building a program to reduce anti-social behaviors nataša privošnik and greta bratovš the...
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BUILDING A PROGRAM TO BUILDING A PROGRAM TO REDUCEREDUCE
ANTI-SOCIAL BEHAVIORSANTI-SOCIAL BEHAVIORS
Nataša Privošnik and Greta Nataša Privošnik and Greta BratovšBratovš
The Institute for Developing Personal The Institute for Developing Personal QualityQuality
Ljubljana, SloveniaLjubljana, Slovenia
PREVENTION OF ANTI-PREVENTION OF ANTI-SOCIAL BEHAVIORSOCIAL BEHAVIOR
Because there are multiple factors Because there are multiple factors that contribute to anti-social and that contribute to anti-social and deviant behavior, the solution lies deviant behavior, the solution lies in a broad based cohesive program. in a broad based cohesive program.
PREVENTIONPREVENTION
Research has shown that Research has shown that healthy healthy self-esteemself-esteem is a fundamental is a fundamental condition for psychological health; condition for psychological health;
it is the source of the sense of security it is the source of the sense of security and inner strength; and inner strength;
it enables us to confront life it enables us to confront life challenges, express our creativity, challenges, express our creativity, establish genuine and constructive establish genuine and constructive relationships with others, to relationships with others, to determine and reach goals in our life. determine and reach goals in our life.
WHAT STEPS CAN WHAT STEPS CAN SCHOOLS TAKE?SCHOOLS TAKE?
1. Establish non-tolerance for abuse of 1. Establish non-tolerance for abuse of others.others.
2. Draw up a code of student conduct.2. Draw up a code of student conduct.
3. Reach staff agreement on standards to 3. Reach staff agreement on standards to bebe
enforced.enforced.
4. Provide close supervision.4. Provide close supervision.
5. Teach appropriate behavior.5. Teach appropriate behavior.
WHAT STEPS CAN SCHOOLS WHAT STEPS CAN SCHOOLS TAKE?TAKE?
6. Teach conflict resolution skills.6. Teach conflict resolution skills.
7. Provide intervention strategies for 7. Provide intervention strategies for offenders.offenders.
8. Provide leadership opportunities for 8. Provide leadership opportunities for students.students.
9. Provide training in parenting skills.9. Provide training in parenting skills.
10.Foster self-esteem of staff and 10.Foster self-esteem of staff and students.students.
WHAT IS SELF-ESTEEM?WHAT IS SELF-ESTEEM?
“Self-esteem is appreciating the value “Self-esteem is appreciating the value of what was created in you.”of what was created in you.”
“Self-esteem is the cognitive process “Self-esteem is the cognitive process of evaluating one’s competence, and the of evaluating one’s competence, and the affective process of feeling one’s sense affective process of feeling one’s sense
of worth.”of worth.”
“Self-esteem is the disposition to “Self-esteem is the disposition to experience oneself as competent to experience oneself as competent to
cope with the basic challenges of life cope with the basic challenges of life and as worthy of happiness.”and as worthy of happiness.”
WHY IS IT IMPORTANT?WHY IS IT IMPORTANT?
PEOPLE WITH HIGH SELF-ESTEEMPEOPLE WITH HIGH SELF-ESTEEM
function at higher levelsfunction at higher levels adjust more easily to changeadjust more easily to change relate more effectively to othersrelate more effectively to others demonstrate more initiativedemonstrate more initiative tend to be happier in lifetend to be happier in life
PEOPLE WITH LOW SELF-PEOPLE WITH LOW SELF-ESTEEMESTEEM
are more likely to engage in:are more likely to engage in:
anti-social behavioranti-social behavior crime and violencecrime and violence eating disorderseating disorders lack of motivation in schoollack of motivation in school depressiondepression other compensating behaviorsother compensating behaviors
KEY ELEMENTS THAT SUPPORT KEY ELEMENTS THAT SUPPORT HEALTHY SELF-ESTEEMHEALTHY SELF-ESTEEM
1. Sense of Security1. Sense of Security
2. Sense of Identity2. Sense of Identity
3. Sense of Belonging3. Sense of Belonging
4. Sense of Purpose4. Sense of Purpose
5. Sense of Competence5. Sense of Competence
Building Affective School Building Affective School EnvironmentEnvironment
One of a very successful prevention One of a very successful prevention programs that helps young people programs that helps young people develop resilience, responsibility and develop resilience, responsibility and healthy self-esteem, thus enabling them healthy self-esteem, thus enabling them to cope better with life challenges isto cope better with life challenges is
B A S E B A S E Building Affective School Building Affective School
EnvironmentEnvironment..
Building Affective School Building Affective School EnvironmentEnvironment
The program, in which the whole school The program, in which the whole school staff, students and their parents are staff, students and their parents are included, was designed in cooperation included, was designed in cooperation with with Robert W. ReasonerRobert W. Reasoner and and dr. dr. Stanley CoopersmithStanley Coopersmith, , from the from the University of California in Davis,University of California in Davis, on the on the basis of 30 years of experiencebasis of 30 years of experience. .
Building Affective School Building Affective School EnvironmentEnvironment
The program consists of an elaborated The program consists of an elaborated methodology based on solid theoretic methodology based on solid theoretic background including didactic workshop background including didactic workshop materials for students, their teachers and materials for students, their teachers and parents, practical suggestions and an parents, practical suggestions and an effective implementation model. effective implementation model.
