Citation

Volungis AM, Goodman K. Sage open 2017; 7(1): e2158244017700460.

Copyright

(Copyright © 2017, SAGE Publishing)

DOI

10.1177/2158244017700460

PMID

unavailable

Abstract

Although youth violence rates continue to decrease in the United States, it remains the second leading cause of death for adolescents. Furthermore, school violence remains a sociocultural concern, especially due to increasing media attention. Research consistently indicates that preventing school violence involves measures that go beyond formal protocols. One factor that has emerged from this research is that the quality of relationships between students and teachers, commonly referred to as school connectedness, may have a significant role in preventing school violence. However, there is very little literature that addresses how mental health professionals, such as school counselors, can assist teachers in fostering school connectedness with their students. This article provides a theoretical conceptualization of teacher-student relationship and communication skills that contribute to eventual school violence prevention through the development of school connectedness. The ultimate goal of this theoretical model is to provide conceptual and applied guidance in bridging the gap between research and practice.

Language: en