # 7: BASICS FOR CONDUCTING INTERVIEWS 11 Directions: Types of Interviews Interviews are particularly useful for getting the story 1. Informal, conversational interview: no predetermi- behind a participant’s experiences. The interviewer ned questions are asked, in order to remain as open can pursue in-depth information around a topic. In- and adaptable as possible to the interviewee’s nature terviews may be useful as follow-up to certain respon- and priorities; during the interview, the interviewer dents to questionnaires, e.g., to further investigate “goes with the flow.� their responses. Open-ended questions are usually 2. General interview guide approach: the guide appro- asked during interviews. ach is intended to ensure that the same general areas of information are collected from each interviewee; Before you start to design your interview questions this provides more focus than the conversational and process, clearly articulate to yourself what pro- approach but still allows a degree of freedom and blem or need is to be addressed using the information adaptability in getting information from the inter- to be gathered by the interviews. This helps you keep viewee. clear focus on the intent of each question. 3. Standardized, open-ended interview: here, the same open-ended questions are asked to all inter- Preparation for Interview viewees (an open-ended question is one in which 1. Choose a setting with little distraction. Avoid respondents are free to choose how to answer the bright lights and loud noises, ensure the interviewee question, i.e., they don’t select “yes� or “no� or pro- is comfortable (you might ask them if they are), etc. vide a numeric rating, etc.); this approach facilitates Often, an interviewee may feel more comfortable at faster interviews that can be more easily analyzed and his or her own place of study, work, or home. compared. 2. Explain the purpose of the interview. 4. Closed, �xed-response interview: in which all in- 3. Address terms of con�dentiality. Note any terms of terviewees are asked the same questions and asked to con�dentiality. Explain who will have access to their choose answers from among the same set of alterna- answers and how their answers will be analyzed. If tives. This format is useful for those not practiced in the interviewee’s comments are to be used as quotes, interviewing. obtain his or her written permission to do so. 4. Explain the format of the interview. Explain the Types of Topics in Questions type of interview you are conducting and its nature. The interviewer can ask questions about: If you want the interviewee to ask questions, specify 1. Behaviors—about what a person has done or is whether he or she is to do so as questions ariseor doing wait until the end of the interview. 2. Opinions/values—about what a person thinks 5. Indicate how long the interview usually takes. about a topic 6. Tell the interviewee how to get in touch with you 3. Feelings—what a person feels about a topic later if they want to. 4. Knowledge—to get facts about a topic 7. Ask the interviewee if he or she has any questions 5. Sensory—about what people have seen, touched, before you both get started with the interview. heard, tasted, or smelled 8. Don’t count on your memory to recall answers. Ask 6. Background/demographics—standard background for permission to record the interview. questions, such as age, education, etc. ..... 11.This tool appears as Tool 20 in the Tools document that forms part of the World Bank’s “School-based Violence Prevention in Urban Communities of Latin America and the Caribbean Toolkit.� PRACTICAL GUIDE | Tool 7 1. Practical Guide.pdf 65 9/6/11 14:07:36 Conducting Interviews Sequence of Questions 1. Occasionally verify that the tape recorder (if used) 1. Get the respondnts involved in the interview as is working. You will need to get respondents’ permis- soon as possible. sion to record the interview. 2. Before asking about controversial matters (such as 2. Ask one question at a time. feelings and conclusions), first ask about some facts. 3. Attempt to remain as neutral as possible. That With this approach, respondents can more easily is, don’t show strong emotional reactions to their engage in the interview before warming up to more responses. Suggestion: act as if “you’ve heard it all personal matters. before.� 3. Intersperse fact-based questions throughout the 4. Encourage responses with occasional nods of the interview to avoid long lists of fact-based questions, head, “uh huh’s,� etc. which tend to leave respondents disengaged. 5. Be careful about the appearance of your note 4. Ask questions about the present before questions taking. That is, if you jump to take a note, it may about the past or future. It is usually easier for them appear as if you’re surprised or very pleased about to talk about the present and then work into the past an answer, which may influence answers to future or future. questions. 5. The last questions might be designed to allow res- 6. Provide transitions between major topics, e.g., pondents to provide any other information they prefer “We’ve been talking about (some topic) and now I’d to add and their impressions of the interview. like to move on to (another topic).� 7. Do not lose control of the interview. This can occur Wording of Questions when respondents stray to another topic, take so long 1. Wording should be open-ended. Respondents to answer a question that time begins to run out, or should be able to choose their own terms when an- even begin asking questions to the interviewer. swering questions. 2. Questions should be as neutral as possible. Avoid Immediately After the Interview wording that might influence answers, e.g., evocati- 1. Verify that the tape recorder, if used, worked ve, judgmental wording. throughout the interview. 3. Questions should be asked one at a time. 2. Make any notes on your written notes, e.g., to 4. Questions should be worded clearly. This includes clarify any scratchings, ensure pages are numbered, knowing any terms particular to the program or the fill out any notes that do not make sense, etc. respondents’ culture. 3. Write down any observations made during the 5. Avoid asking “why� questions. This type of ques- interview. For example, where did the interview occur tion infers a cause-effect relationship that may not and when? Was the respondent particularly nervous at truly exist. These questions may also cause respon- any time? Were there any surprises during the inter- dents to feel defensive, e.g., that they have to justify view? Did the tape recorder break? their response, which may inhibit their responses to these and future questions. Source: Adapted from McNamara, Carter MBA, PhD, “Appreciative Inquiry� Authenticity Consulting . Co- pyright 1997–2007. Accessed on July 20th, 2010 at: http://www.managementhelp.org/commskls/appr_inq/ appr_inq.htm PRACTICAL GUIDE | Tool 7 1. Practical Guide.pdf 66 9/6/11 14:07:36 TOOL # 8: BASICS FOR CONDUCTING FOCUS GROUPS 12 Directions: regarding: ¿How do you feel when you send your child or children to school (if they are fathers or mothers)? Focus groups are a powerful means to evaluate ser- Ori f you are a school director, teacher or student vices or test new ideas. Basically, focus groups are ¿how do you feel at school? If you are a student or a interviews, but of six to ten people at the same time teacher, ¿how do you feel during classes? ¿How is the in the same group. One can get a great deal of infor- environment when clases begin, end and during class mation during a focus group session. resses, is it peaceful or is there fear and a feeling of uneasiness? ¿How do students and teachers relate Preparing for the Session with each other? 2. ¿Which are the most serious problems in your 1. Identify the major objective of the meeting. school in terms of security? 2. Carefully develop �ve to six questions (see below). 3. ¿What factors do you think are causing this insecu- 3. Plan your session (see below). rity climate at school? 4. Contact potential members to invite them to the 4. ¿What could the educational community to impro- meeting. Send them a follow-up invitation with a ve this situation? proposed agenda, session time, and list of questions These four questions are useful for 4 types of focus the group will discuss. Plan to provide a copy of the groups: teachers, directors, students and parents of report from the session to each member and let them any student13. know that you will do this. 5. About three days before the session, contact all Planning the Session members to remind them to attend. 1. Scheduling—Plan meetings to be 1 to 1.5 hours Developing Questions long. During lunch seems to be a very good time for others to �nd time to attend. 1. Develop �ve to six questions. The session should 2. Setting and refreshments—Hold sessions in an last 1 to 1.5 hours—in this time, one can ask (at open room (classroom) or other setting with adequa- most) �ve or six questions. te air flow and lighting. Con�gure chairs so that all 2. Ask yourself what problem or need will be addres- members can see each other—in a round format. sed by the information gathered during the session, Provide name tags for members, as well. Provide re- e.g., examine if a new service or idea will work, fur- freshments if possible. ther understand why a program is failing, etc. 3. Ground Rules—It is critical that all members 3. Focus groups are basically multiple interviews. participate as much as possible, yet the session must Therefore, many of the same guidelines for conducting continue to move along while generating useful infor- focus groups are similar to conducting interviews. mation. Because the session is often a one-time occu- rrence, it is useful to have a few ground rules that Question Guide for Focus Groups sustain participation, yet do so with focus. Consider the following three ground rules: a) keep focused, b) 1. ¿How do the group members percieve the security maintain momentum, and c) get closure on questions. situation at their school? Let’s ge tinto further details 4. Agenda—Consider the following agenda: welcome, ..... 12. This tool appears as Tool 7 in the Tools document that forms part of the World Bank’s “School-Based Violence Prevention in Urban Communities of Latin America and the Caribbean Toolkit.� 13. Source: Developed by Vanessa Castro, Phd in Education and Planning, on behalf of the Workshop of School-based Violence Prevention organized by the World Bank and Nicaragua’s Ministry of Education in March, 2009. PRACTICAL GUIDE | Tool 8 1. Practical Guide.pdf 67 9/6/11 14:07:36 review of agenda, review of session goals, review of 8. Closing the session—Tell members that they will ground rules, introductions, questions and answers, receive a copy of the report generated from their wrap up. answers, thank them for coming, and adjourn the 5. Membership—Focus groups are usually conduc- meeting. ted with six to ten members who have something in common, e.g., similar age group, status in a program, Immediately After the Session etc. Select members who are likely to be participative and reflective. Attempt to select members who do 1. Verify that the tape recorder, if used, worked not know each other. The school team could invite a throughout the session. wider range of participants to gather information from 2. Make any notes on your written notes, e.g., to students, parents, and community leaders, and foster clarify any scratching, ensure pages are numbered, fill discussion. out any notes that do not make sense, etc. 6. Plan to record the session with either an audio or 3. Write down any observations made during the audio-video recorder—if participants permit. Do not session. For example, where did the session occur and count on your memory. If this is not practical, involve when, what was the nature of participation in the a co-facilitator who is there to take notes. group? Were there any surprises during the session? Did the tape recorder break? Facilitating the Session Source: Adapted from McNamara, Carter MBA, PhD, “Appreciative Inquiry� Authenticity Consulting, LLC. 1. The major goal of facilitation is to collect useful Copyright 1997-2007. Accessed on July 20th, 2010 at; information to meet the goal of the meeting. http://www.managementhelp.org/commskls/appr_inq/ appr_inq.htm 2. Introduce yourself and the co-facilitator, if used. 3. Explain the means to record the session. 4. Carry out the agenda (see “agenda� above). 5. Carefully word each question before that question is addressed by the group. Allow the group a few minutes for member to carefully record their answers. Then facilitate discussion around the answers to each question, one at a time. 6. After each question is answered, carefully reflect back a summary of what you heard (the note taker may do this). 7. Ensure even participation. If one or two people are dominating the meeting, then call on others. Consi- der using a round-table approach, including going in one direction around the table, giving each person a minute to answer the question. If the domination persists, note it to the group and ask for ideas about how the participation can be increased. PRACTICAL GUIDE | Tool 8 1. Practical Guide.pdf 68 9/6/11 14:07:36 Once we understand the types of violence that are oc- Don’t forget: curring, the number of violent acts, when and where Like risk factors, protective factors are essential for 69 they are committed, and what circumstances surround knowing how to address issues related to violence them, we can proceed to �nd out what factors contri- prevention in the school and the community, who bute to violence in our community. Some examples of would bene�t most from the initiative, and which these factors are: racism, poverty, use of illegal subs- strategies could achieve the most difference. To con- tances by parents, illegal markets, unemployment, ex- duct the diagnostic, we must review the status of pro- posure to an authoritarian family culture that leads to tective factors in relation to risk factors (Part 1). The abusive behavior or negligent parenting (for example, more risk factors there are, the more likely it is that severe, negligent or inconsistent treatment, and the problems will occur. The more protective factors there lack of child supervision), family conflict and violence are, the less likely it is that problem behaviors will be against one’s intimate partner (as a risk factor for found and the more likely that there will be positive youth violence), and �nally, other social, cultural or development among youth. It is believed that there is economic conditions. Part of this information can be a causal relationship between these factors. To solve obtained from censuses or in archives of information the problem, one should go to its cause. on housing in municipalities. To learn more about the power of narrations in school A violence prevention strategy is likely to succeed if diagnostics, consult the BRAVE Project: The recons- we focus our attention on a small number of ma- truction and reactivation of an anti-violence environ- nageable problems. At this stage of the planning ment] in the Appendix process, we must use the information collected to decide which problems are the most serious and the possibilities for intervention. Then we can focus violence prevention efforts on the issues that most need them and where there is a greater likelihood of success. There are avariety of tools that can help you with diagnosing the safety situation in our school. One example is Tool 9, presented below. We can use this same tool for the �nal stage of the diagnostic. 1. Practical Guide.pdf 69 9/6/11 14:07:36 TOOL # 9: CHECKPOINTS FOR SCHOOLS 14 Checkpoints for schools and its companion Checkpo- Directions: ints for young people have been revised in the light of feedback from their widespread use and a resear- Tick either “A=in place,� “B=proposed,� or “C=not in ched evaluation conducted by Roehampton University place� in each of the following Checkpoints. Then for Birmingham local education authority. Together, transfer the outcomes to the web provided at the end they constitute a framework for a whole-school appro- of the format. Use Checkpoint 7 (other actions not in- ach to behaviour and its relationship to learning. cluded in the questions) to document any actions not included. This tool will help the school to undergo a Checkpoints for schools was selected as one of three self-assessment to determine its capacity to introduce UK projects submitted to the European and sustain a nonviolent (violence prevention) inter- Commission’s Education and Culture Initiative re- vention strategy. search programme (DG XX 11/10/99) entitled ‘CONNECT’ on violence in schools. The following action plan is suggested: Checkpoints are a practical resource devised as a 1. A strategy and timetable for using checkpoints are response to need in a society where anger, aggres- prepared. sion, conflict and violence have become commonplace 2. A whole-school statement of intentions is made, and tolerated. Checkpoints can be used at primary or for example: “We intend to eliminate all violence at secondary level and are particularly applicable to the our school.� Staff, students, parents, and teachers transfer stage – for Year 6 preparing for secondary subscribe to this. school or Year 7 as part of an induction programme. 3. The commitment is publicized and links are formed with outside agencies. Checkpoints have four main aims: to raise awareness, 4. Checkpoints are integrated with other school poli- to facilitate institutional self-audit, to offer cies and practices. guidance and provide a model adaptable to each 5. Statements shown as “not in place� are systemati- institution’s particular circumstances. cally addressed. 6. Checkpoints are established as an ongoing process with built-in monitoring. 7. Speci�c criteria are formulated by the school for evaluating progress in behavior management. ..... 14. This tool appears as tool 13 in the “Tools document� that forms part of the World Bank’s initiative “School-based Violence Prevention in Urban Communities of Latin America and the Caribbean�. PRACTICAL GUIDE | Tool 9 1. Practical Guide.pdf 70 9/6/11 14:07:36 Checkpoint 1: Home, School and Community A B C 1. The school works closely with parents, providing information and opportunities for discussion, encouraging involvement in the formulation of non-violence and anti-bullying policies. 2. The contract or agreement between home and school includes a speci�c commitment to non- violence and gives guidance on how parents can help implement the policies at home and at school. 3. Links are made with local community groups and external agencies in respect of violence pre- vention. 4. The school publicizes its commitment through its newsletter and by other means. 5. Agreed standards of behaviour apply to all members of the school and to visitors. 6. The school makes it clear that non-violent behaviour is also expected outside school and at home. 7. Examples of conflict avoidance strategies are presented through the curriculum and supported by other school policies. 8. The school is clear and consistent in dealing with incidents, particularly those that may amount to a criminal offence. 9. The school takes careful note of any circumstances in the local community that might put any of its students at risk. 10. The local press supports the school in helping to build its reputation as a safe place. Checkpoint 2: Values A B C 1. Creating a secure, friendly atmosphere is accepted by all as an important aim. 2. All members of the school participate in the development of a Code of Conduct, which speci�es non-violence and is made prominent throughout the school. 3. It is understood that the school’s values apply both inside and outside school. 4. The school ensures that its rules do not contradict external regulations or laws relating to violence-prevention. 5. Good relationships are consistently fostered and all adults exemplify the standards of behaviour expected of students – without intimidation, threat or aggression. 6. Mutual respect is consistently promoted and expected of everyone. 7. The school helps everyone to adopt a sense of responsibility for one another and for the school. 8. Violent language, the violent use of language and name-calling are systematically discouraged. 9. All disciplinary measures are appropriate to the individual and his or her stage of development. 10. Conciliatory behaviour is noted and commended and assembly is used to promote the values of the school to the whole school community. PRACTICAL GUIDE | Tool 9 1. Practical Guide.pdf 71 9/6/11 14:07:36 Checkpoint 3: Organization A B C 1. There is a budget for the implementation of non-violence policies. 2. The induction of new students, teachers, and staff includes the presentation of violence- prevention policies and procedures. 3. The timetable and daily routines are scrutinized to ensure they do not increase the chances of conflict occurring. 4. The school ensures that its rules, for example on uniform or releasing students from the classroom, do not become a cause of conflict. 5. Students regularly discuss violence prevention through a school council or committee. 6. There are student and staff mediators and all members of the school are encouraged to seek help and advice if needed. 7. Potential victims and aggressors are identi�ed early and support given to pre-empt dif�culty. Students themselves and, as appropriate, parents are involved. 8. A record is kept of incidents and a regular survey is carried out to inform, complement and reinforce policy. 9. All members of the school are familiar with emergency procedures, including those relating to visitors or intruders. 10. All staff know who is the designated person for child protection matters. Checkpoint 4: Environment A B C 1. Students share in the management of the school environment to reduce the risk of aggressive or violent behaviour. 2. The premises are kept visually attractive with high quality displays that are relevant, well- positioned and regularly updated. 3. People movement is free-flowing; overcrowding is avoided. 4. Suitable furniture and carpeted areas are provided to allow for cooperative play and social interaction. 5. Buildings, facilities and equipment are treated with respect; litter and vandalism are dealt with promptly to prevent escalation. 6. Temperature, lighting and ventilation are of a suitable standard and regularly checked, creating an environment conducive to positive attitudes and enjoyable learning. 7. Outdoor spaces have designated social areas, shelter and secure places for cars and bikes. 8. A health and safety risk assessment is carried out, with maintenance completed regularly. 9. Expert advice on security is sought and security measures are in operation. 10. There is safe-keeping for students’ belongings and arrangements for retrieving lost property. PRACTICAL GUIDE | Tool 9 1. Practical Guide.pdf 72 9/6/11 14:07:36 Checkpoint 5: Curriculum A B C 1. Non-acceptance of violence is prominent in the planning and delivery of the curriculum and the school’s development plan. 2. Students are taught about violence, its types and consequences and non-violent alternatives. 3. Non-violence is presented in interactive ways and students with different needs and interests are equally involved. 4. Alternatives to violent reactions are demonstrated, for example in physical education and games, where emphasis is placed on cooperation and accepting arbitration. 5. A Personal Development Programme focuses on the whole person and the importance of appropriate social behaviour. It emphasizes the relationship between rights and responsibilities. 6. Relationships, sex education and parenting skills are together an integral part of the curriculum. 7. Extra activities which encourage cooperation are provided to engage students at unsupervised times. 8. Media treatment of violence is studied and critical viewing skills are developed. 9. Representatives of outside agencies promoting pro-social behaviour contribute to the curriculum and provide information on services and help lines. 10. Speci�c advice is given on personal safety. Checkpoint 6: Training A B C 1. The different types of violence – physical and non-physical, their causes and consequences. 2. Anatomy of an incident: danger signals, involvement, witnessing, the aftermath. 3. Bullying as a through-life phenomenon and the possible link between bullying and parental smacking. 4. The relationship between violence and power, feelings and behaviour, and the value of positive discipline. 5. How changes in children’s personal lives can result in changed behaviour. 6. Changing the culture of acceptance of bullying – at school and elsewhere. 7. Intervention to break the progression from minor to major incident: from disagreement to anger, to aggression, to a push, to violence and to revenge. 8. Problem-solving techniques used to prevent conflict. 9. Being a good listener and a reliable witness. 10. Violence, the law and human rights. PRACTICAL GUIDE | Tool 9 1. Practical Guide.pdf 73 9/6/11 14:07:36 Checkpoint 7: Other Initiatives A B C Every school is unique. Its particular, local circumstances will shape the way it operates. This concluding Checkpoint invites schools to add any initiatives or practice not covered elsewhere. These are some of the examples collected from a number of schools: 1. The creation of a “quiet place� in the school helped to lower tension and avoid dispute. 2. Differences between boys and girls – as bullies or victims – were debated. 3. Poetry writing or art programs were stimulated by discussion on bullying. 4. Checkpoints was used as the basis for a new Schoolwide Violence Prevention Program. 5. Students published their own ‘Charter for Non-Violence’. 6. Checkpoints provided a context for reviewing child protection policy within the school and the community. 6. Trainees on teaching practice became involved in the process and a record of their experience was included in their academic course of study. 7. The school initiated community collaboration Instructions: Once the statements have been read and ticked for either in place, proposed, or not in place, transfer the outcomes to the web starting from the middle, shading those areas in which there is a “check� for either A, B, or C. The web illustrates visually the sta- ge reached by the school in addressing violence, and highlights where further action needs to be taken, mainly “not in place� and “proposed.