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close this bookWHO Information Series on School Health - Document 3 - Violence Prevention: An Important Element of a Health-promoting School (UNESCO - WHO, 1999, 61 p.)
View the document(introduction...)
View the documentACKNOWLEDGEMENTS
View the documentFOREWORD
Open this folder and view contents1. INTRODUCTION
Open this folder and view contents2. CONVINCING OTHERS THAT VIOLENCE PREVENTION THROUGH SCHOOLS IS IMPORTANT
Open this folder and view contents3. PLANNING THE INTERVENTIONS
Open this folder and view contents4. INTEGRATING VIOLENCE PREVENTION INTO A HEALTH-PROMOTING SCHOOL
Open this folder and view contents5. EVALUATION
View the document6. ENSURING CONTINUITY IN THE SCHOOL & COMMUNITY
View the documentANNEX 1: Declaration and Integrated Framework of Action on Education for Peace, Human Rights and Democracy
View the documentANNEX 2: Examples of educational interventions for violence prevention
View the documentANNEX 3: Examples of Grade-Specific Objectives for Violence Prevention Skills
View the documentANNEX 4: Resources to help you in your health promotion and violence prevention efforts
View the documentANNEX 5: Recommended UNESCO documents and publications for the promotion of peace and prevention of violence through schools.
View the documentREFERENCES

ANNEX 3: Examples of Grade-Specific Objectives for Violence Prevention Skills

Kindergarten

Discuss 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 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 behaviour can resolve conflict and where/when to go for help when a conflict arises.

Grade 2

Recall situations where refusal skills are important and practise using them.

Recognise conflict as a normal part of interpersonal relationships; recognise the importance of good communication and fact-finding; and recognise compromise as a way to negotiate a conflict.

Grade 3

Demonstrate attentive listening skills and effective interpersonal communication skills which show care, consideration and respect.

Discuss and practise the steps of the peer mediation process (e.g., ground rules, brainstorming).

Grade 4

Assess personal use of positive communication skills.

Discuss and practise the peer mediation process.

Analyse the consequences of violent versus non-violent means to resolve conflict (e.g., reputation/labelling; isolation; physical injury; self-confidence; attention).

Grade 5

Propose guidelines for healthy communication (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; practise communication skills which promote good family relationships.

Grade 6

Identify important decisions made during adolescence; analyse the cause and effect relationship between decision-making and long- and short-term consequences (e.g., injury).

Describe the benefits of team decision-making; identify strategies to become a good team member; practise team decision-making.

Grade 7

Demonstrate strategies to manage conflict and stressful situations.

Describe causes of conflict among youth in schools and communities.

Analyse 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 individuals become depressed and/or consider suicide; describe the referral procedures for these health issues.

Identify factors in the home, school and community that decrease violence; identify the behavioural characteristics of perpetrators and victims of violence.

Examine ways conflicts can be resolved; identify barriers to communication and potential triggers for violent behaviour.

Secondary

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 first aid skills and simulate responses to emergencies.

Evaluate violent situations and determine how best to avoid and/or resolve these situations.

Adapted from Instructional Goals and Objectives for Health Education. (1997).
West Virginia Department of Education Office of Healthy Schools. (Draft)