| Posted: May 09 2005,09:51 |
If you wrote this report, you will find a button here that you may click
in order to make changes in the report. 
|
PROGRESS: Has your organization seen
progress toward a culture of peace and nonviolence in your domain of
action and in your constituency during the first half of the Decade? |
The
programs and resources that the Society for Safe and Caring Schools and
Communities (SACSC) develops are all research-based which the Society
continuously evaluates and field-tests. The Society has developed a
Student Survey Instrument for schools to use during the initial stages
of SACSC program implementation to create an action plan. The survey
provides a voice for the student body and allows schools to obtain
student feedback regarding the needs and strengths of the school.
Surveys can be administered again following a certain period of SACSC
implementation to measure progress and identify areas requiring further
attention. The Survey Guidebook provides detailed information on when,
why and how to administer the survey instrument and how to use the data
that the survey collects. Schools compile and analyze the data to gage
progress, to identify successes and areas needing the most improvement
and to use in their action planning. The Survey Instructions document
is one page long and meant to be read to students prior to survey
administration. These instructions help teachers and administrators
give students clear instructions for completing the surveys.
The
Society holds regular focus groups at school and community
implementation sites as well as submitting to external evaluation.
Broadview Applied Research Inc. is currently evaluating the SACSC
Building Safe, Caring and Inclusive Schools and Communities for
Aboriginal Children and Youth – Creating a Community-Based Model for
Positive Social Development project. They are scheduled to release a
baseline report April 2005 and the final report April 2006. The focus
groups have yielded the following qualitative data regarding the impact
of SACSC programming at SACSC implementation sites:
SACSC programs reduce bullying and violence in schools and communities:
•
“There is not as much violence this yea, and there is less fighting
everywhere. Students are feeling safer because they are no longer
afraid of getting beat up.” (Junior high students, Wabasca focus
group, 2004)
• In grade one and two I got called mean things and I
also got hit… now I can tell a teacher to stop the bullies”.
(Elementary student, Wabasca focus group, 2004)
• I have gotten
nicer…I used to push people off snow banks, but when (SACSC) started, I
learned not to do that and I haven’t done it ever since.” (Elementary
student, Lakedell focus group, 2005)
• We have students that are
emotionally, physically and psychologically endangered. SACSC is
absolutely working for them. They haven’t blown up since we started the
lessons (about anger management).” (High school teacher, Wabasca,
2005)
• There is a change in the playground, now people say stop
when others are hurting or bothering them and the students do stop,
they listen.” (Elementary student, Lakedell focus group, 2005)
•
Last year I didn’t help people when they’d get hurt and this year I’m
helping them.” (Elementary student, Lakedell focus group, 2005)
• Physical violence has gone way down (since SACSC).” (Administrator, Wabasca, 2005)
In
addition to the focus group data, the Society has received information
about new collaboration between the three schools in Wabasca, The three
schools in Wabasca did not communicate or work together before the
SACSC implementation. Now the school administrations and staffs work
together, hold events and even professional development days together
and share strategies for effectively teaching peaceful values to their
students. The schools’ enthusiasm has also helped to inspire community
involvement from parents, community groups and local organizations.
|
OBSTACLES: What are the most important obstacles that have prevented progress?
|
a.
Funding to support staff and promotion of the work, providing
consultation and direct service and support to schools and communities.
Since
2002 the Society’s work has been restricted to the development of
specific resources or short-term implementation of a program with an
individual school community that has been required by the funding
agency. This kind of project-based funding inhibits the long-term
implementation and support that research demonstrates is necessary to
change the behaviour of adults and students and shape the culture of
the school.
For the past three years, the Society has not been
able to provide consultation and services to schools and communities
throughout Alberta. Nor has it the human resources to share its
research findings and promote its philosophy, programs and resources
the way it did when working collaboratively with Alberta Education by:
• Presenting sessions at teachers’ conventions,
• Responding to requests for sessions at school professional development days,
• Providing pre-service sessions at the faculties of education, or
•
Developing and offering facilitator and leadership training to school
district and community teams that are then able to implement the SACSC
programs locally.
