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School violence, when taken as a whole, is understood as a multifaceted structure that prevents growth and learning, causes negative changes in the school climate, and includes both students and teachers, even though the conceptualization of school violence by various researchers is distinct from one another ( Furlong & Morrison, 2000). According to Harris (1990), traditional educational practices that contribute to the rise in violent behavior include the following: I teachers seeing themselves as the source of knowledge rather than producing knowledge together with students; (ii) teachers who encourage competition rather than cooperation among students; and (iii) students who directly accept knowledge rather than questioning it. (iv) They create their own norms for the classroom and ask students to adhere to these norms. (v) They employ authoritarian methods of classroom management rather than democratic methods. It has been shown that researchers may reap benefits by participating in straightforward preventative programs that aim to lower risk factors, boost protective variables, and address the issue of violence in schools. The purpose of these initiatives is to lessen the occurrence of violent acts in schools by decreasing risk factors and enhancing protective variables. The ability of students to recognize peer groups, the development of awareness of alternative behavioral norms, and the creation of a bond between the students participating in these trainings are the three primary reasons why researchers benefit from the implementation of prevention programs in this context. [C]ontextually situated prevention programs also allow students to develop awareness of alternative behavioral norms (Miller & Kraus , 2008). As an additional point of emphasis, the research that has been done in this area suggests that the professional responsibilities of school counselors in the 21st century should be rethought due to the importance of such preventative research |
