Abstract
Progressive educationalists have identified the skills that are needed to intelligently manage life and to participate in society, namely, critical thinking, problem solving, communicating and collaboration. We argue that to some degree schools have become environments that are so extremely organised and controlled that young people experience themselves as strangers in an environment that does not appreciate the core characteristics of their generation such as a sense of confidence and an expectation that one will make a positive contribution to society. A further concern is the fear that the violence which has become widespread in society will find its way into schools thus changing them from the safe havens they are meant to provide for students. In this chapter, we will argue that creating a participatory climate in moments of violence and conflict in schools is essential to the maintenance of a safe and caring environment where the wellbeing of students and staff is protected. Understanding the principles of negotiation and mediation is important in making programs in mediation effective.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Adams-Meyer, N., & Conner, T. B. (2008, October). School violence: Bullying behaviors and the psychosocial school environment in middle schools. Children and Schools, 30(4), 211–221.
Allday, R. A., & Pakurar, K. (2007, Summer). Effects of teacher greeting on student on-task behaviour. Journal of Applied Behavior Analysis, 40(2), 317–320.
Baskin, T. W., & Enright, R. D. (2004). Intervention studies of forgiveness: A meta-analysis. Journal of Counseling and Development, 82, 79–90.
Bauman, Z. (1991). Modernity and ambivalence. Ithaca, New York: Cornell University Press.
Bernstein, B. (1975). Class, codes and control (Vol. 2). London: Routledge.
Corrigan-Maguire, M. (1999). The vision of peace. Maryknoll, New York: Orbis.
Coyle, G. L. (1947) Group experience and democratic values, New York: Women’s Press.
Dewey, J. (1916) Democracy and education (1966 ed.). New York: The Free Press.
Economist (2004, February 21), 370(8363), 44–45.
Enright, R. D., & Fitzgibbons, R. P. (2000). Helping clients forgive: An empirical guide for resolving anger and restoring hope. Washington, DC: American Psychological Association.
Essau, C. A., Karpinski, N. A., Petermann, F., & Conradt, J. (1998). Häufi gkeit und Komorbidität psychischer Störungen bei Jugendlichen: Ergebnisse der Bremer Jugendstudie. Zeitschrift för Klinische Psychologie und Psychotherapie, 49, 105–124.
Fisher, R. (1988). Negotiating power: Lecture. Retrieved December 12, 2008, from http://www.pon.harvard.edu/hnp/PDF/power.pdf
Fisher, R., & Shapiro, D. (2005) Beyond reason: Using emotions as you negotiate. New York: Viking.
Fisher, R., Ury, W., & Patton, B. M. (1992). Getting to yes: Negotiating agreement without giving in. New York: Penguin Books.
Fombonne, E. (1998). Increased rates of psychosocial disorders in youth. European Archives of Psychiatry and Clinical Neuroscience, 248, 14–21.
Gambaro, M. E. (2002). School-based forgiveness education in the management of trait anger in early adolescents. Unpublished doctoral dissertation, University of Wisconsin–Madison.
Gassin, E. A., Enright, R.D., & Knutson, J. A. (2005). Bringing peace to the central city: Forgiveness education in Milwaukee. Theory Into Practice, 44(4), 319–328.
Hanafin, S., Brooks, A.M., McGee, H., Brady, G., Roche, G., McKeever, R., et al. (2008). State of the Nation’s Children. Dublin: Department of Health and Children, Office for the Minister for Children and Youth Affairs.
Harris, M. (1989). Fashion me a people: Curriculum in the church. Louisville, KY: Westminster John Knox Press.
Howe, N., & Strauss, W. (2000). Millennials rising: The next great generation. New York: Vintage.
Leach, F., & Mitchell, C. (2006). Combating gender violence in and around schools. New York: Trentham.
Lewis, M., & Brown, T. E. (1979). Psychotherapy in the residential treatment of the borderline child. Child psychiatry and human development. Cambridge: Harvard University.
Lindeman, E. C. (1926). The meaning of adult education, New York: New Republic. Republished in a new edition in 1989 by The Oklahoma Research Center for Continuing Professional and Higher Education.
Lynch, F., Mills, C., Daly, I., & Fitzpatrick, C. (2006). Challenging times: Prevalence of psychiatric disorders and suicidal behaviours in Irish young persons. Journal of Adolescence, 29(4), 555–573.
Martin, M. (2006) School Matters: Report of the Taskforce on Student Behaviour. Dublin: Department of Education and Science.
Morrow, V. (2000). Networks and neighbourhoods: Children’s and young people’s perspectives. London: Health Development Agency.
Norman, J. (2003) Ethos and education in Ireland. New York: Peter Lang.
O’Higgins-Norman, J. (2008). Homophobic Bullying in Irish Secondary Education. Palo Alto, CA: Academica.
Park, J. H. (2003). Validating a forgiveness education program for adolescent female aggressive victims in Korea. Unpublished doctoral dissertation, University of Wisconsin–Madison.
Pring, R. (2007). The common school. Journal of Philosophy of Education, 41(4), 503–522.
Puura, K., Almqvist, F. Tamminen, T., Piha, J., Räsänen, E. Kumpulainen, et al. (1998). Psychiatric disturbances among prepubertal children in Southern Finland. Social Psychiatry and Psychiatric Epidemiology, 33, 7:310–318.
Van Roy, B., Grøholt, B., Heyerdahl, S., & Clench-Aas, J. (2006). Self-reported strengths and difficulties in a large Norwegian population 10–19 years. Age and gender specific results of the extended SDQ-questionnaire. European Child & Young person Psychiatry. 15(4), 1435–1465.
Welsh, W. N. (2000). The effects of school climate on school disorder. Annals 567, 88–107.
Welsh, W. N., Jenkins, P. H., & Greene, J. R. (1996). Building a climate of safety in public schools in Philadelphia: School based management and violence reduction, final report. Washington DC: National Institute of Justice.
WHO Regional Office for Europe (2007). Social cohesion for mental wellbeing among young persons. WHO/HBSC Forum Report. Copenhagen: World Health Organisation.
Williams, K. (2007). Education and the voice of Michael Oakeshott. Exeter: Imprint Academic.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
O’Higgins-Norman, J., Hall, E.J. (2009). Violence and Conflict in Schools: Negotiating Pathways to Wellbeing. In: de Souza, M., Francis, L.J., O’Higgins-Norman, J., Scott, D. (eds) International Handbook of Education for Spirituality, Care and Wellbeing. International Handbooks of Religion and Education, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9018-9_61
Download citation
DOI: https://doi.org/10.1007/978-1-4020-9018-9_61
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-9017-2
Online ISBN: 978-1-4020-9018-9
eBook Packages: Humanities, Social Sciences and LawEducation (R0)