This lack of staff members who can respond to
requests from schools, together with the inability to publicize the
Society’s programs and resources has resulted in fewer and fewer
requests over the past two years, although this is turning around with
the recent work the Society has been engaged in under a national
funding program. Without core funding the Society staff has had
difficulty providing consistent, dependable training, services and
programs to Alberta school communities which inhibits the progress
Alberta schools in creating safe caring and peaceful environments for
children and youth.
b. Teacher time and planning to integrate subjects into curriculum in all subject areas
The
second obstacle that SACSC has faced has been convincing all teachers
in a school to invest extra time and energy into planning and
integrating SACSC topics into their lessons. Although SACSC has a range
of resources to support teachers with this task, including a variety of
sample lesson plans for teachers to use in each subject area, teachers
sometimes feel overburdened and reluctant to commit additional time to
SACSC implementation.
|
ACTIONS: What actions have been
undertaken by your organization to promote a culture of peace and
nonviolence during the first half of the Decade?
|
Provincial Supporters’ Meeting
On
November 30, 2004, the Society for Safe and Caring Schools and
Communities held their first provincial Supporters’ Meeting at Barnett
House. It was a celebration of the students who are working to end
bullying and harassment and build a more peaceful school culture by
taking a stand and by sharing their ideas and opinions with adults and
students alike.
The event showcased the talents of students from
across Alberta, beginning with a 15 minute dance performance from a
group of Métis Jiggers age 6 to 11 years who have been dancing together
out of Métis Child and Family Services in Edmonton for the last year.
The dancers were followed by a musical performance from two students
from SACSC implementation schools in Wabasca, who played both original
compositions and meaningful songs written by other musicians.
The
two student Masters of Ceremonies who were indigenous First Nations
students amused the audience with their antics, and presented awards to
10 of the 11 winners of the Niska Student Newsletter Competition. The
winners recited their heart filled poetry, short stories and essays,
which illustrated their ideas about what a safe and caring school
should be.
Though the students stole the show, the Society for
SACSC was also able to share their goals, projects, and resources with
over 150 industrial oil and gas executives, First Nations band
councillors, deans, government officials, teachers, bank executives,
school superintendents, school board chairs, directors of charitable
agencies, and mayors. The Society was pleased to present the Honourable
Gene Zwozdesky as the special guest speaker for the evening. The newly
appointed Minister of Education enjoyed listening to the students
present, and conveyed his commitment to the wellbeing of Alberta
children and youth. Representatives from Alberta Aboriginal Affairs and
Northern Development, Children’s Services and the Solicitor General
brought greetings, and Minister Gary Mar of Alberta Community
Development sent a message for the SACSC executive director to read to
the audience.
The Society for SACSC applauds the dedication of
school staff, parents and community members who are working hard to
build safe and caring schools for their children. Their commitment was
evident at this event—demonstrated through the students who made moving
presentations and performances in support of safe and caring schools.
Attached is a photograph of our Wabasca community participants at the SACSC first Provincial Supporters’ Meeting.
Building
Safe, Caring and Inclusive Schools and Communities for Aboriginal
Children and Youth – Creating a Community-Based Model for Positive
Social Development
Supporting Organization:
Public Safety and Emergency Preparedness Canada, National Crime Prevention Strategy, Investment Fund
Project Duration: 2003-2006
Children
and youth who encounter obstacles to social and academic development
are at greater risk of becoming involved in violent criminal behaviour.
Although the root causes of violence and crime are similar for all
populations, programs to address risk factors for Aboriginal (First
Nations, Métis, and Inuit) children and youth require resources that
are culturally relevant. In schools and communities where people from
diverse cultural backgrounds coexist, crime-prevention programs must
not only be sensitive to a diversity of cultures but must also build
trust among those cultures and promote cooperative and collaborative
action to address risk factors.
The goal of this project is to
encourage home, school, and community practices that teach model, and
reinforce socially responsible and respectful behaviours so that living
and learning can take place in a safe, caring and inclusive
environment. The project includes Aboriginal children and youth aged
five to eighteen years, their peer groups, their parents and guardians,
teachers, coaches, community support workers and any other adults in
the community who interact with them. The project is designed to:
• Promote respect responsibility and trust,
• Increase scholastic achievement and school completion among Aboriginal students,
• Reduce bullying, harassment and assault among students,
• Reduce the suicide rates of Aboriginal youth,
•
Prevent violence and crime through improved parenting and the
development of knowledge, skills, and attitudes that promote pro-social
behaviour, and
• Enhance student responsibility evidenced by
increased intervention and reporting of bullying, harassment and
assault by peers.
