 | WHO Information Series on School Health - Document 3 - Violence Prevention: An Important Element of a Health-promoting School (UNESCO - WHO, 1999, 61 p.) |
 |  | (introduction...) |
| | ACKNOWLEDGEMENTS |
| | FOREWORD |
|  | 1. INTRODUCTION |
| | (introduction...) |
| | Why did WHO prepare this document? |
| | Who should read this document? |
| | What is meant by ''violence''? |
| | What are the causes of violence? |
| | Why focus efforts through schools? |
| | How should this document be used? |
| | 2. CONVINCING OTHERS THAT VIOLENCE PREVENTION THROUGH SCHOOLS IS IMPORTANT |
| | (introduction...) |
| | Rationale: Violence affects the well-being and learning potential of millions of children around the world |
| | Rationale: Violence is a social and economic problem for all nations |
| | Rationale: Violence is learned and therefore capable of being unlearned |
| | Rationale: Schools offer an efficient, practical and timely means to prevent and reduce violence |
| | Rationale: Evaluations of school-based violence prevention efforts show promising results |
| | 3. PLANNING THE INTERVENTIONS |
| | (introduction...) |
| | Who is going to make this happen? |
| | (introduction...) |
| | The School Health Team |
| | Community Advisors |
| | Where should we start? |
| | (introduction...) |
| | Situation Analysis |
| | (introduction...) |
| | Needs assessment |
| | Resource assessment |
| | Data collection |
| | Commitment needed |
| | (introduction...) |
| | Political acceptability |
| | Community and family commitment |
| | Teachers and school staff |
| | Youth involvement |
| | What should we do? |
| | (introduction...) |
| | Goals |
| | Objectives |
| | Activities |
| | How will we know how well we are doing? |
| | Evaluation design and monitoring |
| | 4. INTEGRATING VIOLENCE PREVENTION INTO A HEALTH-PROMOTING SCHOOL |
| | (introduction...) |
| | School health education |
| | (introduction...) |
| | Timing |
| | Teaching Methods |
| | Youth involvement |
| | Parent education |
| | Building the capacity of administrators, teachers and other school staff |
| | Pre-service training |
| | In-service training |
| | Where can you look for good training? |
| | School health services |
| | (introduction...) |
| | Screening/Diagnosis/Treatment |
| | Training for health service providers |
| | Referral |
| | A healthy school environment |
| | (introduction...) |
| | Overall school climate |
| | Supportive school policies and practices |
| | Health promotion for school staff |
| | Physical environment |
| | Safety and security |
| | Youth development activities |
| | School/community projects and outreach |
| | Coordinating mutually reinforcing components |
| | 5. EVALUATION |
| | (introduction...) |
| | Types of evaluation |
| | Formative evaluation |
| | Process evaluation |
| | Outcome evaluation |
| | 6. ENSURING CONTINUITY IN THE SCHOOL & COMMUNITY |
| | ANNEX 1: Declaration and Integrated Framework of Action on Education for Peace, Human Rights and Democracy |
| | ANNEX 2: Examples of educational interventions for violence prevention |
| | ANNEX 3: Examples of Grade-Specific Objectives for Violence Prevention Skills |
| | ANNEX 4: Resources to help you in your health promotion and violence prevention efforts |
| | ANNEX 5: Recommended UNESCO documents and publications for the promotion of peace and prevention of violence through schools. |
| | REFERENCES |
Why did WHO prepare this document?
|
"Together, we must build and develop for the future a culture of peace based on non-violence, dialogue, and mutual respect and social justice. This is neither easy nor a quick task. Nevertheless, it is possible and at a time of rising waves of new forms of conflict and violence, it is absolutely necessary." The Dalai Lama, January 1995. |
Violence affects everyone. It undermines the health, learning potential and economic well-being of people everywhere. As Carlyle Guerra de Macedo, Director of the Pan American Health Organization, notes, "Terrorism, genocide, political assassination, bloody crimes, abuse, assault, torture, harassment, and other modes of force, in violation of the most basic human rights, have become part of our daily existence.(2)
It is time for us to go beyond treating and trying to manage the health consequences of violence; we must prevent it. It is time to change the social, behavioural and environmental factors that lead to violence. The World Health Organization (WHO) has prepared this document to help people understand the nature of a Health-Promoting School and how efforts to promote peace and prevent violence might be planned, implemented and evaluated as part of the development of a Health-Promoting School. It will focus on simple, concrete steps that schools can take without major investments of resources. It is designed as a starting point, to be modified and enriched as more knowledge and experience is gained in the prevention of violence through schools.
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