� After twelve months, a second revision should allow you to have an “After� web, which will show you the progress made and the points that need to be addressed. Source: Adapted from Checkpoints for Schools: Towards a nonviolent society, George Varnava, NSPCC. For the complete list of Checkpoints, please visit: http://www. ukobservatory.com/download�les/Checkpoints%20 for%20schools%20updated.pdf PRACTICAL GUIDE | Tool 9 1. Practical Guide.pdf 74 9/6/11 14:07:36 Step No. 7: 1. Natural Surveillance: this is de�ned as the ability Analyzing the physical features of the school to see and be seen; and the surrounding community 2. Natural Access Control: this is understood as the The school’s physical setting can facilitate or sti- attention that should be placed on comprehensively mulate violence and opportunity crimes. In schools designing the school’s points of entry and exit, not (Wekerle and Whitzman, 1994), it is unavoidable that only installing a fence but also setting up pleasant there will be special situations and places where there spaces that cause natural surveillance in the point of is a greater likelihood that problems will occur, and entry; physical and social variables have an effect on the 75 spatial location of the problem. To avoid such pro- 3.Territorial Reinforcement: this is the sense of blems, it may be necessary to modify the school set- ownership that a user has with regard to his envi- ting or implement certain strategies for the environ- ronment and he therefore cares for it. In a school mental management of the physical space and its use environment, territorial reinforcement can be in the by the school community. These interventions modify form of murals made by students on school walls, or the use of spaces and natural oversight routines, in- the placement of plants; creasing them in the school to minimize or eliminate opportunities for violent or disturbing behavior and 4.Maintenance: each time there is environmental to increase the community cohesion of members of intervention in a school, the strategy needs to be the school community; this is the “Crime Prevention maintained. Therefore, there needs to be clarity on re- through Environmental Design� (CPTED) methodology. lated actions prior to the intervention. A maintenance It is important to explain that a CPTED strategy does effort may be the organization of school brigades that not necessarily mean investing more resources in sweep and remove trash and/or maintain vegetation. infrastructure; many times existing resources should In addition, the school’s maintenance and cleanliness be reorganized. of bathrooms is essential; and It is important to have clear methodologies for the 5. Community Participation: the participation of implementation of environmental strategies since, the educational community is key throughout the although they seem to be common sense, worldwide strategy’s development. This participation should experience has demonstrated that if we apply them in include children of different ages, as well as teachers, a certain order and sequence we will achieve better school principals and guardians. results. Through a participatory CPTED analysis using various The CPTED methodology is based on principles that diagnostic tools such as the Exploratory Walk-through are universal and are applied locally, modulated by for Safety, Mapping or Direct Observation, the school the local community according to its environmental team can understand when and how problems occur needs. These principles are: and the physical and social variables involved in the problem. The following are some of environmental characteristics that the school can consider and that 1. Practical Guide.pdf 75 9/6/11 14:07:36 should be kept in mind in order to conduct an audit based Violence Prevention, organized by the World and implement a CPTED strategy in the school: Bank, the Nicaraguan Ministry of Education and the Nicaraguan Center for Violence Prevention (Centro de • Describe the number, location and types of exits in Prevención de Violencia, CEPREV) from March 23 to the school 27, 2009. http://cpted-region.blogspot.com/ • Location and design of bathrooms for boys, girls and staff Several strategies that we can use in schools to ensu- • Design and interconnection of the cafeteria, com- re that the general aspect and the distribution of the mon areas and playgrounds facilities work to discourage violence rather than to 76 • Schemes in a natural surveillance map encourage it are: • Density of traf�c flows in all sections of the school at different hours of the day, according to the com- • Cleaning groups and painting brigades munity in transit (flow of students, flow of teachers, • Lighting policies to decrease crime (for example, flow of school staff, etc.). darkness discourages youth from meeting in the area, • Provide and disseminate safe routes to and from and full lighting discourages violent activity in high- school for students by means of maps and environ- visibility areas) mental information • Making emergency exits visible • Lighting appropriate for the use and users of the • Murals and posters with messages about nonviolen- school space ce • Reduction in isolated areas through the increase in • Loudspeakers with public announcements suppor- natural surveillance ting nonviolence • Use of a bell for class periods and mix of students at different grade levels • Structuring of lunch and recess periods with adult- To learn about two examples of communities and supervised group activities schools that are improving the environment, consult • Waiting time of students standing in line to board a “Um Jardim para o Jardim Míriam, Jardim Míriam Arte bus or get lunch Clube (Brazil)� and “Community Garden Storytelling Project (United States)�, both in the Appendix. With the above information, the school team will be able to change the setting in order to minimize To learn more about how to implement a CPTED opportunities for improper behavior. Through ongoing strategy, consult the attached manual “Safe School surveillance and supervision in all areas of the school, Spaces� for a more detailed description of this me- the school team can achieve maximum safety. thodology. The manual contains concrete tools that will help our educational community develop a vio- Through the following link, we can view the experien- lence prevention strategy that includes environmental ce of developing a safe schools strategy that formed design components to discourage and halt violence part of school violence prevention plans in six schools and opportunity crimes. For more information, visit: of Managua, Nicaragua. These schools participated in http://www.cpted-region.org/spanish/ the School and Citizen Coexistence Course: School- PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 76 9/6/11 14:07:37 Step No. 8: functioning of a community or society, caused by this Incorporating criteria for skills building in type of losses, is called a disaster. schools and communities to reduce the risk of disasters The magnitude and extent of damages caused by the- se disasters will largely depend on each population’s Within the environmental side of prevention, the capacity to deal with the event and on how long it natural subsystem is an important aspect that needs takes to recover from their aftermath. to be taken into account when analyzing the environ- mental characteristics of our community in order to The search for strategies to deal with these circums- determine its vulnerability to disasters. As we saw in tances unarguably assigns a key role to education. 77 Step 7, analyzing the environmental (social and phy- Among other things, education can promote the sical) characteristics of the school and the surroun- creation of a different culture regarding risks and ding community is an integral part of a school-based disasters; build and strengthen capacities among all violence prevention strategy. Now, as part of the development stakeholders; combine strengths and importance of ensuring safe spaces for the teaching- available resources at local, national and regional learning process in schools, disaster risk management levels; and increase communities’ capacity to reco- is a key, complementary aspect that we should always ver from disasters. Consequently, education should incorporate in this strategy. address the issue from a broad, comprehensive and inclusive perspective. Ours is a living, changing planet. Climate change leads us to a world of unexpected consequences. Risk management from and for the education sector Natural threats are issues of constant concern on the should be understood as a set of policies, guiding planet. These threats eventually materialize, unleas- principles and strategic courses of action that address hing potentially damaging events such as tropical the issue from at least three areas of development of storms, hurricanes, droughts, earthquakes, tsunamis, focuses of action, based on what is stipulated in the floods, volcanic eruptions, forest �res, etc. Their pre- hemispheric EDUPLAN15. These three areas are the sence constitutes a potential, permanent external risk following: factor for human settlements located in their path. School buildings do not escape these events, since • Curriculum they represent nations’ largest network of public buil- It is essential to include disaster risk reduction in the dings. Schools are spread throughout each country’s curriculum at the different levels and in the different geography, making them vulnerable to the array of modalities present in Latin American educational possible threats. systems. This requires proper monitoring of training strategies, both for working teachers and for teachers The consequences of threats can be devasting; some in training, and the preparation of teaching materials, of their impacts may be: loss of human lives, injuries, methodological guidelines and textbooks, among material damages, interruption of social and economic other resources, that facilitate addressing the issue in activity, environmental degradation, etc. An event the classroom. whose impact generates a severe interruption in the ..... 15. The Hemispheric Eduplan is an international effort within the educational community designed to reduce vulnerability. 1. Practical Guide.pdf 77 9/6/11 14:07:37 • Educational infrastructure 2. Organizing the educational community (School We must ensure safe spaces to carry out the teaching- Response Committee and Brigades): learning process, even in emergency and disaster With the authorization of the Municipal Delegation, situations, incorporating criteria for reducing vulne- we can proceed to organize the School Response rability in the various processes carried out in school Committee, which should be composed of teachers, buildings, including their furniture and equipment. students and parents; we can also invite emergen- cy response institutions such as the Red Cross and • School safety preparations and plans �re�ghters. We must prepare educational communities to deal 78 with the possible occurrence of emergency and disas- ter situations by, among other things, promoting the ORGANIZING the School Response Committee preparation, implementation and evaluation of school protection plans that are part of schools’ institutional plans, in order to ensure the safety of users and the COORDINATOR OF THE SCHOOL continuity of educational services during emergency RESPONSE COMMITTEE and disaster situations16. Part of the preparation for these emergencies is the gradual development of an emergency strategy or COORDINATOR OF THE SCHOOL plan. In preparing this plan, it is advisable to include RESPONSE BRIGADES the following steps: 1. Motivating the educational community: The objective of this step is to provide information on the achievements and importance of conducting BRIGADE FOR THE PRE- the process of Response Preparations in the school. FIRST AID BRIGADE EVACUATION BRIGADE VENTION OF FIRES The success of the process of Response Preparations depends on this initial step, because it allows us to raise stakeholders’ awareness and obtain their support and participation. TEACHERS, BRIGADE TEAM AND PARENTS Source: International Federation of the Red Cross and the Red Crescent Societies IFRC, 2009. ..... 16. Source: adapted from the Toolkit’s publication “Reducción del riesgo de desastres en el ámbito escolar latinoamericano� [Reducing disaster risk in the Latin America school environment], World Bank, Washington, DC, 2010. PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 78 9/6/11 14:07:37 k reduction starts at r ris ste sch sa oo Di l 3. Diagnosing the school’s threats, vulnerabilities, turn, the mock-up allows us to evaluate the capacity capacities and resources: developed to carry out response efforts such as eva- Through the Vulnerability and Capacity Analysis (VCA) cuating personnel, providing �rst aid and extinguis- (IFRC, 2006), the educational community and respon- hing �re outbreaks. se agencies can identify threats and vulnerabilities. 6. Correcting Moreover, through a quick participatory diagnostic, At this stage in the response preparation process, we we can identify existing skills and resources in the can identify any weaknesses and gaps in the School school. It is important for the educational community Response Plan and take corrective measures to im- to understand its skills and resources because these prove it. It is recommended that all stakeholders be 79 need to be taken into account at the time of planning involved in this activity. the response. 7. Systematizing 4. Planning the response: This is the process of recording activities and their a. Take actions that turn vulnerabilities into skills outcomes, analyzing them and explaining the plan’s b. Seek solutions and alternatives development. This contributes to improving the plan c. Determine which actions can be resolved with local as a proposal and as a means of action17. resources d. Determine which actions require �nancing In addition, to learn about practices conducted in the e. Determine how to strengthen capacities and resour- Latin American context to positively affect disaster ces risk reduction in the educational sector, consult the f. Prepare a diagram of the school publication “Reducing Disaster Risk in the Latin Ame- g. Plan the response strategy rican School Environment� [Reducción del Riesgo de h. Stipulate evacuation procedures Desastres en el �mbito Escolar Latinoamericano]. This i. Design our own state of alert and early-warning publication, together with this Guide and the other system (EWS). For example, the EWS can use bells, the attached manuals, belong to a series of tools that school marching band’s drum, a whistle or even one form part of the “School-based Violence Prevention piece of metal struck by another piece of metal. Initiative in Urban Communities of Latin America and the Caribbean,� written by the World Bank’s Urban 5. Evaluating (simulation and mock-up) Crime and Violence Prevention Group, Sustainable Both exercises are used for the purpose of evaluating Development Department, Latin America and theCa- the designed Emergency Plan and making the ne- ribbean. cessary adjustments. In the case of the simulation, information is handled and decisions are made. In ..... 17. Source: Presentation by Errol Mejía, consultant, expert in school disaster management, School and Citizen Coiexistence Course: School- based Violence Prevention, World Bank, Managua, Nicaragua, March 23 to 27, 2009. 1. Practical Guide.pdf 79 9/6/11 14:07:37 Step No. 9: Diagnostic of assets and resources Identifying the actions have been carried for violence prevention in our school and communi- We must diagnose the availability of school and com- ty, and the stakeholders who have participated. munity services for violence prevention. We need to determine what the school is currently doing in terms A very important part of the diagnostic of safety in of violence prevention, and then analyze whether the- the school and the community is to �nd out who se practices are effective (that is, whether they are has participated in violence prevention activities supported by the �ndings of assessments of scienti�c and what services, assets or resources are available, research). We must also determine what speci�c (for- 80 including relevant laws and policies. This step has the mal and information) resources and services we have following advantages: access to (either through the school or the communi- ty), in order to help us implement violence prevention • It facilitates the coordination of school and com- interventions. With this information, we can turn to munity activities the available persons and the corresponding �nancial • It avoids the duplication of programs and efforts resources. • It helps us to identify existing gaps • It helps us to maximize scarce resources, skills and The amount of available resources will affect the capacities by associating ourselves with other on- scope and magnitude of the services we can offer, the going initiatives availability of trained personnel, and the capacity to • We can make use of meetings with these people and plan and evaluate the initiative. The answers to the organizations to inform them about the strategy following questions can help us determine the availa- • Consulting with the community also helps to bility of resources: encourage participation. People are more likely to participate in programs that meet their needs, since • What resources do we have at hand to offer violen- these programs take their viewpoints into account ce prevention interventions in a certain school? • What resources do we have at hand to foster the healthy development and resistance capacity of ado- PRACTICAL ADVICE: lescents? (Human and material resources, curriculum, A thorough diagnostic studies in detail the assets health services, and links with community members of the school and community, not just their needs. and organizations.) Assets are resources available for individuals, groups • Have funds been allocated to train teachers in the and communities and improve students’ safety. These subject of violence prevention? assets may be people or groups of people, places, • Are there any universities, teachers’ colleges or organizations, sources of �nancing or material goods. local NGOs that have prepared courses on violence The school and the community may already have a prevention? quantity of assets and resources that can be mobili- • What resources are already available in the school zed. for preventing violence and developing life skills? • Can parents provide volunteer services to contribute to violence prevention and safety activities? PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 80 9/6/11 14:07:37 • Can community members provide volunteer services • Students’ school attendance requirements. that aid violence prevention and safety activities? • Equal access to school by boys and girls. • Do schools or preschools have resources? • Child labor laws. • Are there programs underway in the school that • School attendance by pregnant students. could serve as the basis for the new violence preven- • Sexual harassment and exploitation. tion initiative? (For example, actions that are helping • Presence of women in the school, workplace and student and school personnel to help themselves and public life. others to make decisions and take control of their li- • Violence and abuse (sexual, physical or mental). ves, to support social conditions that allow the entire • Production, marketing, distribution and use of alco- community to live a safe life and to help students hol, tobacco and other substances. 81 better understand the concepts of health and citizen- ship, as well as how to apply them.) The guidelines of the National Police and the support • Who (whether individuals or groups) are participa- of the Ministries of Education, Sports, Health and ting in these actions? Social Welfare can be extremely helpful to the local school and to our project. The will, commitment, Assets and Resources attention, support and efforts of these authorities can help us obtain time, money and public support. Coo- When we focus attention on the assets of the school, perative relationships with other sectors, such the Mi- youth, parents and the community, we contribute to nistries of Justice (for purposes of legal commitments not having to “reinvent the wheel� and we obtain the and measures to fight situations that favor violence), participation of people and resources that could be Social Welfare organizations or departments, Minis- underappreciated or underutilized. This emphasis on tries of Commerce and Development, as well as local assets also causes all participants to feel proud of the government and community-based organizations, can improvements that are being achieved. In addition, also be very valuable for the project. this method treats students, parents, and community residents as agents to control the problem faced by For example, political commitment is expressed in the school and its surrounding community, that is, different ways: as true problem solvers and not as passive clients or service recipients. • Favorable policies • Appointment of a staff member with responsibility Analyzing current school and community laws and authority • Financial support Local programs, whose purpose is to improve safety • Provision of technical equipment, services and and prevent violence in school, may be supported or materials hindered by current laws and policies. We need to find • Public recognition, by the Ministries, of the out how national, provincial, community or school problem’s importance in violence reduction plans. laws and policies affect safety, analyzing what the existing policies, for example on the subjects of: Tools 10 and 11, which we will examine below, can help us in this step. 1. Practical Guide.pdf 81 9/6/11 14:07:37 TOOL # 10: ASSESSING COMMUNITY RESOURCES 18 Directions: List community resources that support violence prevention efforts and well-being, and people who might be interested in working with the local schools. Source: Adapted from Lo- cal Action, Creating Health Promoting Schools, WHO. 2000 ..... 18. This tool appears as Tool 16 in the Tools document that forms part of the World Bank’s “School-Based Violence Prevention in Urban Communities of Latin America and the Caribbean Toolkit.� PRACTICAL GUIDE | Tool 10 1. Practical Guide.pdf 82 9/6/11 14:07:37 TOOL # 11: COMMUNITY ASSETS 19 Directions: Use the following form to assess your community resources and assets. This will help you prepare or recogni- ze programs that could support your violence prevention efforts. ..... 19. This tool appears as Tool 17 in the Tools document that forms part of the World Bank’s “School-Based Violence Prevention in Urban Communities of Latin America and the Caribbean Toolkit.� PRACTICAL GUIDE | Tool 11 1. Practical Guide.pdf 83 9/6/11 14:07:37 Step No. 10: tions or letter-sending campaigns Disseminating the outcomes of the diagnostic • Present the information in a public forum at which school and community members attend, including Broad, effective dissemination of the outcomes of representatives of the police, religious groups, school the safety diagnostic is the basis for action. Once the personnel, social services and health providers, poli- diagnostic is completed, we should consolidate data ticians, youth services organizations, parents, youth and share the outcomes with other members of the and businessmen, among others, to comment on the school and community who will be part of the pro- information and the response (both past and future) cess. The following are several suggestions: of the school and community to safety and violence 84 prevention issues • Make the outcomes available to the community in • Emphasize that the problems and their possible general and to specialized groups solutions are a challenge for the school and the com- • Organize the outcomes around a limited number munity. of key points and present them in a clear and simple manner; the use of graphs, tables and other visual aids can make the information more understandable • Identify the different target groups to which we PRACTICAL ADVICE: should present the diagnostic, including community We must be prepared to understand the different ways residents, potential sources of �nancing, authorities in which members of the school team, the school in in charge of policy formulation, other agencies and general and the community may interpret the outco- collaborators, and the school team mes of the diagnostic, especially with regard to the • Decide who will present the information to each needs of students, the school and the community. We target group and the format of each presentation. For will need to be well prepared in order to present the example, it would be worthwhile for a youth and a outcomes of the diagnostic and propose steps to be parent, or a community resident, to present the �n- taken, to promote the mobilization of resources and dings to the community as a whole, while one person ensure that people do not feel overwhelmed if the from the school who has participated in the diag- diagnostic appears to imply large-scale efforts. nostic could present the outcomes to departments of education and to potential �nanciers • Present the information by means of a formal written report or condense it in a summary, an infor- mation sheet, a press bulletin or a slideshow. Other effective presentation strategies could also include creative resources such as parodies, dramatizations or videos • Incorporate youth when sharing the outcomes of the diagnostic. For example, we can train and support a certain group of them to present the outcomes of the diagnostic in community forums, legislative peti- PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 84 9/6/11 14:07:37 Step No. 11: of the school and community, and what do these Deciding which problems are the most impor- differences mean? tant (prioritizing) • How can the information guide decisions on the focus on the speci�c issues of safety and violence? Each problem area describes a speci�c problem or a (For example, family violence, gender violence, access group of problems dealing with violence and safety to alcohol in the community, the way in which the that are occurring in the school. Each of the iden- media represents violence, disturbing behavior in ti�ed problems may need several projects or action school, or academic failure.) plans to counteract school violence. The process of • Can we use this information to undertake comple- focusing on a problem area and developing it ba- mentary, targeted prevention efforts or to address the 85 sed on the school safety diagnostic will depend on factors that contribute to such behavior? practical and policy considerations in the educational • What resources are immediately available to us to community. These will model the process. address the identi�ed problems (human resources, We should allow ourselves to be guided by the prio- administrative staff, counselors, parent participation, rities that emerge from the school safety diagnostic, �nancial or physical resources)? since it will constantly be necessary to refer to it. The diagnostic offers objective, fact-based information. These general questions help us to de�ne the pro- The initial ideas for selecting the program’s areas of blems and to more clearly establish targets and objec- concentration, or the action plan, must emerge from tives. Setting priorities is not a simple task, but there this diagnostic and from the list of priorities identi- are several criteria that can aid us in the decision- �ed by the educational community. making process: Prioritization To determine the level of seriousness of violence, we need to examine the following: Prioritization means choosing among several alter- natives. We will probably have to choose among the • Frequency: how frequently violent acts are occu- different problems related to violence and safety as rring well as among different sectors of the school. First, • Indexes: which problems have the highest rates of we must try to answer the following general questions occurrence and discuss them with the school team: • Risk: which problems have the greatest risks • Rate of change: which problems are increasing • What strengths does the diagnostic reveal? more rapidly • What problems does the diagnostic reveal? • Fear and worry: which problems most worry stu- • What is the most frequent or most serious problem dents, parents and teachers/principals related to violence or safety in the school and the • Injuries: which problems lead to the most serious community? physical injuries • What are the causes of this problem? • System response: which are the problems that the • What types of violence are occurring? system handles less effectively • Where are there differences among various sectors • Community assets: which are the problems that 1. Practical Guide.pdf 85 9/6/11 14:07:37 the community can deal with most effectively Besides these questions, there are other factors that • Impact: which problems have the most impact we must consider. For example: • Ability to modify or decrease: which problems are easier to prevent School hotspots The information gathered in the previous steps should The table below helps us to prioritize or decide which show us the areas most affected by violent acts. We problem to resolve �rst, if there are several at the must also identify the hotspots: places where there same time. By answering each question, we will have is a greater likelihood that speci�c violent behaviors a clearer idea of all aspects involved in resolving each will occur. For example, do most �ghts take place in 86 problem, and we will be able to more easily and effec- the schoolyard or on the route to and from school? If tively choose which one to concentrate on �rst. the analyses show us that certain parts of the school or community are prone to violence, it will be neces- TABLE 3: Prioritizing problems sary to turn them into priority areas for intervention. PROBLEM PROBLEM Nº 1 Nº 2 Characteristics of victims and persons prone to How frequently does the problem high risk occur? At this stage, we must record factors such as victims’ age and gender, the type and location of their home, How many people are affected by the and the type of violent act. We must also record infor- problem? mation on the degree of repeated victimization (when students are victims of violence more than once). We How long are they