An Aboriginal SACSC coordinator works
collaboratively with school staff, students and members of the
community. The community coordinator facilitates workshops for adults
in the community on the five SACSC topics, works with volunteers to
develop extracurricular mentorship and peer-support programs and
encourages noon-hour and after-school activities that involve students
in Aboriginal cultural activities and in doing good deeds in the
community. The Aboriginal SACSC coordinator works with SACSC and school
staff to promote opportunities for students to develop their own
workshops, cultural performances, dramas and musical presentations
based on the SACSC topics, which the students then present to their
parents and to younger students. Participating schools are encouraged
to integrate whole-school activities, performances and celebrations
that reflect Aboriginal culture of their students. A workshop series
for parents and teens will also be adapted from the adult workshop
series if there is interest in the Aboriginal community.
Professional
development activities for all school staff focus on integrating SACSC
topics and an Aboriginal perspective into the curriculum and include
strategies to build trust, promote respectful and responsible
behaviour, and build self esteem. Staff participants learn more about
Aboriginal worldview as it relates to behaviour of children. The SACSC
problem-solving paradigm will be adapted as necessary with input from
Aboriginal education experts and will be promoted as a guide for
dealing with students’ inappropriate behaviour.
Respecting Diversity and Preventing Prejudice: Promoting Social Development in Schools and School Communities
Supporting Organization:
Canadian Heritage Multiculturalism Program
Project Duration: 2004-2006
Canada’s
diversity of culture, religion and race is most evident in our schools.
Schools need to adapt to their growing diversity so that they can
continue to provide a safe haven where all students have equitable
opportunities to learn and ultimately make a contribution to Canadian
society. The implementation of this project is designed to impact the
culture of the school through programming that influences knowledge,
attitudes and behaviour of the students and the adults connected with
the school and the school’s community.
This project is
designed to help schools respond to issues surrounding ethnic,
religious, and cultural diversity. It assists schools in identifying
and removing barriers to equitable access to education and supports the
involvement of school staff, parents and students in the decision
making processes related to programs. The project involves a
comprehensive social development and education approach that promotes
positive change in school cultures, encouraging people of different
backgrounds to live and learn together in harmony. The approach
encourages home, school, and community practices that teach, model and
reinforce socially responsible and respectful behaviour so that living
and learning for all children and youth in the community can take place
in a safe, caring and inclusive environment.
This project
provides for leadership training and the development of relationships
with post-secondary colleges and universities to grant course credit
for completion of the SACSC leadership training programs, the
development of a college training program for safe and caring community
coordinators and necessary resources. It is designed specifically to
reduce the risk factors that result from a lack of respect and
responsibility, low self esteem, prejudice and discrimination, bullying
and aggressive responses to conflict while increasing protective
factors among children and youth by:
• Developing knowledge, skills and character that promote positive social behaviour,
• Enhancing respect, responsibility and trust,
•
Developing greater respect for diversity, particularly between
Aboriginal and other cultural groups living within the same community,
• Improving parenting skills,
• Building leadership capacity within the community,
• Promoting volunteerism and mentorship,
• Decreasing bullying, harassment and assault among children and youth,
•
Increasing scholastic achievement, attendance and completion among all
students with particular emphasis on Aboriginal students and students
from other marginalized cultural groups,
• Reducing suicide rates among Aboriginal youth, and
• Preventing antisocial behaviour and lifestyles.
The
SACSC programs are based on the premise that children develop their
socially constructed attitudes and behaviour firstly from the important
adults in their lives and secondly from their peers. The project will
also adapt and implement components of the ATA’s Healthy Interactions
conflict management program which is consistent with the SACSC
philosophy. Many conflicts arise from misunderstandings based on
cultural differences. Healthy Interactions helps members of the school
community manage and deal with community member, parent, student, and
staff complaints in an ethical manner that respects cultural
differences, promotes peaceful resolution and models appropriate
conflict resolution for the community’s young people.
