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- Title
- Issues of Crime and School Safety: Zero Tolerance Policies and Children with Disabilities.
- Creator
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Henson, Melissa, Cook, Ida, Grauerholz, Elizabeth, Gay, David, University of Central Florida
- Abstract / Description
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In the aftermath of school shootings, safety in educational institutions became a national concern. The Zero Tolerance policy was designed to remove students who posed serious and or imminent threat to the school environment. It was hoped that the institution of this policy would allow schools to better police student behaviors through the use of tough disciplinary actions, and to ensure a safer learning environment for all. However, one of the latent consequences of establishing a broad set...
Show moreIn the aftermath of school shootings, safety in educational institutions became a national concern. The Zero Tolerance policy was designed to remove students who posed serious and or imminent threat to the school environment. It was hoped that the institution of this policy would allow schools to better police student behaviors through the use of tough disciplinary actions, and to ensure a safer learning environment for all. However, one of the latent consequences of establishing a broad set of directives was to result in the differential treatment of some minority groups such as special education students. To date, there exists little research that tests the efficacy of the zero tolerance approach in reducing school violence or its effect upon special education students who exhibit unique and separate characteristics from the general student body. Some of the behaviors that are beyond their control can impede their learning, but are even more often seen as falling under the guidelines of the zero tolerance policy, which in turn subjects this group to a number of disciplinary actions previously not utilized to address their specific needs.To address the potential impact this policy has on students with learning and emotional behavioral disorders this study analyzes data from a sample comprising of 2,736 total schools, reported over 4 different time periods, 1999-2008 originally collected by the School Survey on Crime and Safety. This study examines the relationship between various school characteristics, the proportion of special education students in a school, and the use of the disciplinary actions as a means of controlling behaviors that could be undesired but may not pose a serious threat to the educational institution. The results indicate that presence of students identified as (")special education students(") was strongly related to the number of disruptive behaviors reported. The increased frequency of those reported behaviors was also found to be significantly related to the use of suspension and expulsions as disciplinary actions in a school. Further multiple regression analysis yielded data demonstrating the nature of the relationships between the presence of special education students in a school, the frequency of disruptive behaviors reported, and the increased use of disciplinary actions.
Show less - Date Issued
- 2012
- Identifier
- CFE0004190, ucf:49031
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004190
- Title
- Rethinking Drinking: A Paradigm Shift for Estimating Social and Behavioral Harm.
- Creator
-
Hall, Thomas, Wright, James, Gay, David, Cook, Ida, Dunn, Michael, University of Central Florida
- Abstract / Description
-
This study challenges old saws about negative consequences attributed to alcohol use. Previous research findings associate negative social and behavioral consequences with alcohol consumption, as if college students only do regrettable things when they are drunk. Typical research related to negative consequences and alcohol use relies on retrospective self-reporting. Investigators often frame negative consequences as outcomes of problematic drinking or, as more commonly labeled, "binge...
Show moreThis study challenges old saws about negative consequences attributed to alcohol use. Previous research findings associate negative social and behavioral consequences with alcohol consumption, as if college students only do regrettable things when they are drunk. Typical research related to negative consequences and alcohol use relies on retrospective self-reporting. Investigators often frame negative consequences as outcomes of problematic drinking or, as more commonly labeled, "binge drinking." In the nomenclature of prevention, binge drinking is not a direct measure of alcohol use resulting in intoxication; it is a hypothetical tipping point, predicting an increased likelihood of the incidence of negative consequences at some (often unspecified) point in the path between (")sober(") and (")drunk(").It is obvious that social and behavioral distress and misbehavior are not limited to drinking. Students miss class, express regrets, say or do embarrassing things, and get injured while sober as well as while drinking. Contemporary measures of alcohol-related negative consequences do not typically control for the prevalence of negative consequences when respondents are sober as well as when they are drinking. Thus it is unclear if the association between drinking and negative consequences is exclusively attributable to alcohol consumption, as is frequently assumed. Self-reported alcohol-related negative consequences might reflect a priori attitudes, beliefs, and behaviors and be unrelated to drinking. The prevalence of social complications unassociated with drinking merits investigation. A better understanding of the overall prevalence of negative consequences is needed to test the notion that drinking, binge drinking in particular, leads to numerous negative consequences presently reported in the alcohol studies literature.
Show less - Date Issued
- 2016
- Identifier
- CFE0006112, ucf:51196
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006112
- Title
- Evaluating the effectiveness of culturally relevant substance abuse prevention in Ukraine.
- Creator
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Gewin, Anne, Hoffman, Bobby, Allen, Kay, Hahs-Vaughn, Debbie, Cook, Ida, Corzine, Harold, University of Central Florida
- Abstract / Description
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The International School Project (ISP) developed a culturally-relevant intervention entitled The Future Begins Today (FBT) to address the need for school-based substance abuse prevention in Ukraine. Using a quasi-experimental pretest-posttest with control group design, this study evaluated the effectiveness of this intervention in regards to impact on attitudes and refusal self-efficacy. The study hypothesized that exposure to the FBT intervention would significantly increase adolescents'...
Show moreThe International School Project (ISP) developed a culturally-relevant intervention entitled The Future Begins Today (FBT) to address the need for school-based substance abuse prevention in Ukraine. Using a quasi-experimental pretest-posttest with control group design, this study evaluated the effectiveness of this intervention in regards to impact on attitudes and refusal self-efficacy. The study hypothesized that exposure to the FBT intervention would significantly increase adolescents' perceived harm of substance use and perceived ability to refuse drug offers. Students from three schools in Drohobych (N = 173) participated in the study between September and December 2013, with seven classes (n = 124) enrolled in the FBT course and three classes (n = 49) in the control group. Both groups were tested in September and December. ANOVA results suggested that between September and December, students in the FBT program statistically significantly increased their perceived harm of occasional substance use and perceived ability to refuse drug offers. There was no significant change in students' perceived harm of frequent use. Moreover, the extent to which FBT supplementary materials were incorporated also related positively with program outcomes. Qualitative data from follow-up written interviews supported these findings. Regression analyses showed that older students were less likely to perceive substance use as harmful. There were no significant relationships between program outcomes and gender, positive family influence, or negative peer influence. Relevance to the existing literature and recommendations for future research are discussed.
Show less - Date Issued
- 2014
- Identifier
- CFE0005170, ucf:50659
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005170