The program also includes evaluation The program also includes evaluation methods and constant monitoring of the methods and constant monitoring of the results through specially designed results through specially designed inventories, reports and questionnaires.inventories, reports and questionnaires.
Building Affective School Building Affective School EnvironmentEnvironment
Purpose of the programPurpose of the program The purpose of the program is to strengthen The purpose of the program is to strengthen
the key elements for healthy personal the key elements for healthy personal development among students, by development among students, by implementing the BASE program on school-implementing the BASE program on school-wide basis. wide basis.
This way we contribute to better motivation, This way we contribute to better motivation, increased personal and social responsibility, increased personal and social responsibility, sense of purpose and academic success sense of purpose and academic success among school-youth, followed by their among school-youth, followed by their interest in lifelong learning and active interest in lifelong learning and active participation in democratic processes.participation in democratic processes.
Self-esteem and school gradesStudents age 16 and 17 (N = 130)
25
27
29
31
33
35
37
1 2 3 4 5
School grades
Leve
l of
self
-est
eem
Self-esteem and school grades Pupils age 13 (N = 475)Pupils age 13 (N = 475)
25
27
29
31
33
35
37
1 2 3 4 5
School grades
Lev
el o
f sel
f-es
teem
Program Implementation Program Implementation and resultsand results
To implement the program in Slovenia To implement the program in Slovenia we trained over 800 teachers since the we trained over 800 teachers since the year 2000.year 2000.
The program produced impressive results The program produced impressive results in increasing cooperation, personal in increasing cooperation, personal responsibility and motivation for responsibility and motivation for learning, improving interpersonal skills, learning, improving interpersonal skills, decreasing antisocial behaviour and decreasing antisocial behaviour and violence among peers. violence among peers.
Program Implementation Program Implementation and resultsand results
Teachers using the program reported Teachers using the program reported (N(N 693 693 up to 2006up to 2006))::
improved interpersonal relationship among peers - improved interpersonal relationship among peers - 75%75%
increased cooperation among students - 67%increased cooperation among students - 67% improved student-teacher relationships - 56%improved student-teacher relationships - 56% improved behavior & less discipline problems – 54%improved behavior & less discipline problems – 54% increased motivation for school work - 46%increased motivation for school work - 46% over over 80%80% of teachers using the program state that of teachers using the program state that
the BASE program should be introduced into every the BASE program should be introduced into every school. school.
Program Implementation Program Implementation and resultsand results
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Behavior Motivation Cooperation Achievement Relation toteachers
Relation topeers
Teachers reports 2003 - 2005
Improvement
Worsening
Teachers reports: 406 teachers, implementing the program, report:
Program Implementation Program Implementation and resultsand results
Staff Survey in 8 project schools
11%
89%
0%
20%
40%
60%
80%
100%
Partly agree Entirely agree
Taking part in the programme is a positive acquirement for our school
Program Implementation Program Implementation and resultsand results
8%
92%
0%
20%
40%
60%
80%
100%
Partly agree Entirely agree
I think that professional training in accordance with the programme should be available to all teachers
Staff Survey in 8 project schools
Program Implementation Program Implementation and resultsand results
16%
81%
0%
20%
40%
60%
80%
100%
Partly agree Entirely agree
I think I now have better understanding for adolescents' needs and their growing-up period
Staff Survey in 8 project schools
Program Implementation Program Implementation and resultsand results
34%
57%
0%
20%
40%
60%
80%
100%
Partly agree Entirely agree
I think that the programme has contributed to the decreased level of violence among students
Staff Survey in 8 project schools
Program Implementation Program Implementation and resultsand results
18%
78%
0%
20%
40%
60%
80%
100%
Partly agree Entirely agree
I think that this programme should be introduced in every school
Staff Survey in 8 project schools
Program Implementation Program Implementation and resultsand results
50
55
60
65
70
75
80
85
OŠ 1 OŠ 2 OŠ 3 OŠ 4
Staff Self-Esteem Inventory
2003
2005
Some abstracts from mentors’ Some abstracts from mentors’ reportsreports
»Children have changed in their mutual relations. They help each other more often; they solve their conflicts themselves in a peaceful way and with the help of conversation. They have changed their relations toward peers, and co-operation among them is much better. A change in the relations among students and teachers is evident, as well.«
»Improvement is evident on all levels and areas. Behaviour problems are being solved, co-operation is better, as well as relations among students and the teacher, relations among peers and all this can definitely have a positive effect on school achievements and success.«
»The students were motivated for this way of work and accepted it with pleasure. Students opened up in the group, mutual understanding and support improved.«
» Students have become more tolerant and homogenous and this also applies to those students, who used to be more quiet and reserved.«
Program Implementation Program Implementation and resultsand results
Today the program is used in about 250 Today the program is used in about 250 institutions with over 10.000 children and institutions with over 10.000 children and adolescents. adolescents.
The responses have been very encouraging The responses have been very encouraging and prove that with the right approach and and prove that with the right approach and programs it is possible to reduce undesirable programs it is possible to reduce undesirable behavior among young people and to give behavior among young people and to give them what they really need to be well them what they really need to be well prepared for life.prepared for life.
The influence of the program is long lasting The influence of the program is long lasting and of great importance for the whole society.and of great importance for the whole society.
““A teacher who only instills knowledge, is a A teacher who only instills knowledge, is a craftsman; craftsman;
a teacher who cultivates character, is an a teacher who cultivates character, is an artist.” artist.” T. ParkerT. Parker