affected by the must also take into account what type of violence problem? victims fear the most. How serious are the problem’s Once all possible information has been gathered on effects? the problems that we need to focus on, we then need to prepare a list with a detailed description of each What level of importance do group members assign to the problem? problem and how it relates to the social and physical factors of the school or the community. After deciding How important is the problem as what the school needs in order to prevent violence, other people perceive it? and knowing which safety problems affect the school, it will be necessary to analyze the problems in detail How feasible it to resolve the pro - and select one speci�c problem in order to de�ne the blem or signi�cantly improve the situation? course of action to resolve it. Are there negative impacts? Identifying the speci�c protective and risk factors to be addressed Once the protective and risk factors referring to violence in the school and community have been PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 86 9/6/11 14:07:37 determined, we must decide which of them the action Finally, how many areas of problems or concentra- program/plan will focus on. The following two ques- tion should we develop? The school safety diagnos- tions can guide this decision: tic and the prioritization guide will be very helpful to us in de�ning areas for project concentration. It • How strong/important is the protective or risk may not be possible (and is de�nitely not prudent) factor to modify a given behavior? For example, for us to try to resolve all the identi�ed problems one of the most important risk factors in the sub- at once. However, we can begin by selecting more ject of gangs is having friends who are gang mem- options than we can cover, rather than fewer, since bers. This risk factor is probably much stronger than in weighing the advantages and disadvantages of the factor of transitioning from elementary to high the various options throughout the planning process, 87 school. The table “Examples of protective and risk some of the options will be eliminated automatically. factors in the life of children and adolescents� (Part I, of this Guide) can help us determine the degree of We must not forget to conduct broad-based con- importance or strength of a protective or risk factor. sultations! • Can we easily change or eliminate the protec- The hardest part of selecting priorities is to unders- tive or risk factor? Some of these factors can be tand that we cannot choose all the alternatives. It completely eliminated; others can be modi�ed but is unlikely that all alternatives to problems or areas not completely eliminated. An example of the latter of concentration selected are those that everyone would be to change the availability of �rearms, which would choose as their �rst choice; there is a mix of represent a high-risk factor in adolescent homicides: interests that reflect the documented information, through school and community projects, we may be the organization’s perspective, etc. It is important to able to make it more dif�cult to obtain �rearms, but explain this to all participants from the start. For this it is unlikely that we can completely eliminate their process, it will be useful to consult Tool 3: “Collabora- availability. tive Decision-making Processes� and Tool 4: “Establis- hing a School Team,� in Part III of this Guide. Con- In addition, there are some protective and risk factors sultations with team members are of vital importance that we cannot directly modify. However, we must not because they allow people to express their concerns, ignore them; instead, we must take them into account generate ideas and, most importantly, motivate them when designing the strategic plan. If we understand to reach consensus. If we do not conduct the consul- these factors, we can usually compensate for them, tations properly, we may identify priorities such as: at least in part, by using them to identify the prin- cipal persons who would bene�t from interventions • Receving little support or school-based violence prevention programs. For • Entering into conflict with other initiatives or du- example, we can launch a mentoring program for plicating other options children who come from a family history of alcoholism • Not studying problems in detail and in depth or domestic violence and thus help to counteract this • Excluding vital problems risk. • Not taking into account existing experience, capaci- ty and skills. 1. Practical Guide.pdf 87 9/6/11 14:07:38 Several areas of problems or concentration are: Youth violence, bullying, gender violence, family violence, Third Stage: drug or alcohol consumption, carrying or using small PREPARATION OF AN ACTION PLAN TO weapons, dealing with child abuse and family vio- PREVENT VIOLENCE lence, schoolyard safety, and capacity to implement violence prevention programs. Once the diagnostic is complete and the problems to be resolved have been prioritized, we can proceed Note: with the preparation of the Action Plan. We must These examples are used solely for illustrative purpo- visualize how the school and the community will be 88 ses. In each case we must identify the speci�c areas in one year… in three years… in six years… Next, of concentration based on the reality of our school based on the information gathered, we must ask our- community, the outcomes of the diagnostic, and the selves what we know about opportunities to prevent information contributed by administrative staff, vo- violence and foster safety, and what we need to work lunteers, participants and students, among others. on �rst in order to achieve the vision we have set for ourselves. PRACTICAL ADVICE: Step No. 12: Even if our school’s problems seem evident, it is wor- De�ning targets and objectives thwhile for us to �nd out as much as we can about their extent and nature. The adequate analysis of pro- We must begin by de�ning targets and objectives, and blems will be useful for preparing the action plan and then assign responsibilities to each member of the de�ning more effective and ef�cient prevention plans. school team. We must begin little by little. The initial selection may include several areas of concentration or possible De�ning targets action. Ideally, after reducing all options to only a few, the strategy should have no more than four areas Once we have identi�ed what we are going to do, to of concentration. If we try to cover too much, we run whom we will deliver the intervention on violence the risk of: prevention, and who will form the school team we must decide what the intervention targets will be. - Losing sight of the focus - Diluting resources and placing the outcomes at risk Throughout this process, it is recommended that key - Having to handle too many elements persons in the school and the community meet to - Working in areas in which we lack skills or capacity. conduct brainstorming sessions focused on the issue of violence, and that the outcomes be recorded. Next, we must reduce the list of possibilities or targets and focus on the issues considered important by the school and the community. Targets should be expressed by means of a public sta- PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 88 9/6/11 14:07:38 tement that indicates what it is to be achieved. The objectives in order to have a clear understanding of following are examples of overall targets: their functions. Only when the objectives have been written clearly from the start of the project and speci- • Offering a safe learning environment for students fy what is meant to be achieved, can they be properly and a safe workplace for employees evaluated at a later stage. • Reducing violence and bullying to a minimum in the school It is advisable to answer the following questions on • Forming future violence prevention skills each objective: • Obtaining the participation of youth and empowe- ring them to become violence prevention leaders • What steps do we need to take? 89 • What steps are we going to take the first year, the Although the school team may focus on meeting only second year, the third year? one or two targets, each target that is successfully • Are there established targets, each with its corres- achieved (whether a conflict-resolution program, ponding objectives? better lighting, or an after-school education program • Should these objectives be part of the plan, even if for parents) constitutes a convincing example of the they will not be met until the third year? possibility of making a change and is an encourage- ment for continuing to work in this regard. We will then prepare a list of the objectives that we expect to meet within specific deadlines. For example: Defining objetives • Objective No. 1: Reduce school absenteeism We need to determine what specific actions are nee- caused by the fear of walking to and from school, by ded to achieve the targets; this is done by defining a determined percentage and by a determined future objectives. The objectives should be measurable and date. achievable, should use the resources that are availa- • Objective No. 2: Change school policies and pro- ble, and should also specify who should do how much cedures to ensure nonviolent forms of discipline, by a of what, where it should occur and by when, and determined future date. how to measure it. Targets should be subdivided into specific short- and long-term objectives, or into steps Objectives are important because they clarify the that everyone clearly understands, on what needs to tasks that we must carry out and provide means to be done and when. The objectives are expressed in monitor the progress of the intervention. If we have statements that begin with verbs such as “Decrea- numerous objectives, it is advisable to group them se...�, “Increase…�, “Change…�, etc. The clearer and by type of outcome; for example, effects on health, more specific they are, the easier it will be to select such as injuries or deaths; behaviors, such as fights, the appropriate activities to achieve them. expulsions or dropping out of school; or other aspects of the program, such as the number of students per Persons in charge of desiging policies and programs, classroom or the number of press articles published teaching activities, services, changes in the school on violence. This way of presenting the objectives environment, and evaluations must be able to refer to allows stakeholders (school or community leaders, 1. Practical Guide.pdf 89 9/6/11 14:07:38 persons who provide them with support, persons in EXAMPLES OF TARGETS AND OBJECTIVES charge of policy making, and the community in gene- ral) to observe what is trying to be achieved. Target: To decrease expulsions due to fights in middle schools. To achieve each target or objective, it will be ne- cessary to conduct various tasks, for which we must Example of objetives: identify persons with adequate skills to conduct them. In 2011, offer a 25-session course in sixth grade We need to review the plan and discuss with school (for children ages 11 and 12) with the purpose of staff how responsibilities will be assigned, and how teaching students to develop social skills and learn 90 these will begin to be evaluated; for example: who adequate, non-aggressive responses for dealing with will be in charge of steps corresponding to the first conflicts. year? We must try to balance each person’s skills and experience with the responsibilities assigned to him • Who? Prevention specialists or her. Moreover, we must define precise responsibi- • What? One-hour sessions, twice a week, for one lities for the school team and other persons, so that school year, on issues such as self-understanding, everyone knows what duties must be fulfilled and who conflict resolution, anger management, and prosocial must carry them out. actions • How many? All sixth-grade students (students ages When formulating the targets and objectives, we 11 and 12) should keep in mind these important guidelines: • When? In 2011 • Where? In the community schools of San Elmo • We should ensure that they are in accordance with the community’s characteristics and resources; In 2013, decrease the number of fights among eighth- • In working with other organizations, it will be ne- grade students from five to two per month. cessary to obtain feedback in order to ensure that the intervention’s targets and objectives correspond with • Who? Students between the ages of 11 and 14 those of each organization; • What? One-hour sessions, twice a week, for one • As the objectives may change over time, we should school year, on issues such as self-understanding, modify them as soon as relevant new information is conflict resolution, anger management and prosocial available, resources change, or when activities move actions at a faster or slower pace than planned. • How many? Decrease incidents of physical aggres- sion by 60% • When? In 2013 • Where? In the community schools of San Elmo Target: To decrease gang activity among elemen- tary-school students. PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 90 9/6/11 14:07:38 Example of objectives: We must schedule activities to meet the objecti- In 2011, undertake after-school programs to provide ves children (ages 6 to 13) with adult-supervised cons- tructive activities. Once the objectives are de�ned, it will be necessary to decide which activities are the most feasible for • Who? Teachers and school administrative staff initiating the process. All activities and the syllabus • What? Sports (volleyball, soccer and basketball) and should reflect the objectives and initiatives de�ned arts (theater, dance and music), activities offered by in the previous steps. These activities should be the school’s teachers and other community members documented in a plan of activities. This plan should for two to three hours, in the morning or afternoon, indicate the time required for each activity and the 91 depending on the class schedule person or persons responsible for carrying it out. The • How many? All elementary-school students following are several examples of actions: • When? In 2011, during the school year, with the possibility of being extended to vacations at the end • Include courses that integrate violence prevention of the school year in the syllabus for elementary students in grades four • Where? Community school to six (ages 8 to 11); • Invite police agents and persons who have been In 2013, form alliances with the community to launch victims or perpetrators of violence to offer talks to an on-the-job training program. students on safety, delinquency, the negative conse- quences of violence and preventive measures • Who? Administrative staff and community leaders • Establish disciplinary procedures for acts of violence • What? Participation in radio workshops, micro-busi- committed in school facilities; and nesses, gathering survey data, etc. • Train teachers in ways to promote respect, empathy • How many? Students in the last year of elementary and a climate of trust in the classroom school (between the ages of 11 and 12) • When? In 2013 We must select the activities necessary for achie- • Where? The community ving objectives In 2014, change the school’s syllabus by incorpora- The following are examples of the activities that ting violence prevention initiatives in the curriculum. would be needed to achieve a certain objective: • Who? Teachers and administrative staff 1. By (indicate date), at least (indicate number) of • What? Include in the syllabus issues of life skills, a the following interventions will be implemented in or- culture of peace, and conflict resolution der to achieve a safe school environment for students • How many? Incorporate in two elementary-school and administrative staff: grades per year between 2009 and 2012 • When? From 2011 to 2014 • Areas of the school complex where violent or • Where? In the schools harmful behavior occurs will be identi�ed, and the corresponding corrective measures will be taken: 1. Practical Guide.pdf 91 9/6/11 14:07:38 lighting, surveillance by student patrols and adminis- lack the required skills and/or knowledge, it will trative staff, and designation of areas of prohibited be necessary to offer them training and support to access, among others. ensure that the activity is carried out as planned. If it is necessary to obtain new personnel, an outline • The school’s administrative staff will receive tra- of required activities will be very helpful in de�ning ining to recognize signs of child abuse (physical, the description of their duties and pro�les. It must be sexual or emotional) and will follow established pro- very clear who will be in charge of each activity. cedures to inform about incidents and refer the child Tool 12, which we will view below, offers us more to the corresponding services. elements on targets and objectives and how to write 92 • Posters will be exhibited, reinforcing social norms them. related to peaceful, nonviolent and collaborative behavior and to conflict resolution. • In conjunction with all possible stakeholders, the school team will establish disciplinary measures for incidents of bullying and of other forms of violence that occur in the school’s facilities. These measures will be approved by the school’s administration and will be communicated to teachers, administrative staff, students and parents. 2. By (indicate date), at least (indicate number) of the following interventions will be implemented for the purpose of improving the school’s violence pre- vention program: • Messages on violence prevention and peaceful con- flict resolution will be integrated into normal school activities and the syllabus for each course. • Teachers will receive on-the-job training at least once a year (year/semester). • A series of extracurricular activities will be offered to students, administrative staff and parents to teach them how to resolve conflicts. How do we assign responsiblility for activities? To adequately assign responsibilities, we must evalua- te each person’s capacity to carry out tasks according to his or her skills and knowledge. If team members PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 92 9/6/11 14:07:38 TOOL # 12: WRITING GOALS AND OBJECTIVES 20 Directions: Objectives are short-term outcomes and should be Use this worksheet to create goals and objectives for thought of as pathways to goals. They can be measu- your intervention. Copy extra sheets as needed. red at the completion of a program or several months afterward. De�nitions: When developing goals and objectives for an action Goals are long-term outcomes of an intervention that plan, it is important to: a school team hopes to achieve over a signi�cant period of time. A typical intervention has only one • Clearly link each objective to a goal. or two major goals, which may be pursued through • Be sure that goals and objectives are measurable. multiple objectives. • Be speci�c about the geographic area, target popu- lation, and timeframe of each goal and objective. Goals Objectives Example: To minimize violence Examples: and bullying within the school - To reduce the amount of school absenteeism due to fear of going to and from schools by (xx percent) by (xx date) - To change school policies and procedures to ensure non- violent forms of discipline by (xx date). - To implement a school-wide program to mediate behavior problems and disputes between adolescents by 2011. - To offer a 25 hour lesson program classes in 6th-grade (11 to 12 years old students) to help students develop social skills and learn non-aggressive responses appropriate for dealing with conflict. Source: Adapted from Card, J., Brindis, C. D., Peterson, J., and Niego, S. 2001. Guidebook: Evaluating teen pregnancy prevention programs (2nd ed., Chapter 4). Los Altos, CA. ..... 20. This tool appears asTool 28 in the Tools document that forms part of the World Bank’s “School-Based Violence Prevention in Urban Communities of Latin America and the Caribbean Toolkit.� PRACTICAL GUIDE | Tool 12 1. Practical Guide.pdf 93 9/6/11 14:07:38 Step No. 13: Parents Making contact with key partners for each corresponding area School-based violence prevention plans offer parents and guardians the information, resources and skills Once we have identi�ed the targets and objectives, needed to improve and extend the work of schools to assigned the school team’s corresponding respon- students’ own homes. In addition, these persons play sibilities and identi�ed partners, we must decide an essential role in violence prevention because they which key partners could cooperate with the team to nourish and educate children, discipline them, act achieve each of the objectives identi�ed in the plan as role models and supervise them. However, parents 94 (youth, parents, local leaders and the community). and guardians often lack the time, resources, skills or support of the community to ful�ll their duties as Youth effectively as possible. Consequently, the messages When youth, in this case students, participate in that students receive in the classroom may be lost any new initiative, they can help research, develop when they reach their homes. Through training or and plan interventions that respond to their speci�c education, parents can transmit to guardians several needs and concerns. Students themselves can lead important ways to prevent violence, not only with the implementation of school violence prevention their own children but also with children of the com- programs. Their participation can also create a sense munity in general. of ownership, which will improve the project’s sus- tainability. For example, they can act as peer educa- Some ways in which parents can contribute to preven- tors and advisers. In fact, youth can act as agents ting violence include: of change in their families and communities if the school focuses its attention on their participation, • Acting as effective models for resolving conflicts in their leadership and their peer mediation ability. a nonviolent manner • Teaching younger children healthy, non-violent In effect, violence prevention initiatives are more patterns of behavior; strict, consistent limits on successful when there is a key group of persons who aggressive and coercive behavior, and correcting them support and are committed to the evaluation, deve- in a consistent manner when their behavior is not lopment and implementation of the project. Various acceptable studies show that in terms of violence prevention, • Supervising children’s activities with regard to the children and adolescents cannot be passive recipients media (television, radio, Internet), their school, their of adults’ decisions and recommendations, but ins- group of friends, and community organizations tead must be important participants throughout the • Helping their children understand, value and accept process in order to achieve lasting results. individual differences • Participating in their children’s school life, commu- To learn about an example in which youth participate nicating with teachers and attending school meetings in making the curriculum relevant, consult the case • Volunteering to work in school programs on violen- of “Centro de Multiservicios Educativos [Multiservices ce prevention and encouraging all families to partici- Educational Center] (Bolivia), in the Appendix. pate 1. Practical Guide.pdf 94 9/6/11 14:07:38 • Leading community projects for the effective deve- can invite a representative of a government institu- lopment, coordination and implementation of support tion to talk about available resources and centers, services provided by the community and initiatives planned for the near future aimed at • Calling for before- and after-school programs and local youth, in which students can participate, either helping to obtain �nancing for them during the school year or during vacations; and also to identify opportunities for joint work on initiatives Local leaders and the community to promote safety or violence prevention in the city. Contact with local community leaders and groups can Step No. 14: help us identify possible key partners who can partici- Selecting and �ne-tuning the most appropriate 95 pate in the violence prevention plan. We must decide solutions or interventions. who can help address the problems described in the selected areas of concentration. Possible local lea- At this point, the areas of concentration, the target ders may include community leaders, youth leaders, and objectives have been identi�ed, and we have a noteworthy members of sports teams, heads of local clear idea about who will be the key partners to parti- government, NGO representatives, religious leaders, cipate in the program. health professionals, and the president of the parents’ association, among others. By focusing not only on problems but on solutions, the school begins to work in practice. School-based By increasing the participation of community groups violence prevention programs can operate at various and local businesses in school activities, we can levels (consult the three levels of prevention: pri- obtain additional opportunities to launch after-school mary, secondary and tertiary, in Part I of this Practical programs and activities and increase support for other Guide). The level we select will depend on the nature initiatives. We can begin with some of the following of the community’s problem as well as on the time strategies: and resources available to us, which we have already identi�ed. • Analyze which local community organizations and businesses exist in order to determine available We should consult with other experts in this �eld resources and possible alliances with the school. For and study other school programs and projects; for example, a sports or arts center could offer to sponsor example, the case studies that appear in this Practical an after-school program for children. Guide. The more ideas we are able to generate during • Establish a relationship between community organi- this stage, the greater the likelihood that the me- zations and businesses, and the classroom. For exam- thods we select will be successful. ple, a local NGO that deals with human rights issues can volunteer to visit a classroom and contribute to At what levels will we focus energy and actions? teaching social studies or history, or offer guidance on students’ human rights projects. Children and adolescents need speci�c knowledge • Establish an alliance between the school and the about this subject, and a determined set of skills of�ce of the mayor or local authority. For example, we that allow them to adapt and apply this knowledge 1. Practical Guide.pdf 95 9/6/11 14:07:38 to their own behavior; a family, school and commu- adolescents more susceptible to showing violent nity environment where the required knowledge and behavior (risk factors). The persons at highest risk skills can be used and supported; and �nally, a set of may be those who regularly participate in physical policies that offer suf�cient resources, and a political �ghts to resolve problems, have a history of inflic- commitment to support improvements to safety and ting violent injuries, have been victims of violence, changes to social norms. Ideally, it would be wor- have failed or dropped out of school, have carried thwhile to adopt strategies at four levels: Individual/ a weapon, have belonged to a gang or have used family; School/peers; Community; and Politics. narcotics. Children and adolescents who move fre- quently, including the children of immigrants or 96 Which groups would be project bene�ciaries? migrant workers, are considered to be at high risk. If we decide to focus the program on groups who are at When selecting possible programs to resolve problems risk or at maximum risk, we must be prepared to face identi�ed as priorities, we must determine which special challenges. We may need to employ people groups will be bene�ciaries of each intervention. To who can approach high-risk youth, many of whom are guide us, it is advisable to return to the objectives, no longer in school, and to work very closely with since the bene�ciary groups were identi�ed at that community organizations that address the needs of stage. This helps us to identify the most suitable type these youth. of program to address the problem; the details of the diagnostic can point to a speci�c group of victims • Younger children (age 10 or under). As we have who could be the priority for our prevention