These
program components will contribute to sustainability thereby promoting
the continuous development of a school culture where diversity is
viewed as an asset and equitable opportunities for learning are
available for all students, no matter what their backgrounds. In
addition, program components developed in this project will support
SACSC program implementation in other communities not being served by
this specific project.
Dealing With Homophobia: Resources for School Communities in Alberta
Supporting Organization:
Public Safety and Emergency Preparedness Canada, National Crime Prevention Strategy, Community Mobilization Program
Project Duration: 2003-2004
Daily,
Lesbian, Gay, Bisexual, and Transgender (LGBT) students are taunted,
put down, subjected to ridicule and physically abused, and form one of
the most at-risk groups in Alberta schools and communities. While
policy changes have been made at all levels of government to protect
LGBT people, there are few resources available to schools to take
action to educate school staffs, inform parents and help students who
are victims of homophobic actions. It is important for all members of
the school community to examine their roles in bullying and harassment
of LGBT students. This may mean dealing with or confronting personal
prejudices and reflecting on the impact these can have on school-aged
children and youth. Adults also need to learn ways to help children and
youth develop positive attitudes toward LGBT people, otherwise
discrimination, taunting and abuse will continue. We know that issues
relating to low self-esteem, lack of respect for diversity, intolerance
of difference and unwillingness to take individual and collective
responsibility contribute to victimization and bullying. If these
issues are not addressed, LGBT students are at a much higher risk of
dropping out of school, becoming homeless and possibly taking extreme
actions such as turning to crime or suicide.
The goal of this
project is to involve school staffs, community members and parents in
understanding issues and taking action to address homophobia and reduce
discrimination directed toward LGBT students. The project will develop
resources for school communities that will provide a variety of
material tailored to teachers, administrators, counsellors, parents and
students. The resources will be designed to help school communities
address homophobia by:
• increasing awareness of risk factors associated with LGBT students, and
• providing opportunities for adults to reflect on their attitudes and providing ideas and strategies to address it.
The resource includes:
• A handout designed to guide the use of the kit’s resources
• Three easy-to-read practical guides specific to meeting the need of teachers, principals, and school councillors
• Information for booking three interactive workshops for school staffs
• A new workshop for parents to complement the school-based workshops,
•
Surveys and assessment tools to carry out pre and post tests to measure
changes in students’ attitudes related to school activities to combat
homophobia
• Micro-workshops for teachers that feature case
studies designed to provide opportunities to discuss and solve issues
such as homophobic language, taunting, harassment and bullying,
same-sex parents, gay-straight alliances and other related topics.
Micro-workshops will enable teachers to access specific topics for
individual reflection. Lead teachers will be able to download these
workshops from the SACSC website and use them to engage a school staff
in professional development.
• Samples of Secondary Unit and
Lesson Plans from a variety of subject areas that integrate Alberta
curriculum outcomes with LGBT issues.
• Resource lists and Internet addresses to sites that include information and resources on LGBT issues
This
project involves many partners representing the interests of the
school, home, and community. SACSC is coordinating the efforts of
teachers, parents, school staff, and other adults and students in
developing the toolkit. Project staff consult with specialist councils
and partner organizations to capitalize on their expertise. Student
participation is handled with sensitivity to the ethical and personal
concerns of the students. For students who have been victims of
taunting, bullying and/or harassment, the experience of taking action
by participating in the creation of resources for teachers should help
them feel that they can make a difference for themselves as well as
others.
We cannot deny that homophobia permeates out culture – it is
alive in our schools and classrooms. Change will not occur without
school leaders becoming aware of their role in influencing policies and
helping others in the school community know how they can make a
positive difference. School leaders need to know that positive actions
to deal with homophobia are supported by law and that it is vitally
important for everyone to support changes necessary to reducing
homophobia that can debilitate young people who are LGBT or labelled as
such.
This project will play a vital role in improving the chances
to LGBT students to achieve their academic potential, stay in school,
build positive relationships and most importantly live without fear in
their schools.
ATA/SACSC Safe Spaces Initiative
Safe
Spaces is a joint initiative of the Alberta Teachers' Association (ATA)
and the Society for Safe and Caring Schools and Communities (SACSC).
