Summary Sheet for Florida Bullying Curriculum
| Tips for Developing School Policy | Tips for Enforcing School Policy | Summary Sheet for Florida Violence Prevention Curriculum
| Description | The Think First* curriculum is a violence prevention program. The cruel tragedies and crises that have occurred on various school campuses around the country were the catalyst for the implementation of this curriculum. A key component is the pivotal role of the bystander in diffusing critical situations. In most school crises, bystanders are aware of potentially violent situations but fail to report this information to school officials. This curriculum emphasizes the responsibility of the bystander to diffuse conflicts and crises in our schools. The U.S. Department of Education gave Think First an "A" rating for program quality, developmental appropriateness, and ease of administration. A large-scale controlled evaluation attests to the program's effectiveness. The backbone of Think First is the four-step "Think-First Model of Conflict Resolution." The Think-First Model provides students with a framework for dealing with and changing the habits of thought that can result in violence. The program also motivates bystanders to be problem-solvers, be responsible, and "break the code of silence" in crisis situations. |
| Intended Audiences | Implemented by police officers in sixth grade classes. |
| Program Objectives |
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| Anticipated Outcomes |
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| Costs | The funds to implement the Think First program are provided by the Safe Schools Center. |
| Contributions to Achievement for All | School Board Goal: School
Safety and Environment
Core Strategy #8: Provide safe and nurturing learning environments that promote high expectations, good behavior, and excellent performance of students and staff. |
| Corresponding Sunshine State and Marzano Standards | Sunshine State Standards: Health Education and Physical Education;
Responsible Health Behavior, Standard Three, sub-items A, B,
C, D, E, F, and G; Advocation and Promotion of Healthy Living,
Standard One, sub-item A; Government and the Citizen, Standard
Two, sub-item F.
Marzano Standards: Working with Others, sub-items 1 (Contributes to the overall effort of the group), 2 (Uses conflict resolution techniques), 3 (Works well with diverse individuals and in diverse situations), 4 (Displays effective interpersonal communication skills), and 5 (Demonstrates leadership skills); Self-Regulation, sub-items 1 (Sets and manages goals), 2 (Performs self-appraisal), 3 (considers risks), 5 (Maintains a healthy self-concept), and 6 (Restrains impulsivity). |
* the name has been changed
Return to Day 3: Sustaining Prevention Efforts Through Policy and Education Reform |
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