strategy. seen, violence is a learned behavior; therefore, the (DHHS, 2002) values, attitudes and interpersonal skills acquired in the early stages of life play a fundamental role in the Each bene�ciary group may be general or speci�c, development of violent behavior. Because a person’s depending on the selected risk factors, their distribu- violent or non-violent tendencies are grounded in his tion in the school and community, the intervention or her early childhood, it is believed that pre-school itself, and available resources. For example: and elementary school children are the ideal parti- cipants in interventions that promote non0-violent • All children in a school or community. This values and better conflict resolution skills. generally requires a large amount of resources and consequently can be very costly. The advantage of • Parents and other relatives. Family experiences these broad-coverage interventions is that they reach play a critical role in causing, promoting or reinfor- a large number of adolescents and provide messages cing the violent behavior of children and adolescents. on violence prevention. The disadvantage is that Consequently, it is important to conduct interventions these interventions are probably not intense or strong aimed at parents, brothers and sisters, or the comple- enough to affect high-risk youth, compared to locali- te family unit. zed (speci�c) interventions. • Other influential adults. Parents are not the only • Children and adolescents at high risk. Research adults who mold the beliefs and behaviors of adoles- has shown that certain factors make children and cents. Other persons, such as teachers, coaches, care- PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 96 9/6/11 14:07:38 takers and neighbors, often influence the way that a Criteria for analyzing a program child or adolescent feels about violence. When studying possible implementation alternatives, • The general population. Social norms affect the it is advisable to analyze various programs whose way in which violence is perceived, whether or not outcomes are based on evidence. To select appropria- it is tolerated by adolescents, and the amount of te programs, we must keep in mind factors such as resources a community spends to stop youth violen- these: ce. Interventions aimed at the general population • Will it work in this speci�c case? Evidence of outco- can increase understanding about the scale of youth mes: Is there proof indicating that this program has violence in a community, help inform legislators and worked in similar schools or communities? How widely 97 those who formulate policies on youth violence, and is this intervention used? create a climate that fosters and supports other inter- • What is its cost? Is it necessary to provide training? ventions aimed at preventing youth violence. Will it be necessary to acquire materials separately? • Who will implement the program? Implications What places will we use for intervention activi- regarding administrative staff: Will additional staff be ties? needed, or will new duties need to be added to those We must de�ne where we will conduct the interven- of current staff? tion activities. We need to select sites that are conve- • The program’s outcomes with respect to different nient and comfortable for participants; it is best to populations: Has it been effective in programs with ask them where they would like to meet. Several ideas students similar to those of the community or school? of places to conduct intervention activities aimed at • Can it be adapted to the school and community in preventing youth violence are: question? Flexibility: Can the intervention be modi- • Schools, parks, after-school programs, private ho- �ed to meet our speci�c needs? What would be the mes, churches, movie theaters, alternative schools for likely effect of modifying the intervention? high-risk youth, daycare centers, community centers, • Outside support: Is it available? What would it juvenile justice centers, social services facilities, cost? mental health and medical care facilities. PRACTICAL ADVICE: PRACTICAL ADVICE: We often lack the necessary resources to make a wide- ranging, thorough investment in a violence preven- When we intend to adopt an existing program, it is tion program. However, this should not discourage important to take the following steps: us; we can take small steps and make a difference. We may need to decide on one or two activities: the 1. Select and adapt program models in accordance most important and feasible ones for our school (for with the speci�c needs of participants in each pro- example, training administrative staff, incorporating gram. skills for dealing with students in the classroom, or 2. Select programs aimed at similar populations. Once offering education to parents). We must not become we have selected a program, we must de�ne how it discouraged if our efforts are unable to immediately could be applied most effectively to the background reduce the level of violence in our school or commu- nity; changing violence is not an easy or quick task. 1. Practical Guide.pdf 97 9/6/11 14:07:38 and experience of youth in our community. If possi- ble, we should conduct sessions with targeted study groups to test the acceptability and relevance of the model. 3. To properly guide the program’s implementation, we should schedule its evaluation from the beginning and establish it from the planning stage. 4. Seek outside help and make contact with persons who have used the program. Find out about the possi- ble challenges or dif�culties that may arise, and learn To learn about the study of a program on social skills from these experiences. Also, ask what is the best conducted in the classroom, consult the “Case Study: way to evaluate the program. Second Step –Violence Prevention Program (United 5. Take into account resources and training: ensure States),� in the Appendix. that there are suf�cient resources (for example, staff and training) to implement the program model. The decision-making process 6. Evaluate whether the program is costly: “Is the project cost-effective?� This may include an evalua- When evaluating program alternatives, we should use tion of how much it costs to implement the program decision-making tools. Tool 13 can guide us in this 98 (per person or per school) or how much the program regard. We should ask as many questions as possible saves in other related costs, compared to available on the underlying causes of the problems, the outco- resources. mes that we expect, the bene�ciary population, the 7. Use well-known evaluation criteria: Reproduce the costs, and the capacity of the school and the commu- evaluation procedures used in the program model to nity or of partners. We then can assign weights to the be able to compare the effectiveness of its own pro- positive and negative outcomes of each alternative, gram in different places and populations. analyze all factors, and select the program or pro- 8. Follow the program model: If we adapt a proven grams that offer the best and most lasting outcomes. program, we must ensure that the changes do not jeopardize the targets or objectives of the original PRACTICAL ADVICE: program. If necessary, we should complement the evaluated material to accommodate the program for a There are various factors that can help us decide speci�c public. However, this complementary material which program to select. However, as we will see should not change the key elements of the original later, these are questions that we often cannot formu- materials. late directly and for which we cannot obtain equally direct answers. The factors may be for or against Source: a particular problem, depending on the context in Adapted from Brindis and Davis, 1998, cited in NAHIC, 2004. which they are used. This means that all factors must be carefully analyzed and the results, both positive and negative, of each alternative must be considered. We must remember to keep the process as simple as *Important: possible. It is recommended that the Toolkit’s Case Studies document be consulted in order to learn about more Tool 13, which we will examine below, can guide us studies, examples and information on effective, in selecting a strategy in accordance with communi- promising practices for obtaining ideas on the type ty support and its effectiveness in prevention. The of intervention programs for violence prevention that school community (students, parents and local lea- could be appropriate for our school and community. ders) constitute a key group for the development of a strategy, and thus it is extremely important to know their opinion on this matter. PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 98 9/6/11 14:07:38 TOOL # 13: PRIOTIZATION SURVEYS 21 Directions: On a scale of 1 to 5, indicate the degree to which you think each proposed strategy will be effective and supported by the community. All answers will be averaged and used to help prioritize strategies for the school violence prevention program. Instructions for Using the Prioritization Survey Use this survey with a group that offers a broad representation of school and community stakeholders and viewpoints. Outcomes may be used to prioritize strategies, or they may indicate a need to revise strategies and survey the group again. 1. Distribute the survey and describe to respondents what is meant by school and community support and effectiveness: ==> School/Community Support— These are examples of what respondents should consider when ranking each strategy for school and community support: Will your school and community �nd this strategy controver- sial, culturally appropriate or a necessary expense? Will it consider the strategy a priority? ==> Effectiveness— Consider whether each strategy is based on best practices, whether the strategy will target students most at risk, and whether your school and community has the resources to implement it. ..... 21. This tool appears as Tool 26 in the Tools document that forms part of the World “School-based Violence Prevention in Urban Communities of Latin America and the Caribbean Toolkit.� PRACTICAL GUIDE | Tool 13 1. Practical Guide.pdf 99 9/6/11 14:07:38 2. Review survey responses: Someone will need to average the ratings for community support and effectiveness for each strategy. The outcomes can be summarized in a table similar to this one: 3. The School Team will need to decide which strategies constitute higher and lower priorities for community members based on these ratings. One way to use this information to prioritize strategies is to create a ranking system similar to this one: High Priority = high community support, high effectiveness Priority = low community support, high effectiveness Low Priority = high community support, low effectiveness Last Resort = low community support, low effectiveness Source: Adapted from Wadud, E. 2002. Rating community goals. In Community Toolbox: Part J, Chapter 38, Section 3. Retrieved September 29, 2002. Accessed on July 20th, 2010, from http://crb.lsi.ukans.edu/tools/en/ sub_section_ main_1365.htm from http://crb.lsi.ukans.edu/tools/en/ sub_section_main_1365.htm PRACTICAL GUIDE | Tool 13 1. Practical Guide.pdf 100 9/6/11 14:07:38 As part of Step 14, where we select and �ne-tune the • The time needed to implement the plan and the most appropriate solutions or interventions, we will sequence in which the actions will be implemen- 101 now review the creation of the Action Plan, which is a ted. We need to make sure to include enough time key element in the program development. to ful�ll all of the tasks. We should take into account the time needed to prepare and train staff and to How to Create the Action Plan obtain resources. The Action Plan, regardless of its size, should describe • The resources needed to carry out these chan- the activities, timetables, responsibilities and costs of ges. The persons carrying out the plan need to have the activities and interventions that we have selec- access to suf�cient resources. ted. • Possible barriers to carrying out the activities. An Action Plan should contain the following: The prior identi�cation of possible obstacles can help us to be prepared when these arise. For example, if • Actions to be carried out in order to achieve transportation for scheduled school activities consti- objectives: If a school decides to include in the Ac- tutes an obstacle for parents’ participation, it is very tion Plan a violence prevention education component useful to know this beforehand in order to provide an aimed at the school’s administrative staff, the steps adequate and timely response. of these actions could include: the identi�cation of a program coordinator, the obtaining or preparation of • Agencies and persons who can be partners in a training curriculum, the hiring of teachers and other team work. By working in collaboration with the persons to provide the training, and the selection of municipality, NGOs or the local university to imple- students. ment the strategies, we can obtain the most bene�t from resources and help forge important relationships • The de�nition of groups and individuals who among institutions, and the plan can also be more will carry out these actions. These persons should sustainable! understand what the targets mean. Tasks should be assigned according to their skills and available time, and they should be provided with the relevant trai- ning and resources. 1. Practical Guide.pdf 101 9/6/11 14:07:39 Once the Action Plan is prepared, we should evaluate - It contains a realistic outlook of what the program it in accordance with the following criteria: can achieve. In designing the action plan, planners 102 should consider the limits and possibilities of their - Is it based on an assessment of needs and assets? proposed strategies, the availability of resources, - Is it based on best practices? timetables and the magnitude of the problem. - Does it have activities focused on speci�c persons, - It facilitates the replication of effective programs in school(s) and community(ies)? other scenarios and of methods that use best practi- - Does it establish speci�c steps? ces. - Does it include age-appropriate activities for chil- dren and adolescents? Tool 14, which we will examine below, will help us - Does it include differentiated strategies that work at formulate an action plan: multiple levels? - If it is based on an alliance with the community, does it coordinate the program’s activities and en- courage joint planning among partners? - Does it incorporate support from various sources of �nancing? - Does it clearly outline the actors and their responsi- bilities in carrying out the different components?22 The Advantages of Preparing an Action Plan - It creates understanding and consensus between the school team and community partners with regard to the strategies, planned functions and selection of indicators to measure effectiveness. - It develops strategies focused on observable beha- vior and on previous factors. - It ensures that the program’s targets and objectives, as well as the resulting intervention, are formulated directly on the basis of information from the needs assessment and on assets. PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 102 9/6/11 14:07:39 TOOL # 14: DEVELOPING THE ACTION PLAN 22 Directions: On this form, copy one of your goals and one objective you have selected to meet this goal. Think about one year’s time. Identify the steps needed to achieve each objective, who will take responsibility for the comple- tion of the step, when the step will be completed, and what resources will be required. Make additional copies of this page to create an action plan for additional goals, objectives, and years. Goal: ............................................................................................................................................. Year: .................... Objective: ........................................................................................................ Steps Person Time to Resources Potential Collaborations Success indi- Responsible Complete Required/Cost Barriers or cators Resistance Example : School prin- April 1, 2012 Facilities Parents concern Principal, Number of tea- To implement cipal: Mr./Ms. for weekly about their student coun- cher and staff a school-wide XYZ, teachers: meetings; children partici- cil, parents member that program to me- Mr./Ms. Xxx and mediator—to pating. association, participate. diate behavior students: XX provide training local health Reduction—in problems and and YY to teachers and facility or civil percentage— disputes bet- peer mediators organization- of bullying ween 11 and 14 during the �rst -mediator, and �ghting in years old. stages; easel, local business school premises paper, food, leaders—to pay and surrounding supervision, stipends. communities stipends to teachers or recognition method—to be implemented. Source: U.S. Department of Health and Human Services, National Adolescent Health Information Center (NAHIC). Im- proving the Health of Adolescents & Young Adults: A Guide for States and Communities. Atlanta, GA: 2004. Note: These are illustrative examples only. Programs need to identify their own outcomes and indicators, matched to and based on their own experiences and missions and the input of their staff, volunteers, participants, stu- dents and others. ..... 22. This tool appears as Tool 33 in the Tools document thats forms part of the World Bank’s “School-Based Violence Prevention in Urban Communities of the Latin America and the Caribbean Toolkit�. PRACTICAL GUIDE | Tool 14 1. Practical Guide.pdf 103 9/6/11 14:07:39 We need to take one more step! Preparation of a logic model: Funding institutions increasingly require that requests for �nancing include logic models. Tool 15 explains what a logic model is and what its different stages and components are, and provides an example of the logical fra- mework of an after-school violence prevention program for children between the ages of 11 and 16. 104 PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 104 9/6/11 14:07:39 TOOL # 15: DEVELOPING A LOGIC MODEL 23 Directions: A logic model is a systematic and visual way to munications about program objectives and actual present and share your understanding of the rela- accomplishments. tionships among the resources you have available to operate your program, the activities you plan, and The most basic logic model is a picture of how you the changes or outcomes you hope to achieve. A logic believe your program will work. It uses words and/ model will link the outcomes (both short- and long- or pictures to describe the sequence of activities term) with program activities and processes and the thought to bring about change and how these ac- assumptions and principles of the program. tivities are linked to the outcomes the program is Its processes facilitate thinking, planning and com expected to achieve. For example: YOUR PLANNED WORK describes what resources you vities and may include types, levels, and targets of think you need to implement your program and what services to be delivered by the program. you intend to do: 4. Outcomes are the speci�c changes in program 1. Resources include the human, �nancial, organiza- participants’ behavior, knowledge, skills, status and tional and community resources a program has availa- level of functioning. Short-term outcomes should be ble to direct toward doing the work. This component attainable within one to three years, while longer- is sometimes referred to as Inputs. term outcomes should be achievable within a four- to six-year timeframe. The logical progression from 2. Program Activities are what the program does short-term to long-term outcomes should be reflected with the resources. Activities are the processes, tools, in impact occurring within about seven to ten years. events, technology and actions that are an intentio- nal part of program implementation. These interven- 5. Impact is the fundamental intended or unintended tions are used to bring about the intended program change occurring in organizations, communities, or changes or outcomes. systems as a result of program activities within 7 to 10 years. Impact often occurs after the conclusion YOUR INTENDED OUTCOMES include all of the of project. Note that the impact of a program may program’s desired outcomes (outputs, outcomes, and occur in the short term (through the acquisition of impact): new knowledge, increased skills, changed attitudes or values), in the medium term (in which there is a 3. Outputs are the direct products of program acti- modi�cation in bene�ciaries’ behavior), and in the ..... 23. This tool appears as Tool 40 in the Tools document thats forms part of the World Bank’s “School-Based Violence Prevention in Urban Communities of the Latin America and the Caribbean Toolkit�. PRACTICAL GUIDE | Tool 15 1. Practical Guide.pdf 105 9/6/11 14:07:39 long term (in which there is an improvement in be- school team to run through many possible scenarios ne�ciaries’ conditions and a change in status). When to �nd the best one. In a logic model, you can adjust “read� from left to right, logic models describe pro- approaches and change course as program plans are gram basics over time, from planning through results. developed. Ongoing assessment, review and correc- Reading a logic model means following the chain of tions can produce better program design and a system reasoning or “If...then...� statements which connect to strategically monitor, manage, and report program the program’s parts. For example: outcomes throughout development and implementa- The visual representation of the school violence tion. prevention program in a logic model is flexible, points out areas of strength and/or weakness, and allows the Example: Implement after-school programs for children between the ages of 11 and 16. Resources/ Activities Outputs Outcomes Impact Inputs >> Staff required: >> Fundraising >> Reasonable use >> Student engage- >> Reduction of Couch for football to get community of school space. ment in program risk activities and and volley ball prac- support for staff’s >> Schedule of >> Community par- scenarios that affect tices. stipends. football and volley ticipation children after school >> Training courts. >> Improve training practices every >> Stipends and courts. other day and during lunches. >> Promote the the weekends. >> Students. events among stu- >> Strong student dents. participation. Source: W.K. Kellogg Foundation Logic Model Development Guide, 2001, a companion publication to the Evaluation Handbook. For further information, visit: http://www.wkkf.org/Pubs/Tools/Evaluation/Pub3669.pdf. PRACTICAL GUIDE | Tool 15 1. Practical Guide.pdf 106 9/6/11 14:07:39 PRACTICAL ADVICE: There are various ways to prepare a logic model. The Fourth Stage: Kellogg Foundation’s Evaluation Handbook offers a MANAGEMENT AND IMPLEMENTATION OF AN ACTION practical section in English and Spanish; it can be PLAN FOR VIOLENCE PREVENTION used by persons who are not researchers to prepare a logic model. It is accompanied by a handbook for After the above steps have been completed, the youth-related programs: Action Plan will have been prepared. In order to suc- http://www.wkkf.org/Pubs/Tools/Evaluation/ cessfully implement the Action Plan, proper project Pub3669.pdf management needs to be in place. We should ember that, above all, the plans should be kept as simple as 107 possible. To learn about an innovative alternative model for Remember that A SUCCESSFUL INITIATIVE, REGAR- developing a violence prevention program or strategy, DLESS OF ITS SIZE: consult the Systemization of constructive coexisten- Addresses real problems ce experiences of Colombia’s Alianza Educación para la Construcción de Culturas de Paz24 de Colombia • Has clear objectives (“Education for the Construction of Cultures of Peace • Is based on well-formulated and evaluated plans Alliance�) in the Appendix. • Is administered and implemented strictly by a team of competent, motivated persons • Enjoys the support of the most important stakehol- ders • Has suf�cient resources and capacity • Has clear management • Is measured to fully meet its objectives In addition, the areas of concentration de�ned in the action plan should: • Be creative solutions that address problems of limi- ted resources and capacity • Be achievable, realistic and measurable • Have a signi�cant impact • Add value and not duplicate other efforts • Address the problem at the most suitable level: in a speci�c area or focusing on a de�ned group • Have support and the possibility of building support • Be sustainable • Meet short- and long-term objectives • Offer ef�cient, effective solutions. ..... 24. “This proposal is published in the document, “La Guía del Facilitador� (“Facilitator’s Guide�). It is avaible in .pdf format and can be downloaded from page 4 in the section “Recursos y Materiales producidos por la alianza� (“Resources and Materials produced by the Alliance�) on its website: (www.educacionparalapaz.org.co)�. 