1. Promoting School Safety Through a Comprehensive School Counseling Program J.P. Oehrtman Dr. Colette Dollarhide Dr. Amber Baughman Kaden Edwards Sabri Dogan Yahyahan Aras

2. School Safety In 2011, more students experienced victimization in school than out (Robers, Kemp, & Truman, 2013) 23% of public school students reported bullying and other victimization daily or weekly (Bureau of Justice) 28% of students experienced at least one incident of victimization (Finkelhor et al., 2014) School-to-prison pipeline Fails to protect victims Fails to divert perpetrators to better outcomes (Krezmien et al., 2014) 2

3. School Safety through a CSCP School counselors believe EVERY student can succeed and learn (ASCA, 2012) Propose a tiered, RTI framework to address school safety through a comprehensive school counseling program Address needs of all students Work with faculty Safer school climate will lead to better habits academically and socially (Cowan et al., 2013) 3

4. Three-tiered approach to school safety Similar to RTI model First Tier: Prevention Aimed at all students and faculty Second Tier: Intervention Students with anger management issue or violent tendencies Students with an instance of interpersonal aggression Third tier: Intensive intervention Students exhibiting repeated violent behaviors Alternative to exclusionary disciplinary practices 4

5. Three-tiered approach to school safety (cont.) Tier 3 Repeat Offenders Intensive Individual Counseling Tier 2 At-risk Students Group Counseling Individual Counseling Tier 1 All Students and Faculty Evidence-based practices Classroom Lessons 5

6. Three-tiered approach to school safety (cont.) 6

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9. Tier 1: Prevention Implement evidence-based programs to improve school safety among all students and faculty Olweus bullying prevention program Student Success Skills Demonstrates behavior improvement (Brigman & Campbell, 2003 ROX Peer-mentoring Help to reduce behavior and discipline issues (Sims, 2010) Improve student attitudes toward school (Karcher, 2009) Classroom Lessons 9

10. Tier 2: Intervention Intended for students who are first time offenders of school violence or students who show warning signs (anger, social issues, etc.) Individual counseling to address risk Group counseling Anger management/defiant Group cousneling is an effective strategy for students who are openly defiant with school faculty members (Hanna, Hanna, & Keys, 1999) Stress management Relational violence Peer Mentoring Can actually reduce interpersonal violence for the mentees (Slater & McKeown, 2004) 10

11. Tier 3: Intensive Intervention Intended for students who would typically be removed for repeated offenses of interpersonal violence Removal of students from the school for disciplinary purposes has no documented positive effect on school climate (Skiba et al., 2006) Weekly individual counseling with a licensed clinical counselor Help students address personal/social issues that lead to interpersonal violence 11

12. Collaboration with other professionals Clinical counselors Provide individual counseling in tier 3 Provide family counseling with students in tiers 2 & 3 when necessary Address mental health needs of students in tiers 2 & 3 School Psychologists Psychological and behavior testing for students in tier 2 & 3 Achievement testing 12

13. Questions? 13

14. References American School Counselor Association. (2012). The ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: American School Counselor Association. Brigman, G., & Campbell, C. (2003). Helping students improve academic achievement and school success behavior. Professional School Cousneling, 7 (2), 91-98. Cowan, K. C., Vaillancourt, K., Rossen, E., & Pollitt, K. (2013). A framework for safe and successful schools [Brief]. Bethesda, MD: National Association of School Psychologists. Finkelhor, D., Vanderminden, J., Turner, H., Shattuck, A., & Hamby, S. (2014). At-school victimization and violence exposure assessed in a national household survey of children and youth. Journal of School Violence, 2, 1-24. Hanna, F. J., Hanna, C. A., Keys, S. G. (1999). Fifty strategies for counseling defiant, aggressive adolescents: Reaching, accepting, and relating. Journal of Counseling & Development, 77 (4), 395-404. Karcher, M. (2009). Increases in academic connectedness and self-esteem among high school students who serve as cross-age peer mentors. Professional School Counseling, 12 (4), 292-299. Krezmien, M. P., Leone, P. E., and Wilson, M. G. (2014). Marginalized students, school exclusion, and the school-to-prison pipeline. In W. T. Church, D. W. Springer, & A. R. Roberts (Eds.), Juvenile justice sourcebook (pp. 267-288). New York, NY: Oxford University Press Robers, S., Kemp, J., and Truman, J. (2013). Indicators of school crime and safety: 2012 (NCES 2013-036/ NCJ 241446). National Center for Education Statistics, U.S. Department of Education, and Bureau of Justice Statistics, Office of Justice Programs, U.S. Department of Justice. Washington, DC. Sims, C. (2010). Service-learning mentoring for high school transition and student leadership. Techniques: Connecting Education and Careers, 85 (4), 24-29. Skiba, R., Reynolds, C. R., Graham, S., Sheras, P., Close Conoley, J., & Garcia-Vazquez, E. (2006). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations. Retrieved from http://www.apa.org/pubs/info/reports/zero-tolerance-report.pdf Slater, P., & McKeown, M. (2004). The role of peer counseling and support in helping to reduce anxieties around transition from primary to secondary school. Counselling and Psychotherapy Research, 4 (1), 72-79. 14