The Safe Spaces Initiative comprises a poster, brochure and sticker
designed to identify classrooms and/or schools as safe and inclusive
spaces where lesbian, gay, bisexual, trans-identified and queer (LGBTQ)
students, teachers, friends, families and allies are welcome and
supported. The Safe Spaces Initiative, which works in conjunction with
Dealing With Homophobia: Resources for School Communities in Alberta to
address discrimination against LGBTQ students.
Meeting the Intercultural Challenge in Schools: Respect for Faith and Diversity initiative (SACSC Interfaith Education Project)
Supporting Organizations:
Canadian Heritage Multiculturalism Program
Partner Organizations:
The United Nations Association of Canada Edmonton Branch,
The Edmonton Interfaith Centre and
The Society for Safe and Caring Schools and Communities
Project Duration: 2003-2006
With
funding from Heritage Canada the three partner organizations are
implementing a project to increase public awareness and understanding
about interfaith issues. Creating more awareness of religious diversity
in schools, and developing practical strategies for cross cultural
understanding that goes beyond religious tolerance, will help students
discover new levels of mutual understanding. The public information
campaign will promote acceptance and support for student and teacher
resources.
For some students, religion is an important part of
life, where other students are raised in households that do not teach
or adhere to any faith. All students’ backgrounds must be respected,
and schools must be havens where all students are accepted for who they
are without fear or intimidation. Teachers play a vital role in
building a safe, caring and inclusive learning environment, and though
they do not promote any specific belief system, they can help students
respect religious diversity, and celebrate one other’s individual
identities, worldviews and customs. This project is not designed to
“convert” any student or attempt to alter people’s current beliefs. It
is designed to encourage students and teachers to learn and teach about
religious diversity, in a safe and discrimination-free school
environment.
The goals of the Interfaith Project, are to increase:
• Awareness of inter-religious dialogue, respect and cooperation within the school systems,
• Critical cross-cultural understanding through knowledge exchange,
• Understanding of the complexities of Canada’s religious diversity within the school and other contexts, and
•
Understanding of the ways of knowing about faith, which can highlight
the dilemmas and lived experiences of students as they grapple with
intolerance and religious discrimination.
Project Elements
• Developing information that will allow understanding of other faiths
•
Designing a province wide campaign to create a demand for the teaching
of religious faiths through public acceptance of the information. This
will demystify and moderate fears about religious instruction in
schools and provide the opportunity for teachers to include the content
in their curriculum.
• Creating an interfaith website that will
provide the public with free access to interfaith resources. The
website was completed March 18, 2005. To visit this website please
visit www.ibelievein.ca
• Creating and promoting school
“interfaith study circles” which provide students with opportunities to
explore different religious perspectives within their school
communities.
• Creating and promoting a national/international
study circle hosted by the interfaith website, which will allow
students all over the world to share interfaith knowledge with one
another.
• Developing 30 lesson plans with teachers (K-12) to
insert into the existing and approved curriculum in a variety of
subject areas. The lesson plans will also be posted on the website.
Canada
is a diverse society with many religious and spiritual practices.
Schools are small versions of the society in which they operate, and
issues related to religious beliefs and practices emerge there as well.
Students who are victims of religious intolerance suffer academically,
emotionally and sometimes even physically. Dealing with these issues
increases in importance when students are ridiculed, harassed or
bullied because of their religious or spiritual beliefs.
The ATA’s Safe and Caring Schools Project Toward a Safe and Caring Secondary Curriculum (TSCSC): Resources for Integration
Supporting Organizations:
Canadian Heritage Multiculturalism Program and
Alberta Human Rights, Citizenship and Multiculturalism Education Fund
Project Duration: 2002 (February to April)
This
is a public education project that primarily focuses on students at the
secondary level (grade 7 to 12) Students at this level are on the brink
of becoming involved in public decision making. They are exploring
ideas and establishing their own independent frames of reference. The
attitudes, beliefs, and values they learn at this stage often stay with
them throughout their lives. It is important for youth to focus on
improving society by learning respect, appreciating diversity and
understanding the benefits of living in a multi-cultural country.