1. Practical Guide.pdf 107 9/6/11 14:07:39 Step No. 15: graphically; Presenting the plan, documenting the process • All coverage in the media, bulletins, reports or ma- and disseminating the information gazines mentioning the work conducted; • Labor status of children or adolescents. Presenting the Action Plan Disseminating the information After the plan has been reviewed by all stakeholders, the school team should present it to the school and To maintain the commitment of all those involved, we the community (in the case of a school-community must show success in meeting the project’s targets 108 alliance) as a working document, and ask for their and objectives. The conduction of periodic reviews of comments, ideas and suggestions. We may need time the school team’s activities is a means of: and patience to develop broad consensus on the plan in order to implement it with broad-based support. It • Obtaining information on the program that can is essential to describe this school initiative as an im- guide future actions portant part of solution to an overall problem of the • Showing, disseminating and celebrating the school’s community and thus obtain wide support. Members achievements of the school team should remember that the school • Showing to others the process that the school team cannot do it all and that people and organizations has used so that others can learn from the team’s generally tend to be more receptive to school-commu- experiences nity alliances. • Forming a baseline for purposes of monitoring and evaluation. Documenting the process Finally, not everyone understands or immediately It is important to document the preparation of Action supports violence prevention projects. The following Plans and verify each of the steps as we complete strategies can welcome differences and improve ac- them in order to keep track of the process’s progress. ceptance: Other sources of information that we should keep include: • Identify and address the interests of persons or groups who may have dif�culties in accepting the • Written records kept by the school team; for exam- interventions ple, a daily list of crucial events; • Create ample opportunities for communication on • Meeting minutes; violence and its consequences • Reports on small group discussions; • Create a process to obtain feedback. • Questionnaires that we ask other team members to �ll out (always keeping the questionnaires as simple as possible); • Interviews with persons who have worked in the program or have been affected by it; • A graph or flowchart that shows project progress PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 108 9/6/11 14:07:39 Step No. 16: How to make use of the resources offered by the Obtaining support for the Action Plan community After carefully evaluating the areas of concentration Schools can greatly bene�t from alliances with and the possible solutions or interventions in each businesses and representatives of local agencies and case, we must be prepared to present this informa- organizations, such as educational institutions and tion to project partners. If we have conducted broad other government agencies, juvenile courts, parole consultations (as suggested in the previous steps), it agencies, organizations dealing with youth, and of�- is most likely that consensus can easily be reached. If ces of parks and recreation. The following actors can we anticipate any problems or are preparing a stra- also offer in-kind resources to complement the budget 109 tegy on behalf of an alliance rather than a particular and allow the school’s project to be implemented: organization, the group as a whole should participate in the selection of programs and de�nitive solutions. • Families and other members of the community can work as volunteers to ensure peace both during and As we have seen since Step 1, in which we learned after school hours. These persons can provide additio- about the importance of “establishing the ground- nal security for the school and its surrounding areas work,� it is important to always keep in mind the • Volunteers can act as tutors or mentors to the stu- importance of consolidating support at the communi- dents or simply spend time with them ty level and repeating this throughout the different • Children’s guardians can transport or accompany stages of developing a violence prevention plan. students to school to ensure their safety and improve their class attendance Suggestions for Obtainingn Support for the Action • Through donations, companies can offer �nancing Plan for teacher training and for sporting events, and can also contribute funds to improve lighting in streets • Conduct broad consultations and school facilities and/or to pay for students’ uni- • Understand the interests and motivations of partici- forms pating organizations • Local businesses can cooperate with schools in the • Find creative mechanisms to coordinate different following ways: interests • If violence prevention is of interest to local leaders - Helping to ensure a safe route to school. For and the government, ensure the support and partici- example, in a large urban area in the United States, pation of the political sector throughout the process businesses placed special stickers on their windows • Make sure to establish ongoing communication and to indicate that students could enter the identi�ed feedback with partners businesses any time they felt they were in danger • Refer to the safety evaluation as a key basis for - Offering job experience to students, especially decision making during the summer or other vacation periods - Mass and local media can contribute to the dissemination of school activities so that the schools can receive the support of the community 1. Practical Guide.pdf 109 9/6/11 14:07:39 as a whole and so that they can serve as positive inspiring speaker or a roundtable). models • Send a letter of invitation to potential members. The information in Tools 10 and 11 can help us during This letter should: this step. - specify the objectives of the �rst meeting and include discussion points PRACTICAL ADVICE: - incorporate a local case study or local statistics Begin on a small scale (for example, with a pilot) to illustrate the impact of problems of violence in to eliminate initial dif�culties, and then expand the the community, including an outlook on youth 110 scope of action when we have the resources. - include basic information on the problem(s) in question (for example, information sheets, outco- How to Invite Possible Partners and Sponsors mes of the needs assessment, additional informa- tion on the community and the action plan) When extending invitations to certain people to - highlight why the school team is requesting the become associated with the school, it is advisable to participation of important potential members such schedule a meeting with the potential members of the as those receiving the invitation alliances in order to provide them the opportunity to share their interests and priorities. Good relations are • If invitees do not accept at �rst, the school team helpful for obtaining support, whether in the form can ask them if another person in their organization of an alliance, political support or �nancing. When is interested in the subject or if they can be contac- we communicate with persons who are reluctant to ted later about their availability or interest. participate in the project, we must be prepared with convincing arguments that clearly express why violen- ce prevention should be a priority and how the safety Step No. 17: of the school, as well that of its students and of the Ensuring resources for adequate project mana- community’s children and adolescents, directly affects gement interest groups. Setting a timetable Another alternative can be to get a respected, well- known person (for example, a public servant elected Each activity should be assigned a timetable. Certain by popular vote, a defender of causes or a famous activities are carried out simultaneously, but some person with social interests) to endorse or sign a are dependent on others being completed in order to letter of invitation to potential participants. begin. Keeping this in mind, we can calculate the du- ration of the full project in order to achieve establis- Invitation strategies: The school team can do the hed objectives. This timeframe should be constantly following: checked and modi�ed to address any unforeseen problem that may arise in the course of project imple- • Plan a lively introductory meeting that encourages mentation. The time it takes to carry out the different attendance (for example, an inaugural luncheon, an activities and the full project affects costs. Therefore, PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 110 9/6/11 14:07:39 scheduling is considered a tool not only to plan and �nance the project, but also to supervise and control When we need �nancing from a source other than the it. school budget, we can explore some of the following options: Identifying necessary inputs • Contributions by the municipality and the communi- By identifying activities and relating them with ty (for example, shared costs, donations and technical available resources, we can see if there are any gaps assistance) in terms of staf�ng requirements, �nancial obligations • Special fundraising projects or events that bring and other inputs needed to carry out the proposed together persons interested in obtaining funds for a 111 activities. This will help us understand what budget selected project we should have for a certain period of time and when • Activities to generate revenue in the school (prepa- we will need it; it will also show us the adequate, fea- ration of healthy foods or joint activities with private sible resources for carrying out the various activities. companies) • International agencies (for example, technical re- Preparing the project budget sources and seed capital) • Volunteers who contribute time, skills and energy The best way to prepare a project’s budget is by calculating the direct costs of each activity. Future Supervising project implementation operating costs must also be foreseen from the be- ginning. Therefore, it is important to understand who The project’s objectives, together with the timetable, has the responsibility of keeping the project opera- de�ne what needs to be done by a certain date so tional. To cover the costs of project management, that we can stay within our budget. Therefore, we some �nancial resources must be available. Between need ongoing supervision of these details in order to 5% and 8% of the total budget is usually allocated be able to rectify any delay or problem that hinders for project management costs, plus 10% for project the achievement of objectives, before things get out evaluation. of control. We must think about the �nancing and support that Each project needs a detailed plan containing a time- the project needs. Sometimes, educators and persons table, responsibilities and �nancial alternatives. The in charge of planning believe that preventing violence various projects can be grouped according to their and promoting safety are something “extra,� and they areas of concentration. These, together with their do not allocate the necessary funds for these initia- corresponding projects, constitute the respective stra- tives in the school. This is an ongoing challenge for tegy. Using the timetable, we can determine which any school. Many of these initiatives can be �nanced activities can be carried out simultaneously, which with the current budget, for which resources from in- depend on the completion of other activities, and effective activities are diverted and are added to the what other steps are needed before beginning them. normal responsibilities of administrative staff. Other initiatives require additional �nancing. 1. Practical Guide.pdf 111 9/6/11 14:07:39 PRACTICAL ADVICE: We must remember that, regardless of the scale of the Fifth Stage. plan, it is necessary to establish good project ma- MONITORING AND EVALUATION OF THE ACTION PLAN nagement. Let’s be innovative! Launching a violence prevention program in our school does not require a It is essential to monitor and evaluate the Action lot of resources. Imagination and incentives, with the Plan. Without doing so, we will not know whether close cooperation of all participants, can make a big the Action Plan has achieved its targets, whether we difference. Let’s try to create alliances with insti- should continue with certain projects or change them, tutions, groups and persons who can help us offer and whether we are using resources properly. Without 112 better opportunities to children and adolescents! an adequate evaluation of preliminary outcomes and timely correction of problems encountered, the pro- grams “can fail.� The evaluation is vital information if we want our strategy to survive. Monitoring and evaluation of our Action Plan are necessary to be able to: • Determine whether the Action Plan has met its objectives • Determine the cost of the Action Plan • Quantify any possible cost-bene�t • Evaluate whether public perception has changed • Adapt the Action Plan based on information about what is workable • Better understand what the problems have been and why these problems have hindered execution • Understand the negative outcomes that the Action Plan could have had; for example, delinquency could have moved elsewhere • De�ne best practices or successful practices • Apply all these lessons to the development of our Action Plan PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 112 9/6/11 14:07:39 PRACTICAL ADVICE: Monitoring and evaluation are essential for ensuring Monitoring and evaluation are auxiliary planning tools the sustainability of our Action Plan. We must deve- that should be included as regular activities of the lop skills that allow us to understand the reasons for Action Plan. In general terms, these are distinguished the success or failure of our school-based violence as follows: prevention Action Plan. Without these skills, it will Monitoring is systematic, ongoing observation and be dif�cult for us to change the objectives of the record-keeping. It is related to the process of imple- Action Plan and of individual projects. It will also be menting the action plan. dif�cult for us to justify the reasons why our Action Evaluation is the comparison of what is carried out Plan should continue and why we should initiate new with what is planned. It is related to outcomes achie- projects. These skills can also influence others to join 113 ved and to the program’s impact. and participate in similar projects. They can also per- suade our project partners to continue participating What must we supervise and evaluate? (Municipal Guide, World Bank 2003). We must evaluate the outcome or impact of our Ac- Step No. 18: tion Plan. This means that we must separately super- Planning the monitoring and evaluation vise and evaluate each of the programs and projects that are part of the Action Plan. Let us remember We must be sure to include monitoring and eva- that a project’s outcome is not only the reduction in luation in our planning and budgeting. Monitoring school violence. and evaluation should be properly represented in the general program budget; it is not a low-cost exercise When should we begin the monitoring and evalua- that we can add later. A project’s outcomes can only tion process? be evaluated when they are compared with the situa- tion that existed prior to the start of the project (the Although monitoring and evaluation constitute the initial diagnostic conducted during Stage 2). For this, �nal stage of this Practical Guide, we must plan them all partners must accept the diagnostic’s information from the start of the process of designing our Action as the baseline (starting point). Plan. We need to begin the monitoring process in Stage 2, during the diagnostic, when the process of Who should conduct this exercise? selecting areas of focus or concentration starts. This will ensure that: Monitoring is an administrative function. It consists of ongoing veri�cation of progress in the execution • We monitor the Action Plan from the start of the program and project. This task is generally as- • We gather the necessary information to quantify the signed to the Action Plan’s coordinator, although we Action Plan’s effect (this information helps us unders- must keep in mind that this demands a considerable tand the reasons for the program’s success or failure) amount of time. • We are able to monitor incipient problems of violen- ce and periodically examine our community to detect In turn, evaluation requires an objective measure- and prevent a possible increase in criminal activity ment of achievements. Ideally, the strategy should be 1. Practical Guide.pdf 113 9/6/11 14:07:39 evaluated by a qualified person who has not partici- make this investment. Well-conducted evaluations pated in the program’s design or execution. Because that demonstrate the programs’ success can increase resources for evaluation (which include time, staff opportunities for financing and promote support by and budget) may be scarce, some activities related to the school and the community. evaluation can be conducted by the project’s adminis- trative staff (for example, a “coordinator� appointed The school team can choose among various levels of by the school team can administer the questionnai- complexity for the evaluation. Many factors (such as res), by students who act as assistants (for example, the scale of a program or initiative, the availabili- collecting information), or by persons with a certain ty of resources, budgets and timetables) define the 114 expertise or specialty (for example, a consultant most appropriate type of evaluation. In planning the specializing in evaluations or a university researcher evaluation, we must be realistic but thorough. It is can outline the questionnaire and help decide on the usually better to plan a small but thorough eva- best evaluation methods in accordance the project’s luation, rather than to invest in a complex evalua- characteristics) (Municipal Guide, World Bank 2003). tion at an early stage of the process. Although it is not necessary to have a researcher When planning the evaluation of a program, we must conduct a project evaluation, it is necessary to have: keep in mind that thorough planning processes usua- a) a good understanding of the interventions, as well lly need time and adjustments during implementation, as of their targets and objectives, b) a commitment before the key elements of the program begin to move to learn more about the initiative’s strengths and along without problems. Unexpected events and other weaknesses and to improve the fulfillment of this setbacks (for example, staff rotation or the lack of commitment, and c) at least one person who is wi- community or administrative support) affect the qua- lling to take charge of the evaluation. If possible, it lity and quantity of the programs implemented. In the is also a good idea to consult with a member of the face of such challenges, program recipients (whether Department of Education who has experience in pro- students, teachers, parents or community members) gram evaluations. Likewise, the formation of alliances may not be receiving the actual intervention that the between community civil society organizations and school team meant to implement. An evaluation at universities can help us obtain the technical knowled- this time would reflect the effect of these challenges ge and experience needed to design the evaluation and not the intervention as was originally planned. plan. Therefore, before undertaking any type of evalua- tion, the school team should feel confident that the Because a thorough evaluation requires considerable program is moving along without problems and that time and resources, we must include in the timetable there are sufficient time and resources to plan its sufficient time to conduct it (including, for example, evaluation. the approval of participant surveys and the conduc- tion of pilot tests). In general terms, it is worthwhile At this time, it may be sufficient and more feasible to allocate 10% of the program’s total budget to the to evaluate the process and not the outcomes (the evaluation. Although this figure may seem high, the difference is explained later), since many programs evaluations are so important that it is worthwhile to can benefit from some minor adaptations in order PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 114 9/6/11 14:07:39 to improve their targets, before committing to an • As we saw previously, the outcomes of the violence evaluation of outcomes. The information that is not prevention program can only be evaluated when they covered during the program’s evaluation can reveal are compared with the situation prior to the start of the possible adjustments needed for the intervention the program. This initial or baseline information must to be conducted more fluidly and effectively. be obtained from the school safety diagnostic that we conducted. How do we prepare for the evaluation? If school staff members are not trained to gather data The following questions can help the school team or information, it is not recommended that an evalua- determine whether it is prepared to invest in an tion be conducted, since it will not show valid outco- 115 evaluation. Most programs need to gather information mes. In such a case, it is suggested that a report be on the implementation of at least one cycle of the prepared on the situation before and after the imple- program before these questions can be answered. This mentation of the violence prevention program, as an process provides the school team with the informa- analytical and discussion tool for the school team, tion needed to make changes before a substantial the community, parents, and possible partners in amount of time and �nancial resources are invested future activities. For this purpose, it is recommended in an evaluation. We must study these questions that Tool 9: “Checkpoints for Schools� be repeated. and discuss them with the school team to determine By repeating the exercise of this survey and passing whether any of these areas require additional time or the outcomes again onto the web that illustrates the effort before undertaking a thorough evaluation of stage reached by the school in its efforts to resolve the program. the issue of violence, the school team will have a clear idea of what the the situation was prior to the • What part of the administrative staff has remained implementation of the violence prevention strategy in the program for at least one year? and what the situation is after it was implemented. • Do these staff members know what the program’s We can determine what progress has been achieved targets, objectives and bene�ciary group are? and what points must be resolved. • Do they have the necessary skills to implement the program? • Do they feel supported by management? Resources available to the school team and com- • Are they given the opportunity to suggest changes munity for an evaluation to the program? • Does the program inspire enthusiasm? To conduct a successful evaluation, solid leadership in • How often does the program seek the contribution the school team is crucial. It is advised that the team of participants on revisions and modi�cations? be divided into subgroups that focus on different as- • Is there enough time to �nalize each component of pects of the evaluation process. Because the planning the program? and execution of an evaluation require a wide variety • Are there enough supplies and physical resources to of skills and resources, throughout the process there �nalize each component? are many opportunities to include the participation of • How often is each component �nalized as planned? different members of the school and the community. 1. Practical Guide.pdf 115 9/6/11 14:07:40 Based on information from the safety diagnostic, the PRACTICAL ADVICE: school team can determine what resources are avai- Remember that the evaluation is not an unknown lable for the evaluation. It is worthwhile to make a activity for those of us who work on behalf of im- list of the skills needed for the evaluation and then provements in schools and communities. In fact, we obtain the persons who can make them available to evaluate the merit of our work whenever we admi- the program. For example, if the schools of psycholo- nister tests to students, formulate questions, consult gy or sociology of local universities join the project, with our partners and conduct evaluations based on mutually bene�cial collaboration can be achieved for feedback, and we then use this feedback to improve data collection and analysis. As in all other processes our work. Program evaluation has two purposes: First, 116 related to the intervention, all persons participating it helps us decide whether a program should continue in them must clearly understand the timetables and and if so, how to improve its targets and schedu- deadlines for the activities as well as the respective led activities. Second, it allows us to document the duties and expectations. achievements of an organization or agency. Because “evaluation� can be an intimidating term for persons unfamiliar with it, it is important that How do we determine the scope of the evaluation? we work closely with members of the school and the community in planning the evaluation process. The planning of any type of evaluation often requires If members of the school team lack experience in answers to several very basic questions, including: evaluations, it is worthwhile to have the assistance of an outside evaluator (for example, from a university • What decisions would we like to make as an outco- or a consulting �rm, or even from a civil society or me of the evaluation? government organization) who has expertise in this • What are the principal audiences for the outcomes? subject and is willing to advise them. An outside eva- • What type of information do we need? luator, who offers the additional advantage of acting • When do we need this information? objectively with regard to outcomes, can increase the • Where and how do we obtain this information? evaluation’s credibility. • What resources are available to us to obtain, analy- ze and disseminate the information? • How can we present reports on the data in a useful and easy-to-understand manner? It is important that we clearly understand what ques- tions we want to answer in order to obtain a proper evaluation, regardless of what type we choose. Due to the wide variety of evaluation alternatives, the school team must determine the most suitable type for the current moment and the most suitable type for the future. The following questions can help the school team decide the purpose of the evaluation, the data PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 116 9/6/11 14:07:40 that should be collected and the level of participation assesses program activities’ conformance to statutory needed, both by the school and the community: and regulatory requirements, program design, and professional standards or customer expectations.26 • What aspects of the initiative do we want to eva- luate? Outcome and impact evaluations show whether an or- • What is the purpose of the evaluation? To whom is ganization has truly “won the game� after implemen- it directed? ting the entire intervention. These types of evalua- • Who will supervise the evaluation? Will a consultant tions answer the key question: “Did the organization’s or some other person who provides assistance be used activities produce the expected impact on the bene- as a resource? �ciary population?� (For example, did students more 117 • How will the information be gathered? From what frequently put conflict resolution into practice after sources of data? having been exposed to the intervention? Or did • By what date does the information need to be school �ghts decrease as a product of the campaign gathered? promoted by the intervention?) These different types • What information or training is needed to design of evaluation activities can help the organization the evaluation and analyze its outcomes? determine how well it carried out its tasks and if it • How will youth, parents and the general community is really worthwhile to carry them out. Although the participate in planning and implementing the evalua- questions may be the same, there are key differences tion? between outcome evaluations and impact evaluations: COMPARISON AMONG PROCESS EVALUATION (MONITO- Outcome evaluation: RING), OUTCOME EVAUATION, AND IMPACT EVALUATION This type of evaluation assesses the extent to which a program achieves its outcome-oriented objectives. It The school team may �nd it dif�cult to distinguish focuses on outputs and outcomes (including unin- among process evaluation, outcome evaluation and tended effects) to judge program effectiveness but impact evaluation. may also assess program process to understand how outcomes are produced in the short term. It is related Process evaluation (monitoring) represents how to program objectives. closely the “action plan� was conducted (for exam- ple, how many conflict resolution sessions were held, Impact evaluation: among other things). In other words, the process This type of evaluation assesses the net effect of a evaluation examines how well program activities were program by comparing program outcomes with an implemented (what was actually done, compared to estimate of what would have happened in the absen- what was planned). Its principal value lies in the ce of the program. This form of evaluation is emplo- general working of the intervention. yed when external factors are known to influence the program’s outcomes, in order to isolate the program’s Process evaluation (or monitoring)25 : contribution to the achievement of its long-term This type evaluation assesses the extent to which a objectives. It is related to program targets26. program is operating as it was intended. It typically ..... 