Titlebook: Crime, Anti-Social Behaviour and Schools; Carol Hayden,Denise Martin Book 2011 Palgrave Macmillan, a division of Macmillan Publishers Limi

Colonnade

Lacunar-Stroke

Schools as a Response to Crime, Anti-Social and Problem Behaviour,chools Partnerships (SSPs); better understanding and response to special educational needs, specifically social, emotional and behavioural difficulties (SEBD); and resolving interpersonal conflict through restorative approaches (RAs). This final chapter considers some of the key research evidence ab

absolve

強化

防御

Schools and Social Control,everal hours a day in school term time, throughout their childhood and adolescence. Control in the history of schools has often been explicitly about discipline and punishment. Contemporary schools can seem much more liberal but they are no less controlling.

滴注

Prostaglandins

Safety, School Connectedness and Problem Behaviour,lt authority, as well as the changes associated with adolescence. The difference between ‘troublesome’, ‘a(chǎn)nti-social’ and ‘criminal’ is an ongoing debate within this volume. At the most basic level for children in schools it is about whether or not the behaviour they present or experience in and aro

Anticlimax

,‘Risky Places’ — Young People’s Experiences of Crime and Victimisation at School and in the Communice the early 1990s (see Smith and Sharp, 1994) and a number of Home Office (Graham and Bowling, 1995; Roe and Ashe, 2008) and Youth Justice Board (YJB) surveys (see, for example, MORI, 2000; YJB, 2009a) have added information about offending behaviour and victimisation in this age group. Ongoing aca

遵循的規(guī)范

,Teachers’ Experiences of Violence in Secondary Schools,ntations help contribute to this perception. We know that adult concerns about the behaviour of children and young people have been common throughout history and that it is difficult to verify these perceptions because of a lack of meaningful longitudinal data, as well as changing behavioural norms

性行為放縱者

,From , to ,: School Exclusion as the ‘tipping point’ in Parents’ Narratives of Youth Offending,98; Ball and Connelly, 2000; Berridge et al., 2001), as well as truancy and offending behaviour (Smith et al., 2001; McCormack, 2005), and indeed the links between truancy and school exclusion (Hodgson and Webb, 2005).. However, as Hayward and colleagues (2004) suggest, it would appear that it is th