The
main purpose of this project is to develop teaching resources for
grades 7 to 12 to help young people develop knowledge, skills, and
attitudes that will enhance respect for self and others, increase
appreciation of diversity and reduce discrimination. The resources help
teachers integrate these concepts into the Alberta Program of Studies.
These resources focus on:
• Increasing awareness of human rights and individual responsibilities
• Understanding self and building self respect (the foundation for respecting others)
• Promoting appreciation of differences (race, religion, ethnicity, and sexual orientation)
• Preventing prejudicial behaviour
• Promoting a value system that respects diversity, equity and human rights
Research
has shown that young people better internalize concepts and behave in
ways consistent with the goal of this project when appropriate social
development concepts are integrated into the regular curriculum rather
than when the same content is taught in one course as separate subject
matter. When integrated into all subject areas, students see how the
content applies to a variety of situation. When addressed through
prescribed Alberta curriculum, these social issues take on greater
significance. When all teachers address these concepts, and model
respect for diversity and non-discriminatory behaviour the importance
of these concepts are reinforced. In addition, the school setting
allows all young people to benefit from the resources whereas community
programs touch the lives of fewer young people.
These resources for
integration include unit and lesson plans, information booklets,
micro-workshops, and other materials containing information and
strategies that promote active participation, inclusive learning
environments and equity within the classroom and community. Writing
workshops composed of secondary teachers from all subject areas held
throughout the province were used to develop the unit and lesson plans.
The booklets were developed by small groups of teachers and others who
have expertise in each topic. These booklets focus on diversity issues
and provide practical strategies for combating racism, religious
intolerance, and ethnocentrism. The resources for this project support
all five safe and caring topics. These topics are:
• Building a Safe and Caring Classroom / Living Respectfully
• Developing Self-Esteem
• Respecting Diversity and Preventing Prejudice
• Managing Anger and Dealing with Bullying and Harassment
• Working It Out Together / Resolving Conflicts Peacefully
These resources are available to download free from the Secondary Lesson Plans pages.
Safe and Caring Schools and Communities: Curriculum Development and Evaluation
Supporting Organizations:
The Muttart Foundation and
The Lion’s Club of Alberta
Project Duration: 1999-2001
This
project is a core component of the SACSC project. This project is a
comprehensive violence-prevention and character education program aimed
at encouraging socially responsible and respectful behaviours. Although
schools cannot be solely responsible for preventing all physical and
psychological violence in our society, the ATA acknowledges that
schools have a responsibility to provide a safe and caring environment
for all children. While Alberta teachers have not identified physical
violence as a major concern in their classrooms, they report that
violence in the form of disrespectful behaviour is a serious problem
which needs to be addressed. Disruptive, intimidating and unkind
actions are occurring at progressively younger ages. Such actions can
cause students to perceive their classrooms as unsafe or unfriendly and
make it difficult for teachers to maintain positive learning
environments. The tragic school shootings in Littleton, Colorado, and
Taber, Alberta in 1999 compellingly reinforce the need to address
disrespectful behaviour among children and youth.
Research
links the teaching of conflict resolution and other social skills to
academic achievement. It is this link coupled with a genuine desire to
improve the lives of our students that provides the rationale for the
SACSC programs. The major focus of Toward a Safe and Caring Curriculum
program is helping students develop positive social values and
conflict-resolution skills.
This resource enables teachers to
take advantage of the social learning potential across the curriculum.
Through the integration of pro-social and conflict-resolution skills
into the Alberta Program of Studies, teachers can achieve the
provincial government’s goal of creating safe and caring schools while
teaching mandated curriculum. It is integrated into every subject area
in varying proportions. This program addresses 100% of the learning
outcome in Language Arts, 90% in science, 90% in social studies, 90% in
physical education, 50% in math, 90% in health, 50% in music, 60% in
drama, and 70% in the art curriculum.