25. Source: Adapted fromGeneral Accounting Of�ce. (1998). Performance measurement and evaluation: De�nitions and relationships (GAO/GGD publication No. 98-26). Washington, DC: United States General Accounting Of�ce. 26. Source: Adapted from General Accounting Of�ce. (1998). Performance measurement and evaluation: De�nitions and relationships (GAO/GGD publication No. 98-26). Washington, DC: United States General Accounting Of�ce. 1. Practical Guide.pdf 117 9/6/11 14:07:40 The differences between the monitoring and eva- take to achieve it. These measures are known as luation of outcomes and impacts may be expressed indicators. as follows: products deal with the program, while outcomes and impacts refer to participants. To better We must identify indicators to evaluate or measu- understand these concepts, we can review once again re the impact of our program. Tool 15: Developing a logic model. Once we have agreed on what we want to achieve Step No. 19: through the Action Plan and have de�ned the targets, Ensuring that project targets and objectives objectives and expected outcomes, we must decide 118 are de�ned clearly and correctly how to quantify or judge the impact of the Action Plan. The elements that allow us to do this are ge- We need to take the time to identify broad targets for nerally called “measurable� or indicators. We need to the entire program, speci�c objectives that help us to reach consensus on the type of indicators that we will meet these targets, and products that help us achieve use; we can use an array of indicators to evaluate the the objectives (it is advisable to review Tool 12 once impact of our Action Plan. The examples of possible again, which refers to targets and objectives.) indicators, shown in the table below, can help us select the most appropriate ones. The project should have broad targets. For example, these targets could be: PRACTICAL ADVICE: • To improve school safety The major advantage of establishing speci�c targets • To reduce fear among students and objectives during the process of preparing the • To reduce the incidence of �ghting in the school Action Plan (Stage 3, Step 12) is that they can serve and its surrounding areas as an additional guide for evaluation. For each of the • To reduce crimes against school property objectives, we need to identify criteria, or indicators, • To reduce the incidence of violence that provide reliable, valid measurements of these ob- • To reduce the effect of violence on vulnerable jectives. We must establish measures that demonstra- groups. te what is actually occurring. It goes without saying that the measures (or indicators) should be based on The project should also have speci�c objectives. For the objectives. For example, if the objective is to example, these objectives could be: decrease youth violence in the local high school, the • To reduce assaults on students/teachers by 20% in following can serve as possible measurements: hospi- a speci�c area and in a stipulated period tal admissions related to injuries caused by violence, • To put community police surveillance in operation attendance at training workshops on conflict reso- in a speci�c area of the school and in a stipulated lution in the school, or police records of arrests of period youth for assaults or carrying hidden weapons. • To motivate the educational community to report cases of domestic violence to the police An objective can be understood and de�ned more clearly if we ask ourselves what measures we must PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 118 9/6/11 14:07:40 In order to see what a school-based violence preven- tion program could include in terms of objectives and indicators, please check the following example: PROJECT ELEMENT INDICATOR MEANS OF VERIFICATION OUTCOME/ Reduced student �ghting in and around 50% reduction in physical �ghting • Police statistics. 119 IMPACT an identi�ed high school over 2-year incidents in year 1 and a further 25% • School disciplinary and nurse records. period. reduction in physical �ghting in year 2. • Student council records. • Student survey records. OBJECTIVE 250 students recruited and educated in Number of trained students monitored • School records. conflict resolution and anger manage- monthly. ment. 50 students recruited and trained as Number of trained youth educators youth educators to coordinate youth-led monitored monthly. violence prevention school awareness campaigns. OUTPUT Month 1: educational material designed; • No. of participants in the course. • Course records. outreach and selection process for • No. of trainees successfully recruited. • Post-course questionnaire. youth campaign educators designed. • No. of youth educators successfully • Youth educator program records. recruited. ACTIVITIES • Develop training curriculum • Availability of training manual and • Club reports. • Provide training to student partici- number of students being trained. • Financial statements. pants • Reports regarding types of violence to • Monthly. • Provide training for youth campaign be prevented. educators • Monitor and identify school safety pro- blems and feasibility of prevention • Ongoing feedback from students through surveys INPUT • Support from Student Council • Availability, participation of school Program minutes and records. • Support from school authorities planning team and others • Support from school staff • Records of meetings held and atten- • Funding for course and campaign dance activities • School planning and implementation team’s time. 1. Practical Guide.pdf 119 9/6/11 14:07:40 Step No. 20: We need to determine what outcomes are expected Conducting a results-based evaluation and make sure that these are directly linked to their objectives. The program could focus on outcomes so It is likely that the school or community in question that there are records that can be consulted. The data does not possess all of the necessary resources nee- we have collected in the needs evaluation are rela- ded to invest in a thorough outcome evaluation pro- tively easy to collect again. The outcomes identi�ed cess. To begin, the school team can schedule a pilot in the sample logic model can be transferred to the test of this method for evaluating outcomes in one or basic evaluation plan. two of its programs at the most (before doing so with 120 all of the programs). In this case, the �rst year of implementing the outcome process corresponds to the WHAT SHOULD WE MEASURE? pilot test. Therefore, in this �rst year the problems and improvements observed are documented in the Outcomes are changes that take place as a product of evaluation plan. the program. For example, in the violence prevention program in a school, outcomes may include changes Identifying the key outcomes that we want to related to: analyze or verify • Attitudes: how do people feel about the subject? • Knowledge: what do people learn about a subject? We should ask ourselves which impacts will affect stu- • Skills: how do people apply what they have lear- dents. For example, are we trying to decrease aggres- ned in order to improve their behavior? sion, improve parenting skills, or increase awareness • Behavior: how do people change their way of about violence in the school and the community? doing things? A program designed to improve conflict resolution skills among youth probably does not lead to greater Because changes in knowledge and attitudes do not awareness of violence in the community. Likewise, necessarily translate into changes in behavior, it is a program designed to improve parenting skills may advisable to include behavioral measurements in the not cause interactions among groups of peers to evaluation. change from negative to prosocial. When specifying outcomes, we need to be sure to indicate the nature EXAMPLES OF OUTCOMES of the desired changes and the degree to which they are intended to be achieved. Do we expect that the Examples of outcomes at individual level in educatio- program will increase awareness or improve certain nal interventions include: skills? Do we expect that the program will reduce • Changes in the attitudes, knowledge and behavior negative behaviors and increase prosocial ones? What of administrators, teachers and parents reasonable degree of change do we expect to achie- • Better understanding by students of concepts ve? If possible, we should use the evidence found related to the curriculum offered in similar programs and bene�ciary groups that are • Changes in students’ attitudes with regard to the documented in research, in order to help determine use of violence and personal methods to deal with reasonable expectations for change. conflicts PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 120 9/6/11 14:07:40 How to select the outcomes that will be evaluated • Adoption of attitudes that allow people to turn problems into opportunities (for example, nonvio- We must select the outcomes that we want to analy- lent methods for resolving conflicts) ze, list them in order of priority and, if time and • Changes in the time spent on classroom discipline resources are limited, �rst choose two to four of the • Changes in the way people act (for example, a most important. The outcomes must be speci�c and decrease in violent behavior) measurable. Examples of outcomes related to changes at school Identifying outcomes level: (short, medium and long term) 121 • Changes in students’ daily attendance • Changes in school dropout rates We need to re-examine the logic model of the program • Changes in the number of violent injuries, adoles- or activity to which we want to apply the outcome cent suicides and attempted suicides evaluation: • Changes in misconduct and suspension rates • We must begin with short-term outcomes Examples of outcomes related to school safety: • Changes in the school’s disciplinary policies and • For short-term outcomes, we should think about a practices to prevent aggressive behavior period of 0 to 6 months: • Arrests for crimes committed in school facilities - Let’s imagine one of the student participants who • Decrease in the number of �ghts in school facili- is still in the program or one day after he or she ties leaves it • Reduction in the number of students who carry a - What knowledge and skills would we like him or weapon to school her to have? Which of these can we clearly observe? • Changes in perceptions of school safety • For medium-term outcomes, we should think about Examples of outcomes related to interventions con- a period of 3 to 9 months: ducted in the school and in the general community: - Let’s imagine students 3 and 9 months after lea- • Changes in the community’s perceptions of safety ving the program • Decrease in the number of �ghts on the route to - What behaviors would we like them to have? and from school Which of these can we clearly observe? • Changes in the school’s disciplinary policies and practices to prevent aggressive behavior • For long-term outcomes, we should think about a period of 6 to 12 months: The above examples are presented solely for purpo- - Let’s imagine students 6 to 12 months after lea- ses of illustration. In each particular case, we need ving the program to identify the actual outcomes according to the - What values, attitudes and conditions would we program’s objectives. like the students to have used to the fullest? Which of these can we clearly observe? 1. Practical Guide.pdf 121 9/6/11 14:07:40 • Next, the short-, medium- and long-term outcomes - Who is in charge of it? are “chained,� using the following logic: - How can the necessary time be found for the task? - “If this outcome occurs in the short term, this other one will occur in the medium term and then • When should the information be gathered? the other in the long term.� - It depends on each indicator - Let’s consider the possibility of doing it before or Identifying indicators to evaluate the Action after the program, 6 months later, 12 months later Plan’s performance • Methods for gathering information: 122 For each key outcome, we need to specify which - Observations indicators show that we are achieving this outcome - Questionnaires with respect to students. This is usually the most - Interviews important and enlightening step in the evaluation of - Surveys outcomes. However, it is often the most challenging - Analysis of documents and perhaps also the most confusing step, because - Various we are moving from a rather intangible concept (for • Should we turn to a consultant or expert in evalua- example, from greater trust in oneself) to speci�c tions? activities (such as support for students on their route to and from work, keeping them away from drugs and • We should conduct a prior test of the information- alcohol, etc.). At this stage of identifying indicators, gathering methods (for example, giving questionnai- it is worthwhile for us to have a “devil’s advocate,� res to several members of the working group to check that is, someone who can ask why it is assumed that that questions are understandable) an outcome was achieved by the fact that certain related indicators were used. • Draft a procedure that speci�es: - What information is being gathered? Identifying sources of information and methods - Who is gathering it? to gather it - How is the information collected? - When is the information collected? • For each indicator, we must identify what informa- - What is done with the information? tion we need to gather or measure in order to evalua- te it. We must take the following into account: *Let’s Spend a Few Moments to Carefully Note the - Current records and data collection related to the Differences Among: program - What we observed during the program • Products (which in reality indicate very little about - We should invite administrative staff to contribute changes that affect the intervention’s bene�ciaries ideas and tend to be mere �gures) • Are we gathering information in a practical manner? • Outcomes (which indicate actual changes in the - How much does it cost to do it? bene�ciary population) PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 122 9/6/11 14:07:40 • Desired outcomes (which specify how much of the DECREASE FIGHTS AMONG • Children’s experience in school outcome we want to achieve) STUDENTS with regard to �ghts, measured through surveys and school • Outcome indicators (which can be seen, heard, records read, etc, and which indicate whether or not we are DECREASE THE LEVEL OF • Recorded rates of persons VIOLENCE RELATED TO SHARP wounded and of victims of homi- progressing toward a desired outcome) OBJECTS, FIREARMS, ETC. cide caused by sharp objects and �rearms LET’S CAREFULLY SELECT PERFORMANCE INDICA- • Number of patients wounded TORS SO THAT: by sharp objects and �rearms, as indicated in hospital records 123 • They are related directly and as exactly as possible REDUCE INJURIES RELATED • Schoolchildren’s understan- with the desired outcomes TO SUBSTANCE ABUSE AMONG ding of the subject; and amount ADOLESCENTS of drug and/or alcohol use, mea- • They help focus attention on an effective crime and sured by surveys and/or hospital violence prevention effort records • They do not jeopardize other objectives (by trying IMPROVE THE QUALITY OF • Levels of satisfaction measu- to achieve the indicators per se) SUPPORT FOR VICTIMS AND red by surveys of victims • They are expressed in a quantitative manner, prefe- OF RESPONSE FOR VICTIMS OF • Levels of accusations presen- rably measured in the form of proportions VIOLENCE ted to the police • They are easy to understand • Information from the local community police • They are cost effective • They are credible for educators, the community, Once the means of measuring outcomes is selected, associated agencies and the general public it will be much easier to decide on the type of design • Their calculations are clear and the methods needed to gather information. • They help us understand what has and has not been done correctly Determining the bene�ciary population So far we have seen how to identify performance We must specify a “desired� client target; for example, indicators and where and how to gather the rela- the amount or percentage of clients for which the ted information. Let’s see now speci�c examples. program is committed to achieving speci�c outcomes. Examples of performance outcomes and indicators Selecting an evaluation design Although the design of the pre-post evaluation with a control group offers the highest level of con�dence for the strategy to respond to outcomes, it is also the most dif�cult and the costliest to implement. When selecting a design, we need to keep in mind the costs and level of specialized knowledge available. 1. Practical Guide.pdf 123 9/6/11 14:07:40 The following table presents an outline of the most commonly used evaluation designs. TABLE 4: Comparisons of the most common evaluation designs METHODS ADVANTAGES CHALLENGES COST LEVEL OF SPECIALIZED KNOWLEDGE Pre-post, i.e., before and An easy form of measu- Offers only a moderate degree Moderate Moderate after implementing the rement. of con�dence that the strategy 124 program produced changes Pre-post retrospective Easier than normal pre- Offers only a low to moderage Economical Low post. degree of con�dence that the strategy produced changes. It may be dif�cult for participants to recall what their initial situa- tion was. Pre-post with compara- Offers an adequate de- It may be dif�cult to �nd a group High Moderate to high tor group gree of con�dence that similar to the intervention group the strategy produced and to gather information on change. that group. Pre-post with control Offers an excellent It is dif�cult to �nd a group High High group level of con�dence that willing to underdo a random the strategy produced assignment; it implies ethical changes. issues because it denies the strategy’s bene�ts to the control group. Interrupted time series Conducts a monitoring It requires several years of data Economical Low (for simple graphic of short- and long-term collected in the same way; there (information is techniques, the methods changes. is no certainty that the envi- often gathered by are more complex) ronmental strategy was what other sources) caused the changes. Monitoring of changes Documents all positi- Information on number of Economical Low in the school and the ve changes achieved changes only allows general community through the alliance conclusions to be drawn; there (between the school and is no certainty that the strategy the community). was what caused the changes. PRACTICAL GUIDE | Part 2. The role of schools in preventing violence 1. Practical Guide.pdf 124 9/6/11 14:07:40 TABLE 5: Overview of methods used to gather information during evaluations METHOD FOR OVERALL OBJECTIVE ADVANTAGES CHALLENGES COST LEVEL OF SPECIALI- GATHERING ZED KNOWLEDGE INFORMATION Questionnaires, Obtain in a short period -May be �lled in anon- -Possibility that feedback Economical Required to analyze surveys, chec- of time or easily a large ymously is not carefully recorded the context klists amount of information on -It is economical to admi- -Text and wording may certain persons, in a non- nister them skew responses threatening manner -They are easy to compare -Are impersonal and analyze -Surveys may require a -They are administered expert in sampling to numerous groups of -Tabulation may require people knowledge of database -A large amount of data software can be obtained -Do not show the whole -Sample questionnaires story are available for these methods Interviews Fully understand -Complete, in-depth infor- -May take a long time Economical if Require skills for someone’s impressions mation is obtained -May be dif�cult to analy- conducted at interviewing and or learn more about his -A relationship is formed ze and compare headquarters; verbally commu- or her answers to the with the participant -May be costly may be costly if nicating; formal questionnaires -One can be flexible with -Interview may skew the interviewers and/ methods of analysis 125 the client client’s answers or transcribers are dif�cult to learn are hired Records/ Have an idea of how a -Thorough, historical -Tend to take much longer Economical Little specialized analysis of do- program works without information is obtained -Information may be knowledge is nee- cumentation interrupting it; review re- -The program’s develop- incomplete ded; it may be ne- quests, �nancial reports, ment or the client’s routi- -Need considerable cessary to prepare a memorandum, minutes, ne is not interrupted clarity about what is being codi�cation chart etc. -Information already sought exists in this regard -Not a flexible means of -It can be used in time obtaining information series -Information is limited to -Few biases with respect what already exists to information Observation Gather precise informa- -Observe operations as -May be dif�cult to inter- Costly, depending Requires skills tion on how the pro- they are actually occu- pret observed behaviors on whether it takes for gathering and gram, and especially its rring -Classi�cation of of obser- longer and whe- analyzing informa- processes, are working in -Be able to adapt to events vations may be complex ther training and tion practice as these occur and affect the behaviors of the preparation of program participants an observational guide is required Targeted study Explore an issue in -Common impressions -Responses may be dif�- Economical if Require skills for groups depth through group are obtained quickly and cult to analyze conducted at interviewing and discussions; for example, reliably and may be effec- -Need a good facilitator to headquarters; may verbally communi- reactions to a certain tive means of obtaining ensure safety and proper be costly if a facili- cating, and for con- experience or suggestion, a broad scope and depth closure tator is hired ducting qualitative understanding of common of information in a short -Dif�cult to schedule a analyses; technical complaints, etc. that are period of time meeting of 6 to 8 people aspects can easily used for evaluations and -They can transmit key be learned marketing information on programs Case studies Fully understand or -They fully represent the -Tasks of gathering, Economical Requires skills for represent a client’s client’s experience in the organizing and describing analyzing informa- experiences in a program program’s inputs, process generally take a long time tion and conduct a thorough and outcomes -Represent depth, more analysis comparing diffe- -A means of impact that than scope, in information rent cases represents the program to third parties Source: Overview of Methods to Collect Information © Copyright Carter McNamara, MBA, PhD, Authenticity Consulting,LLC.Adapted from the Field Guide to Nonpro�t Program Design, Marketing and Evaluation. Accessed on July 21st, 2010 at: http://managemen- thelp.org/evaluatn/fnl_eval.htm#anchor1581634. 1. Practical Guide.pdf 125 9/6/11 14:07:41 TOOL # 16: OUTCOME EVALUATION DATA PLANNING TOOL 27 Directions: Outcome and impact evaluations indicate whether an intervention or initiative has accomplished its short- and long-term goals, respectively. This form helps identify what data need to be collected for the evaluation. List short-and long-term outcomes in the left column, then list indictors for each outcome, sources of existing data, and the method that will be used to collect new data. Much of the information needed for this worksheet can be taken directly from your logic model worksheet. Indicators Data Source Data Collection Method Short-Term Outcomes: Recorded rates for woun- School records Records review Example: Reducing the ding/homicides caused by Health center records extent of violence using guns/knives knives, guns, etc. Incidents of knife/gun attacks in records Number of seizures of illegal weapons Long-Term Outcomes: Number of programs laun- Meetings’ notes and Records review Example: Increase commu- ched involving the commu- signed forms nity awareness and mobili- nity and average students, zation parents, and community members participation Source: U.S. Department of Health and Human Services, National Adolescent Health Information Center (NAHIC). Im- proving the Health of Adolescents & Young Adults: A Guide for States and Communities. Atlanta, GA: 2004. ..... 27. This tool appears as Tool 39 in the Tools document that forms part of the World Bank’s “School-Based Violence Prevention in Urban Communities of Latin America and the Caribbean Toolkit.� PRACTICAL GUIDE | Tool 16 1. Practical Guide.pdf 126 9/6/11 14:07:41 Seeking Help and Ideas in Other Schools and Com- Analysis and interpretation of information munities with Similar Initiatives The analysis of quantitative and qualitative informa- The region’s schools, municipalities and universities tion is often an important part of advanced research are conducting research on outcomes. Some of these and evaluation methods. There are certain aspects studies include costlier, lengthier experimental or that can contribute to giving meaning to copious quasi-experimental designs that evaluate the �rmness amounts of information. It is worthwhile to seriously of the relationship between program activities and think about the possibility of turning to experts who short- and long-term outcomes that affect parti- specialize in evaluations so that they can not only cipants. Positive �ndings can test the relationship review the methods using in collecting the above- 127 existing between initial and intermediate outcomes, mentioned data, but also the way to analyze the data which may measure local programs, and longer-term collected and submit reports on these analyses. outcomes that tend to be of greater interest to �nan- cial organizations but are beyond the monitoring ca- We should always start with the objectives of the pacity of most local programs. These studies provide evaluation an advantage to local agencies in the identi�cation of outcomes that require monitoring, and can also offer When analyzing the information (questionnaires, in- measurement methods and tools. terviews, targeted study groups, or others), we should always begin by reviewing the objectives of the eva- • It is possible to use the evaluation methods luation, i.e., what is the reason for having undertaken existing in a certain program if we are adapting ano- it in the �rst place. This helps us to organize the ther evidence-based program or are using research on data and concentrate on their analysis. For example, best and promising practices as a basis. if we want to improve the program by identifying its strengths and weaknesses, we can organize the data • Whenever possible, we should use established by strengths, weaknesses and suggestions for impro- tools, because these have already been put to the vement. If we want to thoroughly understand how the test by having been used in other programs. program works, we can organize the data by the chro- nological order in which clients entered the program. • It is worthwhile to use information on best Likewise, if we are conducting an outcome-based practices as a guideline for the evaluation me- evaluation, we can classify the data in accordance thods that have been used in similar programs. with the indicators of each outcome. Basic analysis of “quantitative� information (information that is different from that of the com- ments; for example, ratings, classi�cations, answers marked “yes� or “no,� etc.). We should: • Make copies of the data and store the master copy. We can use the copy to make changes, cut and paste, etc. 1. Practical Guide.pdf 127 9/6/11 14:07:41 • Tabulate the information; for example, we can add description of how outcomes were achieved (espe- up the ratings, classi�cations and answers to each cially if they are being evaluated); description of the question marked “yes� and “no� program’s experiences, strengths, etc. (especially if • In the ratings and classi�cations, we can calculate the program is undergoing an evaluation process) a median or average for each question. For example, • Take into account any recommendations that can “For question #1, the average rating was 2.4.