 | 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 |
What are the causes of violence?
The causes of violence are complicated and vary across and within different cultural and economic contexts. (6,7) Factors that are thought to contribute to the development of violent behaviour include individual characteristics such as:
· knowledge, attitudes, thoughts about violence and skill deficits, such as poorly developed communication skills· drug and alcohol use
· having witnessed or been victimised by interpersonal violence
· access to firearms and other weapons
There are also many contributing forces at the family level, including:
· lack of parental affection and support
· exposure to violence in the home
· physical punishment and child abuse
· having parents or siblings involved in criminal behaviour
In addition, economic and societal factors such as the following can contribute to violence: (4)
· Unequal power relations between men and women, or between different ethnic groups
· Poverty, urbanisation and overcrowding
· rapid economic development with high levels of unemployment among young people
· media influences
· social norms supporting violent behaviour
· availability of weapons
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