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Abstract
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VioLit summary:
OBJECTIVE:
The objective of this paper by Tursman was to examine some of the issues surrounding gang warfare in schools, and to offer methods of safeguarding schools from such dangers.
METHODOLOGY:
The author employed a non-experimental design to discuss the problem of gang warfare and how schools can attempt to ameliorate this problem.
FINDINGS/DISCUSSION:
The images many people hold of gangs as they appeared in "West Side Story" no longer reflect today's problem; rather, modern gangs are more like "The Untouchables" and Al Capone, with drive-by shootings and other violence related to drug territories and deals. The atmosphere in which the gang activities occur is one of violence, abuse and drugs, and it is combined with a belief that criminality and violence are behaviors to be emulated. Incarceration is talked about with pride, often encouraging younger gang members to see prison as something glamorous. The leaders of the gang, who are often men in their 30s and 40s, recruit youngsters to protect themselves, and to participate in the drug dealing, the robberies and the prostitution. But the problem of gangs is no longer contained to the inner cities - rural and suburban areas have also become the focus of gang activity. Unemployment and poverty in small towns might also lead to conditions that can create gang activities. However, gang problems are not on the increase everywhere - in traditional gang areas, such as the large cities of Philadelphia and Chicago, gang activity seems to be stabilizing, perhaps as gang members move to nearby cities to relocate. Unfortunately, there has been an increase in the number of youth who are carrying weapons to school as a means of personal protection. The challenge for school administration has become the issue of keeping violence and weapons out of the schools. Administrators must make it clear that weapons, violence and gang activities are not tolerated on or near the school property, with school police and local police departments working together to patrol the halls and the perimeter of the school. The use of metal detectors, security systems, magnetic identification cards, intercoms and magnetic door locks has been instituted in five New York schools, with police units screening everyone who enters the school buildings. Mobile police units are available for emergency use, and legislation has been tightened to increase penalties for selling drugs or guns. The Chicago Intervention Network, modeled upon the Philadelphia Crisis Intervention Network established in the 1970s, combines police protection with an information-gathering network. Former gang members are used to patrol their own neighborhoods, informing police of any gang- related activities occurring. These types of programs are successful as they channel former gang members in positive directions by giving them responsibilities, and use neighborhood advisory boards to enlist the help of parents in the community. The Intervention program in Chicago also offers three weeks of counseling from former gang members, and helps those who do not want to continue school to find employment. School administrators must address the issue of gang warfare in a multidimensional fashion, in terms of school climate, staff training, curriculum and drug and gang education. According to one former school principal, reasoning with students and constant positive messages are the key, not expulsion or punishment. As well as a positive, caring and supportive school climate, teachers must be trained in reality - in how to detect potential problems, in crisis intervention, in how to defuse potentially violent situations and in how to develop routines that will limit the opportunities for violence. Curricula should examine subjects that are of concern to the students, prevention should begin in the early grades, and intervention should include counseling and programs to increase self-esteem. Parents must be alert for warning signs, single parents should receive special attention and teachers should be on the lookout for students with large amounts of cash. The author provided a number of suggestions from the experts in this field: 1) prohibit signs and clothing and other items related to gang activity; 2) paint over graffiti immediately; 3) install adequate security systems and insure that visitors to the school are escorted around the grounds; 4) know the students and develop good relationships with them; 5) set high standards of discipline and model appropriate behavior, whilst sending positive messages to students; 6) assign counselors to violent students; 7) invite police to teach staff how to deal with violent individuals; 8) work with other groups in the school area to thwart potential problems; 9) provide security training to all school personnel; and 10) let students know that you are watching them, and have adults visible throughout the school.
EVALUATION:
The author presents an interesting examination of the problem of gang warfare in schools. She offers a valuable, although brief, discussion of some of the methods of coping with this problem, and includes a number of tips from the expert in this field. Although a more thorough discussion of the problems and the prevalence of gang violence would have been useful, the paper should be seen as an important addition to the field of violence prevention in schools. (CSPV Abstract - Copyright © 1992-2007 by the Center for the Study and Prevention of Violence, Institute of Behavioral Science, Regents of the University of Colorado)
KW - Gang Violence
KW - Juvenile Gang
KW - Senior High School
KW - School Security
KW - School Violence Factors
KW - Prevention Recommendations
KW - Juvenile Violence
KW - Juvenile Offender
KW - Weapons
KW - Firearms
KW - Intervention Recommendations
KW - Violence Prevention
KW - School Gang Activity
Language: en |