� This is help administrative staff to improve the program, and more meaningful than indicating, for example, how determine the conclusions of the program’s opera- many people answered with individual ratings of 1, 2 tions, the achievement of targets, etc. or 3 • Set forth the conclusions and recommendations in a 128 written report and relate the interpretations in order Basic analysis of “qualitative� information (verbal to justify their conclusions responses by interviewees, targeted study groups or written comments in questionnaires. We should: Preparation of the report on the outcomes of the evaluation • Read all data • Organize comments in similar categories; for exam- • The level and scope of the evaluation’s content ple, interests, suggestions, strengths, weaknesses, si- depend on the audience for the corresponding report; milar experiences, program inputs, recommendations, for example, bankers, �nancial agencies, employees, outcome indicators, etc. clients, general public, etc. • Catalog categories or subjects; for example, inter- • We must ensure that the school team has the op- ests, suggestions, etc. portunity to carefully review the report and make its • Identify patterns, associations and causal rela- respective observations tionships in subjects; for example, all persons with • The recommendations may be translated into action similar interests who attended the program’s evening plans, deciding who should do what with regard to sessions, majority participation by persons from the the program, and by what date same geographic area, persons with the same salary • Bankers and �nancial agencies are likely to requi- range, processes or events experienced by those sur- re a report that includes an executive summary (a veyed during the program, etc. synthesis of conclusions and recommendations, not a • Keep all comments for several years after the com- list of the information sections included in the report, pletion of the programs, in case we may need them i.e., a table of contents); a description of the orga- for future reference nization and the program subject to the evaluation; an explanation of the targets, methods and analytical Interpretation of information. We should: procedures of the evaluation; a list of conclusions and recommendations and any relevant annex, such • Put the information in perspective; for example, as evaluation questionnaires, interview guidelines, comparing outcomes with expected objectives; etc. The banker or �nancial agency may ask that the analyzing management and program staff; common report be submitted in presentation form, accompa- standards for services; the program’s original targets nied by an overview, or it may only want to review (especially if the program undergoes an evaluation); the report PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 128 9/6/11 14:07:41 • We must be sure to record the evaluation’s activities in a plan that can serve as a reference when similar programs need to be evaluated in the future For a concrete illustration on possible outcomes, indicators and methodology used in a school violence prevention program, please review the following Table. TABLE 6: Model for the Evaluation of a School Violence Prevention Program OUTCOMES INDICATORS WHAT SOURCES AND METHODOLOGY WILL WE USE TO COLLECT THE WHAT ARE THE PROGRAM’S HOW WILL WE KNOW THAT THE PROJECT IS DATA OR INFORMATION NEEDED TO IMPLEMENT THE EVALUATION? EXPECTED OUTCOMES? ACHIEVING ITS OBJECTIVES AND OUTCOMES? SOURCE OF IN- TOOL OR INSTRUMENT FREQUENCY OF FORMATION USED TO GATHER THE INFORMATION GATHE- INFORMATION RING Greater participation by Number of interested persons who attend Project �les Minutes of meetings Monthly community interest groups planning meetings on the school violence in teamwork for decreasing reduction program 129 school violence Number of volunteer hours or in-kind parti- Project �les Attendance sheets Permanent records cipation spent on program teamwork handled by interest groups Greater commitment by key Number of interested persons “enrolled� in Letters of com- Comparison of pro- Project completion interest groups in a tho- the project mitment ject plan with best rough, evidence-based plan Measurement in which the plan reflects Project plan practices in the �eld’s to deal with school violence knowledge of “best practices� for school Published publications violence prevention among children and research adolescents Greater availability of Measurement in which the curriculum re- Project plan Comparison of pro- Project completion resources for prevention, in flects what are known as “best practices� Subject-related ject plan with best Permanent records accordance with best prac- Measurement in which the curriculum publication practices identi�ed in tices presented in published corresponds to the local context Interest groups published studies research that respond to the Project �les community’s needs Measurement in which the curriculum is available to the general community Greater awareness among Level of understanding of factors leading to Participants Testing of level of Pre-post testing participants of factors that school violence among children awareness among par- (before starting contribute to school violence ticipants regarding fac- project sessions tors that lead to school and again when they violence (survey) are completed) Participants Studies of videotaped At the beginning and dramatization exer- end of the project cises Better communication and Level of communication skills among chil- Students Videotaped dramatiza- At the beginning an prosocial skills dren participating in the project participating in tion exercises end of the project activities Decrease in �ghting Decrease in disciplinary referrals due to Students Of�ce �les Annually �ghting participating in activities Percentage of students considered to be Students Periodic testing of At the end of the more capable than before to resolve con- participating in skills and dramatiza- project flicts peacefully activities tion (survey) Source: Measuring Program Outcomes: A Practical Approach © Copyright 1996, United Way of America. 1. Practical Guide.pdf 129 9/6/11 14:07:41 PRACTICAL ADVICE: Although these challenges tend to occur frequently, We must make sure that our evaluation methods they can also be overcome by: include interviews. Questionnaires do no capture “the real story� and this is often the most important • Integrating evaluation tools and activities in the representation of the benefits offered by our services. program’s design and the work plan from the initial In conducting the evaluation of the FUSALMO program planning stage in order to keep to a minimum the (see Annex), one-on-one interviews and sessions possibility of overloading administrative staff and to with targeted study groups were conducted to clearly ensure that appropriate human and financial resources understand the impact of gang and youth violence on are allocated 130 the participants. We must avoid conducting interviews • Establishing alliances between academic research only in successful cases. We will learn a great deal centers and the programs in order to offer technical about the program when we understand the situation assistance and support to the adequate design and of students who miss the school year, who drop out of implementation of evaluation school, etc. • Seeking the participation of school personnel in planning, division of tasks, and dissemination of Challenges arising at the conclusion of the evalua- outcomes, so that the evaluation does not seem tion threatening and thus minimizing resistence to it • Sharing the relevant and positive outcomes that The following challenges may arise at the conclusion result from the evaluation process (for example, a of a program’s evaluation: change in policies based on the program’s effective- ness, an increase in financing or the replication of the • A misinterpretation of the objectives and their uses program in other places) in order to show the impor- and of the need for an evaluation of the program, tance of the evaluation usually motivated by the perception of administrative staff regarding the program’s evident effectiveness It is our hope that this Practical Guide will serve as and thus the lack of necessity for evaluating it a tool that helps schools and their communities to • Resistence to the evaluation on the part of mana- establish a school environment of respect, harmony gement and administrative staff, because they may and peaceful conflict resolution. consider it a threat to their career path • Reluctance to invest in the evaluation because it is We invite you to consult the other documents that considered a nonessential “research� activity form this initiative’s Toolkit. This material, as well • The lack of specialized technical knowledge to as the different references cited in this Guide, are conduct an adequate, meaningful evaluation of the available at: program, especially in terms of local initiatives in the neighborhood or community http://web.worldbank.org/WBSITE/EXTERNAL/COUN- • The lack of human resources to conduct evaluation TRIES/LACEXT/EXTLACREGTOPURBDEV/0,,contentMDK: activities, because the program’s administrative staff 21084425~pagePK:34004173~piPK:34003707~theSite is often already overloaded with duties and may not PK:841043,00.html have time to conduct separate “evaluation� activities PRACTICAL GUIDE | Part 3. Five-Stage method for the design and implementation of a School-Based-Violence Prevention Program 1. Practical Guide.pdf 130 9/6/11 14:07:41 Appendix PREVENCIÓN TEMPRANA DE LA AGGRESSION (EARLY when combined with parent training. PREVENTION OF AGGRESSION), MEDELL�N (COLOMBIA) For more information, consult: http://guajiros.udea.edu.co/previ- va/html/previva/index.html 131 This program is conducted in all public schools of Medellín. Its focus is based on interventions aimed “PEACEBUILDERS INITIATIVE®� PROGRAM (UNITED at reducing antisocial and aggressive behavior and STATES) promoting prosocial behavior in the early stages of This is an example of a successful project to reduce life. This can keep children from adopting a series of violent behavior and increase social competency. increasingly more serious behaviors throughout their This program, which has already been evaluated, was adolescence and at the beginning of their adult life. created in the United States and has been taken to other countries, including Mexico, through PeaceBuil- To achieve this, the program trains parents and tea- ders International. It is a program that communities chers to act as role models, encourage prosocial beha- and schools use to improve their social and safety vior and intervene in a consistent, nonviolent manner environments and promote safe, healthy behavior. The in the event of aggressive or antisocial behavior. program also promotes positive academic standards, Evaluations of the program have shown promising decreasing violence, injuries, bullying and group outcomes, taking into account the fact that early harassment, as well as other negative behaviors. It is childhood interventions can have lasting effects on based on 5 principles: 1. praise people, 2. avoid put- the prevention of antisocial behavior and on par- downs, 3. seek wise people, 4. notice and prevent any ticipation in criminal activities. The findings of an hurtful behavior, and 5. right any wrongs. evaluation process conducted after the second stage showed that this model is effective in reducing The outcomes of the evaluation showed the following levels of aggression among elementary and preschool achievements: children. The children who showed high levels of aggression and those at high risk participating in 1. 10% decrease in visits to the infirmary for va- the program had a 13% increase in the development rious reasons. of prosocial skills. Girls and boys showed significant 2. 50% annual decrease in fights. improvements in the development of prosocial skills: 3. 54% annual decrease in injuries caused by fights. 22% and 8%, respectively. An independent replication 4. 80% annual decrease in vandalism, with cost of the intervention in the city of Pereira (Colombia) savings of US$92,000. and a more thorough evaluation of the program yiel- 5. 18% annual decrease in accidents. ded similar positive effects for the component taught 6. 22% annual decrease in student absenteeism. by teachers, but did not yield any additional benefit 1. Practical Guide.pdf 131 9/6/11 14:07:41 7. 18% annual decrease in teacher absenteeism. have the possibility of obtaining scholarships or 8. 17% annual increase in smath scores in standar- discounted registration fees for their participation dized tests. in the program. Approximately US$30 million were 9. An average 28% annual increase in verbal aptitu- available nationwide. Another important element is de scores in standardized tests. the program’s flexibility, allowing the program to be 10. A 95% annual decrease in the number of calls adapted to each region and to the different circums- to police by schools. tances in which it has been implemented, according For more information, consult: http://www.peacebuildersinitiative. to specific needs and resources. com/ 132 Achievements: The program’s positive outcomes PROGRAMA ABRINDO ESPAÇOS (OPENING SCHOOLS TO are evident in Recife (State of Pernambuco). Stu- THE COMMUNITY), (BRAZIL) dent response has been impressive: in the Recife One of Latin America’s most successful and thorough area alone, 120,000 children participate, along with programs to reduce violent behavior in schools is 2,200 volunteers, 350 coordinators and 160 teachers Brazil’s Programa Abrindo Espaços. This program in charge of their care. In addition, the schools that opens schools to the community on weekends to have been part of the program since 2000 have 54% promote cultural and sports activities with the par- less violent behavior compared to those that joined ticipation of school staff. The program is aimed at in 2002. Schools in the State of Rio de Janeiro that all children and adolescents, whether or not they are joined the program in 2001 show a 31% reduction enrolled in the school. It includes activities aimed in violent behavior compared to those that joined at improving parenting skills and peaceful coexis- in 2002. Violent behavior has decreased by an ave- tence with the community. Abrindo Espaços reaches rage of 30% in participating schools. Other laudable over 7,000 public schools and benefits over 7 million achievements of the program are: greater academic people, including children, adolescents and adults. achievements among 61.5% of students; improve- ment of the school environment and of relationships Objective: To expand interaction between the com- among students in 77.7% of cases; decrease in drug munity and the school, reducing exclusion, vulnerabi- trafficking, consumption of alcoholic beverages and lity and violence, and promoting improvements to the vandalism; better relationships between schools and quality of education. communities; availability of alternative spaces to keep students away from gangs and delinquency; low Methodology: The physical space of a school is used costs per student, ranging from US$1.00 per month on weekends to carry out activities that include wor- (based on volunteer staff) to US$2.00 per month kshops on sports, health, recreational, vocational and (including meals). job skills, selected in accordance with the characteris- Source: Adapted from Inter-American Development Bank. tics of each zone (capoeira, hip-hop, etc.). Depending Technical Note No. 11: School-based violence prevention. on the availability of financial resources, some of the For more information, consult: http://idbdocs.iadb.org/ wsdocs/getdocument.aspx?docnum=911739 programs provide food to participants and adminis- trative staff. As an incentive, school staff (teachers PROGRAMA INTEGRAL JUVENIL DON BOSCO (DON BOSCO or volunteers) and school administrators are compen- COMPREHENSIVE YOUTH PROGRAM) (PIJDB), SOPAYAN- sated for their participation, and university students PRACTICAL GUIDE | Appendix 1. Practical Guide.pdf 132 9/6/11 14:07:41 GO AND SAN MIGUEL (EL SALVADOR) lues, friendship, gender identity, freedom and sexua- The PIJDB is a complementary, comprehensive edu- lity. cational program that reinforces the national school - Participation national and international sports tour- curriculum through technical training, sports and a naments. “culture of peace� approach in the districts of Sopa- - Initial school with the cooperation of the Ministry yango and San Miguel. The PIJDB has a well-develo- of Education and the national program CONECTATE ped infrastructure based on two sports centers, one in 2021. Sopayango and the other in San Miguel. - Alliance with community leaders, NGOs and commer- cial companies (including Microsoft, Central American Programs: Bank for Economic Integration, CISCO Networking 133 - A complementary curriculum that considers the Academy, Don Bosco University, Pestalozzi Foundation culture of peace, in collaboration with the Ministry of and Kellogg Foundation, among others). Education, schools, parents’ associations and stu- dents. Outcomes: - After-school activities that include sports, recrea- - In 2006, 6,355 students from 20 public schools tional and cultural activities, and bring students from benefited from the program, a 35% increase over the different neighborhoods and districts together in a previous year. In addition, 282 teachers were trained peaceful environment and include the family during specifically in children’s rights. festivals and other events. - The program identified and provided support to 105 - Youth Leadership Program for adolescents and young students with learning or behavioral problems. adults between the ages of 12 and 20; its members - 2,400 projects favoring the environment were con- have joined “Red de Jóvenes Unidos por Centroaméri- ducted (cleaning and reforestation campaigns). ca� [“Network of Youth United for Central America�]. - Participation by approximately 31% of students in - Program for entrepreneurs, training in productive after-school programs (leadership program, sports and commercial activities. school, and sports tournaments). - “Voces de la Esperanza� [“Voices of Hope�] Chorus. - Organization of numerous student working groups - Art and information technology workshops. dealing with environmental issues and with values. - Cultural trips and recreational programs during sum- For more information, consult: Source: http://www.fusalmo.org mer vacations. YOUTHBUILD, LINKING YOUTH DEVELOPMENT AND COM- Methodology: MUNITY DEVELOPMENT - The development of a complementary curriculum is YouthBuild is a comprehensive program that integra- based on a two-year program with emphasis on com- tes school, work, social action, leadership develop- puter skills, values (culture of peace), environment ment and personal transformation. and sports. - Training is offered to teachers and teaching is offe- In YouthBuild programs, low-income young people red to parents, together with psychological support ages 16 to 24 work toward their GED or high school for persons in need. diploma while learning job skills by building affor- - The culture of peace program considers family va- dable housing for homeless and low-income people. 1. Practical Guide.pdf 133 9/6/11 14:07:41 Strong emphasis is placed on leadership development [“Circus of Life�]. The project raises the awareness of and community service. school-aged children in Tegucigalpa about the need for peaceful coexistence. The training in workshops All YouthBuild students are poor and many have had for building skills in violence prevention, positive experience with foster care, juvenile justice, welfare self-identity, communication, self-esteem, human re- and homelessness. Participants spend 6 to 24 months lations and values is provided by using theater shows, in the full-time program, dividing their time between puppets, drawings and circus scenes. The outcomes of the construction site and the YouthBuild alternative the workshops are presented at festivals that are held school. periodically. The project takes place in the La Joya 134 housing complex, located in the Francisco Morazán The program’s multidisciplinary design brings school, Department, where there is a high incidence of pover- work, neighborhood revitalization and personal ty and youth gang violence (Mara 18), drug consump- transformation into a unified approach. Participating tion, abuse of alcohol, and domestic violence. unemployed youth create tangible community as- For more information, consult: http://www.arteaccion.org/arteya- legria.html sets such as housing, community centres, reforested land and play areas while preparing for employment, GRUPO CULTURAL AFRO REGGAE (AFRO REGGAE CULTU- studying to complete secondary school, learning RAL GROUP) (GCAR, BRAZIL) to be leaders in their communities, and obtaining This program was founded in 1993 by youth who, support to make positive change. Since 1994, 76,000 after losing many of their friends as a consequence YouthBuild students in the US have built more than of violence and drug trafficking in the slums (favelas) 17,000 homes while preparing for jobs and college. of Rio de Janeiro, decided that they should no longer In 2008, young people in Haiti and Timor Leste will accept or tolerate the deaths of adolescents. There- begin skills training and construction work on USAID- fore, they created a program of music, dance and cul- funded infrastructure projects. YouthBuild is laun- tural workshops to remove children and adolescents ching a project in Central America to engage gang- from drug trafficking and violence in the favelas. The vulnerable youth in productive, employment-related program seeks to offer alternatives to drug trafficking, training. YouthBuild is partnered with the ImagineNa- end the stereotypes of black culture and communicate tions Group (ING) in promoting strategies in 10 coun- with society at large. Since 1996, workshops have tries to build pipelines to employment, especially for been offered on circus shows and public shows have marginalized youth and idle, college-educated young been presented to the community. Training has also people. In Mexico, YouthBuild students, Jóvenes been offered to the area’s youth who want to become Constructores de la Comunidad, are restoring historic professional circus performers. The GCAR manages a buildings and reforesting hurricane-damaged areas. For more information, consult: http://www.youthbuild.org/site/c. communication program and has recently established htIRI3PIKoG/b.1223921/k.BD3C/Home.htm a production company with a social objective, known as ARPA (Afro Reggae Artistic Productions). ARPA ARTE Y ALEGR�A EN AMARATECA (ART AND HAPPINESS offers commercial support to the professional careers IN AMARATECA) (HONDURAS) of subgroups created through GCAR’s social projects, This program offers arts workshops for children and specifically the the Afro Reggae band, and contributes adolescents through its project “Circo de la Vida� 30% of resources to GCAR to support its social works. For more information, consult: http://www.afroreggae.org.br/ PRACTICAL GUIDE | Appendix 1. Practical Guide.pdf 134 9/6/11 14:07:41 SAFE DATES (UNITED STATES) For more information, consult: http://www.nrepp.samhsa.gov/ This is a US program to prevent abuse in dating for programfulldetails.asp?PROGRAM_ID=84 elementary- and middle-school-aged adolescents in grades 8 and 9 (age 13 or 14). The program, which INSTITUTO MEXICANO DE INVESTIGACIÓN DE FAMILIA has been replicated in various places and has been Y POBLACIÓN (MEXICAN INSTITUTE FOR FAMILY AND shown to be effective, consists of school and com- POPULATION RESEARCH) (MEXICO) munity activities that promote violence prevention. This institute created a workshop for adolescents School activities include a theater production, a aimed at helping to prevent violence in dating and in 10-session program and a poster contest. Communi- relationships between friends. This project by an NGO, ty activities include special services for adolescents known as ‘‘Rostros y máscaras de la violencia’’ [“Faces 135 on relationships in which abuse occurs (for exam- and masks of violence�], uses participatory techni- ple, crisis hotline, support groups and materials for ques to help youth explore expectations and feelings parents) and training for persons who provide commu- about love, desire and sex, and to understand how nity services. The objective of Safe Dates is to avoid traditional gender roles can inhibit behavior, both in violence in adolescent dating, changing the rules on men and women. For more information, consult: http://www.imifap.org.mx/espanol/ violence in such dates, gender stereotypes, conflict resumenes/resumen10.pdf management skills, ways to seek help, and cognitive factors associated with these behaviors, through the SERVOL PROGRAM (SERVICE VOLUNTEERED FOR ALL) following actions: (TRINIDAD AND TOBAGO) This program conducts works for adolescents over - Raising students’ awareness about what a healthy a period of 14 weeks, with the objective of helping relationship is and what constitutes abuse in dating. them to develop healthy relationships and learn - Raising students’ awareness about abuse in dating, parenting skills. This program by an NGO helps these its costs and consequences. youth to understand how their own relationship - Providing students with skills and resources so that with their parents contributes to form their identity, they can help themselves and help their friends in the and teaches them not to repeat the errors that their case of relationships that involve dating abuse. parents or other relatives committed in raising their - Providing students with skills to develop healthy da- families. As a result, students learn to recognize and ting relationships, including positive communication, handle their emotions and acquire sensitivity on how anger management and conflict resolution. early physical and psychological trauma can lead to destructive behavior later in life. The studies conducted in the United States indicate For more information, consult: http://community.wow.net/servol/ that this program is effective in decreasing sexual violence between male and female adolescents. An COACHING BOYS INTO MEN (TRAINING MANUAL: VIO- evaluation of Safe Dates reveals that, compared to LENCE PREVENTION GUIDE FOR FOOTBALL COACHES) control groups, Safe Dates participants: (UNITED STATES) 1. Caused less psychological abuse Coaches can play a critical role in changing the social 2. Caused less sexual violence norms and negative behavior of young athletes that 3. Were less violent with the person they were dating often perpetuate gender violence and inequality. 