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Send by emailPreventing Interpersonal Violence: Additional Resources
These references supplement the Knowledge Base Essay, Preventing Interpersonal Violence.
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Additional Explanations of the Underlying Concepts: Online (Web) Sources Addressing Community Gang Problems: A Model for Problem Solving. U.S. Department of Justice Bureau of Justice Assistance. Available at: http://www.ncjrs.gov/pdffiles/156059.pdf [Backup Link] This model can assist local communities in addressing gang problems by focusing on a comprehensive strategy for preventing and controlling street-gang drug trafficking and related violent crime with components ranging form prevention to suppression. Schwartz, Wendy. Anti-Bias and Conflict Resolution Curricula: Theory and Practice. Available at: http://www.ericdigests.org/1995-2/bias.htm [Backup Link] "The ERIC Clearinghouse on Urban Education recently conducted a survey to identify anti-bias projects providing services nationally to schools and organizations, and those with programs easily replicable by local educators. The result is A Directory of Anti-Bias Education Resources and Services, comprised of profiles of 52 such projects. This digest, based on the information provided for the directory describes the different programmatic approaches to bias reduction and violence prevention. " Author Avoiding Racial Conflict: A Guide for Municipalities. Available at: http://www.awcnet.org/cic_documents/tools-avoidconflict.pdf [Backup Link] This guide presents guidelines that can help communities implement mechanisms and procedures that will enable them to resolve racial conflicts before they escalate into major disturbances. Craft, Carole A., Timothy N. Thornton and Linda L. Dahlberg. Best Practices of Youth Violence Prevention: A Sourcebook for Community Action. Division of Violence Prevention, National Center for Injury Prevention, 1900. Available at: http://www.cdc.gov/ncipc/dvp/bestpractices.htm [Backup Link] This online book looks at the effectiveness of specific violence prevention practices in four key areas: parents and families; home visiting; social and conflict resolution skills; and mentoring. Communities Against Violence Network (CAVNET). Available at: http://www.cavnet2.org/ [Backup Link] Communities Against Violence Network (CAVNET) is a resource, and information sharing network on the prevention of violence against women, children, persons with disabilities, gays and lesbians, between gay and lesbian partners, and other types of violence and abuses. Schwartz, Wendy. "Community Guide to Youth Anti-Bias and Conflict Resolution Programs." , 1994 Available at: http://iume.tc.columbia.edu/eric-archive/parent/01.pdf [Backup Link] This guide describes the many ways to teach bias reduction and violence prevention in order to help schools, community and religious leaders, and parents decide which project is best for their children. Asherman, Jeanne. "Decreasing Violence Through Conflict Resolution Education In Schools." , 1900 Available at: http://www.mediate.com/articles/asherman.cfm [Backup Link] "In an effort to address the fear of parents, 'Zero Tolerance Policies' are being applied in schools in such a way as to penalize minor conflicts. Research has consistently shown conflict resolution training to be a far more effective means of decreasing violence. This article concludes that schools can not avoid being involved in teaching children methods of conflict resolution and have a responsibility to consciously insure that appropriate methods are being taught." (Mediate.com) Carter, Janet. "Domestic Violence, Child Abuse, and Youth Violence: Strategies for Prevention and Early Intervention." , 1900 Available at: http://www.mincava.umn.edu/link/cic_documents/fvpf2/fvpf2.shtml [Backup Link] A growing body of clinical experience and research reveals that domestic violence and child abuse occur in the same families and are highly associated with similar social and economic risk factors. Data also show that children growing up in violent families are more likely to engage in youth violence. Furthermore, the social and economic risk factors for youth violence correspond to the risk factors for domestic violence and child abuse. Given these findings, an effective strategy to combat child abuse, domestic violence and youth violence would be a collaborative, community-based prevention/early intervention effort that aims to reduce the social and economic risk factors for at-risk families. This paper outlines proposed components of such a program and presents a strong argument for the development of national and local collaborative prevention efforts between the three fields. - Abstract Offline (Print) Sources Cohen, Larry and Rachel Davis. "Conflict Resolution and Violence Prevention: From Misunderstanding to Understanding." August 1, 1998. Ury, William L., ed. Must We Fight?: From The Battlefield to the Schoolyard - A New Perspective on Violent Conflict and Its Prevention. San Francisco: Jossey-Bass, December 1, 2001. In this book, the authors provide new research and insights into human behavior and human nature, which show that we are not, in fact, doomed to violent conflict. The book also outlines a brilliant program for personal and community empowerment called The Third Side. This new paradigm shows how we can intervene to support healthy conflict while preventing destructive confrontation. Minor, Marianne. Preventing Workplace Violence: Positive Management Strategies. Crisp Publications, 1995. Suggests ways to identify potential workplace violence and how to prevent it. Henderson, Errol and Russell J. Leng. "Reducing Inter-Gang Violence: Norms from the Interstate System." Peace and Change 24:4, October 1, 1999. "We maintain that the norms guiding interstate behavior offer a point of departure for the reduction of violence among territorial urban youth gangs. Gangs have been a part of the American urban landscape far too long to assume that they can be eradicated simply by arresting and incarcerating more youths (although this function remains important) without addressing the larger issues that compel individuals to join gangs. Since the relations that exist among territorial urban gangs bear some important structural similarities to the decentralized interstate system, we contend that the expansion of the norms that already appear in both systems, such as respect for spheres of influence, reciprocity in cooperative exchanges, and the observance of treaties, can serve as the basis for moderating inter-gang conflict. We suggest intervention and mediation strategies that seek to institutionalize the conflict-dampening norms within the inter-gang system." --Blackwell Publishers Sheppard, D. "Strategies to Reduce Gun Violence." OJJDP Fact Sheet, no 93, U.S. Department of Justice, February 1, 1999. Burton, John W. Violence Explained: The Sources of Conflict, Violence and Crime and Their Prevention. New York: Manchester University Press, July 1997. John Burton argues that one of the main sources of conflict and violence is the denial of human needs. He examines the adversarial institutions of society leadership, legislatures, the work place, the legal system and the international relations system, and considers what each would be like if it was designed to solve basic human needs problems. "Violence Prevention: General Packet." National Association for Mediation in Education, Amherst, 1900. Examples Illustrating this Topic: Online (Web) Sources Kusche, C., M.T. Greenberg and S.F. Mihalic. "Promoting Alternative ThinkingStrategies (PATHS)." , 1998 Available at: http://www.colorado.edu/cspv/blueprints/model/programs/PATHS.html [Backup Link] This site offers information about the Curriculum of PATHS (Promoting Alternative Thinking Strategies). PATHS is a comprehensive program for promoting emotional and social competencies and reducing aggression and behavior problems in elementary school-aged children while simultaneously enhancing the educational process in the classroom. This innovative curriculum is designed to be used by educators and counselors in a multi-year, universal prevention model. Although primarily focused on the school and classroom settings, information and activities are also included for use with parents. Offline (Print) Sources Clark, Ella. "Acting Peace: Violence Prevention Education for High Schools." Peacebuilder 2:1, 1999. |