1. Practical Guide.pdf 135 9/6/11 14:07:42 Inspiring coaches to recognize their crucial role and in the program, volunteers receive training in cri- influence on youth, they are given the opportunity me watch, conflict resolution, communication with to transmit messages with a positive impact on boys youth, and school procedures. (a promising strategy for violence prevention) and to create a safer future for boys and girls. The manual is The support, coordination and shared resources of the based on a series of “teaching moments� that guide community are vital to this school safety initiative. coaches on how to handle each scenario related to Meetings were held with administrators, teachers, abuse, violence and discrimination, and to use them crosswalk guards, police, parents, members of the as opportunities to teach their athletes about healthy local crime watch organization, local religious groups 136 relationships. The guide is printed in four langua- and representatives of local commerce in the four ges: English, French, Portuguese and Spanish, and is pilot schools to explain the program, identify problem accompanied by instructions on how to use it and by sites in each school zone, prepare voluntary patrols evaluation materials. The manual and guide are avai- and obtain the participation of local businesses and lable from the UNICEF office in each country. churches. For more information, consult: http://www.endabuse.org/ For more information, consult: http://www.mides.gob.pa PROGRAMA PASO SEGURO (SAFE STEP PROGRAM) (PA- PROGRAMA DE ABUELAS CUENTACUENTOS (STORYTE- NAMA) LLING GRANDMOTHERS PROGRAM), CHACO (ARGENTINA) In a city that was interested in providing students This program trains community volunteers, especia- with a safe route to and from school, and in tracking lly women between the ages of 50 and 60, to act as and preventing student absenteeism, local community promoters of reading in schools and other scenarios. schools, the police department and cooperative and The grandmothers work with teachers to encourage community violence prevention and crime watch pro- reading, social and cultural integration, and citizen- grams met with the objective of decreasing student oriented, positive behavior. The program’s objectives absenteeism and reducing the incidents of threats and are to: 1) help cover the deficit of affection and violence that affected them on the route to and from culture in homes where working parents do not have schools. enough time to tell and read stories to their children, 2) help the increasingly larger number of households During school hours, neighborhood residents, many of headed by unemployed fathers and mothers, many of whom are retirees, patrol and maintain checkpoints them illiterate, to read stories to their children and along most of the routes taken by students to and grandchildren; 3) encourage reading as the “driver of from school. Patrol members are clearly identified so human and cultural development,� and 4) offer older that any student who may need them can find them adults the opportunity to recover a valuable role in easily. Churches and local businesses located along the community. The grandmothers become an impor- the most frequently used routes are identified as “safe tant part of these schools: they are often invited to shelters� for students who may need help from adults. read at official commemorative meetings, on study Paso Seguro program volunteers are subjected to a trips and at camps, as well as in children’s reading background search by the School Board’s Volunteer contests. Although the storytelling grandmothers Department. After this check and their acceptance focus their work on schools, they have also begun PRACTICAL GUIDE | Appendix 1. Practical Guide.pdf 136 9/6/11 14:07:42 to read to young mothers, handicapped youth, and mocratic school institutions and support the training children in orphanages. The program operates with of responsible, active young citizens. These groups very scarce resources and with the support of local prepare projects and thus exercise students’ citizen sponsors: a local publishing company prints posters, rights and representation. Their goal is to train all brochures and reading materials; a local hotel genera- students to learn to negotiate scenarios of conflict in lly sponsors the monthly meetings with grandmothers, a democratic and peaceful manner, learning to listen coordinators and volunteer instructors from other to different opinions and reaching consensus through provinces and countries. The program has designed dialogue, with the aim of reducing violent actions a measurement system to evaluate the success of its against the school environment and the community. activities and of the tools needed to obtain strategic 137 information (in surveys and groups) that helps to Outcomes: After four years of activities, the program guide the program. The project also has the objective has yielded the following outcomes: of raising children’s awareness and sensitivity about adulthood and its implications, and creates opportu- • 65 student councils have been created, strengthe- nities for adolescents to promote intergenerational ned and supported; 37 of them were developed di- relations. Therefore, it is hoped that children will rectly by the program’s educators and 28 by teachers. develop respect for their elders and be less inclined, • The Southern Zone Student Council Forum was both now and in the future, to be subjected to any financed and supported. abuse. • 10 student council meetings were held in the For more information, consult: http://www.miescuelayelmundo. Southern Zone and 4 in the Eastern Zone. org/article.php3? article=923 • A Student Council Congress of the Grêmio nas Esco- las project was held in 2005. GRÊMIO NAS ESCOLAS PROGRAM (COUNCILS IN ACTION) • A Student Council Forum in the Eastern Zone was (BRAZIL) begun. The “Grêmio em forma� [Councils in Action] program, • The methodology for the creation and development launched by the Institute of São Paulo (Brazil) in of the project’s student councils was prepared, conso- 2001, is a public project dedicated to preventing lidated and systemized by means of the publications violence through the establishment and development Guia Grêmio em Forma and Caderno Grêmio em Forma- of youth associations and student councils. This 2nd edition (the bibliography in this Guide offers project was initiated in association with the Federal access to both documents). Government’s Special Secretariat for Human Rights, • Training courses were given to replicators, one for the São Paulo State Secretariat of Education, and the nonprofessional teachers and another for professional principals of School Units Sur (South) 2, Este (East) 1 teachers, with the attendance of over 60 teachers, and Norte (North) 2. university professors and community leaders. • 2,534 meetings were held with over 2,000 ado- The purpose of the program is to support the develo- lescents, in which they learned about and discussed pment of solid social capital and a network of school- human rights, democracy, citizenship, management based community participation, whose objective is to tools and other relevant issues. democratize schools. The program encourages the for- Basic steps for forming a student council: mation of student councils to build and develop de- 1. Practical Guide.pdf 137 9/6/11 14:07:42 • The interested group communicates its intention to pregnancy, sexually transmitted diseases, HIV/AIDS, the school principal and disseminates the initiative homosexuality and sexual abuse. CORA has launched a to the entire school, inviting interested students to new methodology for radio broadcasts exclusively for participate. A pre-council committee is created to adolescents. This strategy combines mini-telenovelas prepare proposed by-laws, which are then submitted and interviews managed by and aimed at an adoles- for approval at a general assembly. cent audience. The project requires thorough training, • The pre-council committee invites all of the school’s both of the professionals who deal with the adoles- students to participate in the general assembly. The cent radio audience and of the youth who participate purpose of the meeting is to decide the name of the in the project. 138 student council, discuss and approve the by-laws, For more information, consult: http://www.cora.org.mx/ define the members of the electoral committee and establish the frame of reference and timetable for BRAVE PROJECT: THE BUILDING AND REACTIVATION OF electing student council representatives. AN ANTI-VIOLENCE ENVIRONMENT (UNITED STATES) • Students meet in groups to form “electoral ros- Telling stories can be part of the school diagnostic. In ters� of candidates. Each representative explains the BRAVE Project: “The building and reactivation of the activities and proposed targets that the student an anti-violence environment,� several students parti- council should fulfill throughout the schoolyear. The cipated in the diagnostic of the status of violence in electoral committee should promote debates among their communities. Field research was conducted, and the “electoral rosters,� which should be open to the the report on outcomes was presented by students to entire student body. members of the school and community stakeholders in • An election is held, with secret ballots, directed by order to propose alternative actions aimed at correc- the electoral committee. The pre-council committee ting the problems and risks identified in the research. then disseminates the outcomes. One of the stories describes the recent death of a • A copy of the electoral certification is submitted student’s boyfriend who was shot in retaliation when to the school administration followed by a ceremony he was riding in a stolen car. The students identified to launch and inaugurate the student council. This the events that gave rise to the violence (for exam- council must be renewed each year. ple, stealing the car and obtaining the gun). They For more information and to analyze tools, consult: http://www. also commented on contributing factors, such as the soudapaz.org/projetos/texto.asp?id=1 (in Portuguese). fact that the youth did not work or study, the lack of student and parent participation in schools, educatio- PROGRAMA DEL CENTRO DE ORIENTACIÓN PARA ADO- nal policies that influence students’ satisfaction with LESCENTES (ADOLESCENT GUIDANCE CENTER PROGRAM) their school, the lack of community and police pre- – CORA - (MEXICO) sence which could have avoided the robbery, the lack This program presents radio broadcasts of dramatized of job opportunities, and public policy on gun sales. miniseries mixed with interviews in five Mexican sta- The facilitator asked the students several questions to tes. These programs, which have been developed by help them organize the events and facts. For example, adolescents, are aimed at youth audiences and consti- when he asked about the characteristics of the youth tute a forum in which youth can express their viewpo- who participated in the incident, the students men- ints and concerns about sexuality. The programs tioned the youth’ lack of interest in school and work include issues of adolescent reproductive health, PRACTICAL GUIDE | Appendix 1. Practical Guide.pdf 138 9/6/11 14:07:42 as contributing factors. They cited peer pressure as Um Jardim para o Jardim Míriam, Jardim Míriam Arte an interpersonal factor contributing to the events. In Clube plans to work with residents to form a center answer to questions on community and social factors, where children from local schools can grow plants the students expressed that commercial businesses in public gardens for the purpose of transforming rarely hire neighborhood youth and that, when they the neighborhood’s esthetics and environment. The did, the businesses only offered them the minimum objective is to develop in each individual a sense of wage. protectiveness regarding public space. With the aid of the Brazil Foundation, neighborhood residents par- The students prepared a list of stakeholders who they ticipate in workshops and conferences on activities thought could have an effect on factors contributing dealing with issues of environmental conservation 139 to violence. The list includes neighborhood residents, and public assets, complemented by the planting of school teachers and administrators, the police, busi- 200 plants in public places. ness owners and municipal employees. The students For more information, consult: http://www.brazilfoundation.org/ portugues.html?id=portugues and community partners invited these stakeholders to the performance of a play on the story. The principal COMMUNITY GARDEN STORYTELLING PROJECT (UNITED researcher helped the students to prepare a guide to STATES) get members of the public to participate in a debate This project has played an important role in the on solutions, after the performance. restoration and reactivation of the city of Flint, Mi- chigan, transforming neglected, unattractive spaces One solution that arose from the discussion was the into attractive gardens and places in which neighbors development of a system in which neighbors would and children can meet, socialize and work as a group. take turns watching the park. A municipal employee Since January 2001, a research project, in association in charge of parks and recreation programs offered to with the University of Michigan, has conducted nu- present the idea to her superiors. Other solutions con- merous activities: an inventory of Flint’s community sidered training the local police to avoid the exces- gardens and its beautification projects, a neighbor- sive use of force, and the citywide dissemination of hood survey, case studies, storytelling about the city the work prepared by the students to encourage other and photographs, documentation of the advantages neighborhoods to take action. Source: Community Development Journal. For more information, offered by community gardens, determination of the consult: www.cydjournal.org gardens’ strengths, and evaluation of their needs. The committee is interested in the effects produced UM JARDIM PARA O JARDIM M�RIAM, JARDIM M�RIAM by community gardens on social relationships among ARTE CLUBE (BRAZIL) neighbors, neighborhood pride, beautification, crime São Paulo is one of the world’s largest cities. Its prevention in the community, exercise and the con- urbanization process has been intensive and un- sumption of fruits and vegetables. planned. Likewise, environmental aspects have not For more information, contact: Youth Violence Resource Center been taken into consideration in its urbanization and http://www.flint.lib.mi.us/index.shtml development. The outskirts of the city are extremely arid and lack green areas and community spaces, which indicates a visible degradation of public assets. 1. Practical Guide.pdf 139 9/6/11 14:07:42 CENTRO DE MULTISERVICIOS EDUCATIVOS (MULTIPLE Community participation: When an entire communi- EDUCATIONAL SERVICES CENTER)– CEMSE (BOLIVIA) ty (parents, teachers, adolescents and administrators) CEMSE is working with several partners to improve the collaborates on a secondary-school curriculum, a sen- quality of secondary education in El Alto (Bolivia). se of ownership is created. People realize how their This zone is an industrial suburb of La Paz, which has creation comes to life, how it affects the community’s become crowded with immigrants from the moun- adolescents, and how it can continue to improve. tainous rural region who have come to the city in search of work. In this booming sector of the city, the Empower/strengthen/reactivate: When the potential country’s various predominant cultures coexist: Ayma- of an important (but forgotten) group is cultivated, 140 ras, Quechuas, and residents from all over Bolivia. the value of citizen and economic participation by The school is a place in which residents of the zone well-educated adolescents is appreciated. This effort can learn to coexist, but there are special challenges yields vitally important outcomes for the neighborho- for the formation of a community. One way of fos- od, the community and the nation. tering understanding and cooperation has been to work collectively to improve schools. Since its be- Investing in the future: Addressing the educational ginnings, CEMSE has included the entire community needs of adolescents has become a common cause in in its efforts (not just teachers and students but the El Alto, Bolivia, a community filled with immigrants entire neighborhood), making it possible to integrate from various cultures. The joint efforts of the commu- the region’s needs with the provision of educational nity in forming future assets encourage hope and fo- services. cus resources on a mission that everyone can support. The projects have offered opportunities for preven- Sustainability: A secondary-school curriculum that tion, education, health and citizenship for adoles- focuses on the real life of the adolescents to which cents in a curriculum that local youth helped to it is aimed, allows youth to understand their power design. The curriculum and materials are based on the to affect their own lives and that of their communi- youth culture and practices; the curriculum is focu- ty. They have become role models for children and, sed on their emotions, feelings, problems and family thanks to their new skills and self-confidence, they conditions. CEMSE trains a select group of students have the necessary drive to succeed in their studies to act as health promoters who share their knowledge and in society. with their peers. The new curriculum encourages stu- Source: Kellogg Foundation. Placing Secondary Education First in Bolivia: CEMSE. La Paz, Bolivia. Kellogg Founda- dent participant and independent reasoning, essential tion Website, Accessed July 8, 2009, http://ww2.wkkf. skills for citizens of a new democracy such as that of org/default.aspx?tabid=75&CID=345&NID=61&Languag Bolivia. CEMSE’s integrated method includes educating eID=0 the community as a whole about the advantages that well-educated youth have in citizen and economic CASE STUDY: SECOND STEP – VIOLENCE PREVENTION participation. According to the Kellogg Foundation, PROGRAM (UNITED STATES) which has provided its support to this initiative, the Second Step is a universal program on social skills project has made it possible to reflect on the fo- that is conducted in the classroom and is aimed at llowing points: students from preschool to junior high schools (ages PRACTICAL GUIDE | Appendix 1. Practical Guide.pdf 140 9/6/11 14:07:42 4 to 14) from all socioeconomic levels. Its targets Conclusions of the evaluation: The most important are to decrease aggressive behavior and improve the outcomes include: socio-emotional competencies of children. It uses group discussion, modeling, coaching and practice Preschool and kindergarten: to improve students’ social competency and their - Decreased verbal aggression, disruptive behavior, decision-making, self-management and goal-setting and physical aggression skills. The program’s lesson content varies by grade - Improved empathy skills and consequential thinking level and is organized into three skill-building units skills covering: Elementary school: - Decreased aggression on the playground and in 141 1. Empathy: teaches young people to recognize and conflict situations identify their own emotions and those of others. - Decreased need for adult intervention 2. Impulse control and problem solving: helps - Better anticipation of consequences young people choose positive goals and evaluate - Increased social competency and positive social consequences of their behavior in terms of safety, behavior fairness, and impact on others. - Higher levels of empathic behavior in conflict situa- 3. Managing anger and emotions: enables young tions (girls) people to manage their emotional reactions so that Middle and junior high school: they can make good decisions about their social - Less approval for physical, verbal and relational responses. aggression - Increased confidence in their ability to regulate Lessons in the Second Step program are based on emotions and problem-solve class discussion and skill practice, and are accompa- For more information on this program, consult: http://modelpro- grams.samhsa.gov nied by scripted lesson guides. Teachers model the skills and children practice them. Lessons from pres- CONSTRUCTIVE EXPERIENCES INCOEXISTENCE, ALIANZA chool level to fifth grade are based on interpersonal EDUCACIÓN PARA LA CONSTRUCCIÓN DE CULTURAS DE situations illustrated in 11x17-inch black-and-white PAZ (ALLIANCE OF EDUCATION FOR BUILDING CULTURES photo lesson cards, videos and other multimedia OF PEACE) (COLOMBIA) materials. The middle- and high-school curriculum This project seeks to provide a strategy to contribute includes live-action videos, scripted lessons, clas- to providing greater visibility and recognition to the sroom activities and homework. All lessons contain circumstances of building peaceful coexistence, so recommendations on ways to transfer skills beyond that they can become seedbeds of useful knowledge the classroom and to practice and reinforce them for the hundreds of organizations committed to these during normal school activities. To promote transfer tasks, as well as for those with public responsibilities of learning, posters listing anger management and in decisions related to education in the great field of problem-solving steps are provided. In addition, the peace. curricula for Preschool through Grade 5 contain a parent education video designed to orient families to The Alliance’s proposal for systemitization is compo- the Second Step program. sed of Seven Routes that guide the development of a 1. Practical Guide.pdf 141 9/6/11 14:07:42 peaceful coexistence plan. The whole process follows a step by step journey through the most significant moments and contents of the history, objectives, stra- tegies, managerial and organizational models, as well as the achievements of each institution participating in this exercise. The Routes are: 1) The Route of Initiation, in which agreement is Route of reached on the rules of the game for conducting the history Route of 142 workshop and in which the concepts of systemitiza- initiation tion and culture of peace are discussed. 2) The Route of History, in which the history of the Route of experience is collectively reconstructed. dreams 3) The Route of Dreams, in which objectives are re- viewed and reconsidered. 4) The Route of Agreed Paths, in which strategies are reviewed and reconsidered. Route of Routes of Sistematization 5) The Route of Knowing what to Do, in which the return organizations and ways of managing experience are reviewed and reconsidered. Route of 6) The Route of Lasting Results, in which impacts and agreed paths achievements are reviewed and reconsidered. 7) The Route of Return, in which what the expedition leaves to experience is collectively reviewed.28 Route of lasting results Route of When going through the Route journey (Sistemati- knowing zation process) the participating schools can enrich what to do the lessons learned in each of the stages and steps envisaged by this Practical Guide. 28. Within the organization of the pilot workshops to validate the series of tools created by the World Bank initiative: “School-based Violence Prevention in Urban Communities of Latin America and the Caribbean� the development of the Routes of History, Dreams and Lasting Results as inputs for the school fair was a starting point that allowed the participating schools to: begin to highlight the lessons learned on their journey, self-analyze their own outco- mes, make commonly available the references worked on in each selected institution and create shared knowledge that prepares them for the exchanges conducted during the course and in those following in the development of the work plan defined by each participating school. PRACTICAL GUIDE | Appendix 1. Practical Guide.pdf 142 9/6/11 14:07:42 The purpose of the Routes is to make it possible for the community can speak and recognize itself. The the schools to use their most significant skills and schools come to understand that they are memory and their multiple means of expression when asking about change at the same time, they conserve and trans- the problems that are being experienced, the chan- form; it creates that bridge between how they were, ges that are encouraged, the beneficiary groups to how they are, and how they want to continue to be. be worked with, and the environments that create tensions in their situation. Through the Routes it is This then is the point of recovering the voices of possibeto put faces, targets, factors, resources, times stakeholders and giving back their value, of inviting and scenarios to the school efforts to turn negative them to meet and acknowledge what was done by determinisms into options of achievable purposes and others in other periods of their history, so that it is 143 challenges. This systematization processoffers also a history told by the stakeholders themselves, re- the possibility of differentiating and evaluating along cognized from within their experiences in terms of the way what is desirable but vague, what is achie- building identity, forming values, developing skills vable but not measurable, what is the outcome of a and especially building meaning and commitment by direct action by those handling the experience, and proposing to act as agents of change so that respect what is the outcome of a variety of factors intercon- for rights and constructive management of conflicts nected by multiple imperceptible threads. are daily realities in their spheres of personal, family and citizen action. The focus of the Routes helps to raise awareness and impact the stakeholders who form educational communities over long periods of time because they recognize and assume that what is really important is to achieve transformation in psycho-affective, cultural and organizational matters, within families, schools and their social and institutional environments. The systematization processhighlights the stakeholder who never stops asking what is happening to us, what we want to change, what resources we have, what the most urgent problem is, what situation can grow and lead us to a crisis, and what targets we want to achieve. This is what we call “knowing what to do in context.� For more information go to http://www.edu- cacionparalapaz.org.co/ (only available in Spanish) Naturally, these skills refer to a fundamental capacity that is traveled with the Route of History, the capaci- ty of an experience to make a memory, the desire and intention to conserve something so that, through it, 1. Practical Guide.pdf 143 9/6/11 14:07:42 Annex TABLE 1: 144 Violence Prevention Programs that can be implemen- ted by schools and/or school communities. It should be noted, however, that most of these programs have not undergone rigorous impact evaluations; however, they have shown promising results. PRACTICAL GUIDE | Annex 1. Practical Guide.pdf 144 9/6/11 14:07:42 ACTIVITIES ORIENTED ACTIVITIES THAT CAN BE IMPLEMENTED BY AFTER-SCHOOL PROGRAMS ACTIVITIES THAT INVOLVE THE PARTICIPA- TOWARDS TEACHERS/ SCHOOLS TION OF THE COMMUNITY/MUNICIPALITY STUDENTS • Develop social skills • Establish schoolwide rules and expec- • Arts program: drawing, • After-school recreational and leisure (suchas as life skills, tations painting, dance, music, activities in which the community social competen- • Offer no-cost academic tutoring to puppets, writing, oral participates cy, empathy, anger improve children’s aptitudes in reading, history, storytelling and • Citizen participation in community management, peaceful writing and mathematics toymaking, in association activities: improving the surrounding conflict resolution, and • Promote a more comprehensive with the community when areas with the goal of having a “gree- cooperation) attitude by teachers (beyond academics) necessary ner� neighborhood • Reinforce positive so that they can be good role models for • Music programs: cho- • Participation of adolescents and chil- behavior through role children ruses, bands, guitar, caja dren in the decision-making process playing and essays, • Channel school and classroom mana- (drum), local instruments related to programs that are aimed praising children gement and discipline • Sports: soccer, volle- specifically at them effectively and avoiding • Reorganize grades and curriculum to yball, gymnastics, etc. • Alliances with businesses and civil criticism include a culture of peace • Training in the use of organizations to offer job skills training • Develop protective • Offer workshops or training to computers after graduation, for example in brea- factors at individual le- students and parents on social, family • Theater, circus dbaking, computers, micro-business vel, such as self-esteem and sexual violence, youth and gang • School magazine or administration (skills acquired in the • Create study groups or violence, bullying, and ways to prevent newspaper job market or in the community) forums for discussion or address these situations • Ecological brigades • Alliance with organizations that serve 145 and analysis to help • Train teachers in techniques for pea- • Community services adolescents in the area, such as the students form their own ceful conflict resolution (cleaning and painting of YMCA, public libraries or religious ins- opinions and ideas • Improve infrastructure based on the neighborhood houses, titutions that offer services for children • Implement methods participatory methodology of Crime Pre- visits to hospitals) and adolescents of individual counseling, vention through Environmental Design • Volunteering • Offer financing and/or political mentoring and social (CPTED) • Tutoring programs support work for children • Offer talks on violence-free masculi- • Peer and mentoring • Support “second-chance� programs • Establish clear rules nity based on equitable family and social programs for students who have dropped out of and consequences, as relationships • Programs for peaceful school and for gang members well as intervention • Offer talks on the importance of free conflict resolution and • Support services for victims’ pro- services to address expression of feelings and emotions mediation grams aggression or conflict • Offer talks on the negative aspects of • School for parents • Community mobilization activities • Offer opportunities for watching violent television programs with training in peaceful through the school community student recognition in and using violent toys conflict resolution, demo- • School for parents, with emphasis on the classroom • Provide training to parents on peaceful cratic family principles communication techniques, anger ma- conflict resolution, communication and and a culture of peace nagement, self-esteem, free expres- violence prevention and respect sion of feelings and emotions, effective • Train teachers, parents and students • Programs for the use of discipline, and promotion of on the subject of drugs (why they are reincorporation of gang children’s academic performance consumed and what their consequen- members (current and • Alliance with health institutions to ces are) and on the danger of owing former) provide psychological support to fami- weapons • Workshops: interacti- lies and students by doctors, nurses • Offer health and nutrition services ve programs that allow and local social workers • Form alliances with health centers students to learn about • Alliance with the local media to deve- and universities to evaluate students social, family and sexual lop a strategy in a constructive environ- and take measures to improve their violence, youth and gang ment, aimed at attacking the problems health violence and bullying, and of violence that affect the community • Develop story circles: students write ways to prevent or treat • Workshops on citizen empowerment, stories about how violence has affected them human rights, ethics and violence their lives or their communities; the • Workshops on citizen prevention for members of the police stories are then analyzed and teachers empowerment, human force, journalists and municipal council discuss the issues with students to seek rights and ethics for members lessons and alternative actions for pre- students, teachers, venting or decreasing violence administrative staff and community leaders 1. 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