The emphasis of the ATA’s
SACS Project is on building respect and responsibility among children
and adults alike, and acquiring the knowledge, skills and attitudes
needed to build positive relationships, resolve conflicts peacefully
and lead productive, non-violent lives. This project includes the
following resources:
• Elementary Curriculum Resource for Integration
• Secondary workshop Toward a Safe and Caring Secondary Curriculum – Approaches to Integration
• The teacher inservice workshop Toward a Safe and Caring Curriculum – ATA Resources for Integration: ECS to Grade 6
• Community Workshops, with video components, on each of the five topics
o Building a Safe and Caring Classroom
o Developing Self-Esteem
o Respecting Diversity and Preventing Prejudice
o Managing Anger and Dealing with Bullying and Harassment
o Resolving Conflicts Peacefully
• Niska News, the SACSC newsletter published monthly to keep schools updated on projects and new resource development.
• Common Attributes of a safe and caring school, document
This project included the following elements:
• Research, design and implementation of the Safe and Caring Schools and Communities Curriculum Resources
• Analyze pilot data and revise design
• Develop resources for each of the five topics at seven grade levels (K-6)
• Distribution of resources to seven elementary schools
• Develop bullying information booklets for students, teachers, and parents
• Implement adult SACS program Toward a Safe and Caring Community
• Revision of curriculum resource based on evaluation, prepare for distribution
• Program evaluation
Evaluation Findings:
Implementation
Interim report findings identified factors that facilitated project
implementation including relevancy and age-appropriateness of the
materials:
• the ease with which the materials were integrated into the Program of Studies,
• the potential for the project to effect change in the students and
• the common language offered by the project for talking about safe and caring issues.
Outcomes:
• In general, the educators indicated that their students’ safe and caring behaviours and attitudes improved.
•
Specifically, they reported that they had observed more incidents of
sharing and respect for differences of opinion, culture and race.
• They reported fewer incidents of physical and psychological bullying committed by students against other students and
• Fewer cases of students threatening teachers.
• Students’ level of knowledge related to violence/bullying increased significantly.
The
knowledge skills and attitudes taught through this program enhance
students’ self-esteem, interpersonal skills, and problem-solving
abilities. As students learn about themselves and others, they can
better accommodate diversity and different viewpoints, express empathy
for the thoughts and feelings of others, build satisfying
relationships, maintain a positive school environment and become
positive contributors to our democratic society.
Appropriate
behaviour is important to students’ social and academic success.
Therefore, social knowledge, skills, and attitudes need to be taught in
a planned, systematic manner. However, teaching social behaviour in
isolation has proven to be ineffective because the transfer of these
skills to new situations is minimal. This program therefore encourages
responsible behaviour by integrating the teaching of social knowledge,
skills and attitudes and the reinforcement of their application
throughout the day. Positive social behaviour taught in a variety of
contexts and reinforced by all members of the school community
facilitates the students’ ability to generalize the knowledge, skills
and attitudes and encourages transfer to real-life situations. It is
therefore recommended that the entire school participate when
integrating this program.
Preventing Prejudice by Building Respect for Self and Others Toward a Safe and Caring Community Program
Supporting Organization:
Alberta
Community Development; Human Rights, Citizenship, and Multiculturalism
Education Fund; Community Initiatives Financial Assistance Program
Project Duration: 1999-2002
The
general outcome for our project is to help youth in Alberta to develop
greater self-respect, understand and value diversity, take action to
reduce discriminatory practice and inte4rnalize beliefs and values that
reflect equity and fairness. We have done this by creating education
resources for grade 7 to 12 to help young people develop knowledge,
skill and attitudes that will enhance respect for self and other,
appreciation of diversity and reduction of discriminatory practices.
Our focus is on how to help teachers integrate respect for diversity
into curriculum and into teaching practice.
The resources are designed to:
• Increase awareness of human rights and individual responsibilities
• Promote understanding of individual identity and build self respect
• Promote appreciation of difference (race, religion, ethnicity, sexual orientation, etc.)
• Prevent prejudicial behaviour
• Promote a value system that respects diversity, equity and human rights
This includes:
•
Developing resources for teachers to help them integrate the SACS
topics and concepts that reflect respect for self and others and
respect for diversity with Alberta curriculum outcomes in all subjects
at the secondary level.
• Increasing accessibility to these resources by making them available on the internet.
Through
this project more important adults in the lives of children and youth
will be modeling positive behaviour and this will affect how children
learn to interact and relate to others. As well as modeling consistent
behaviour by having more important adults will have consistent
expectations of behaviour and what is acceptable. The positive
behaviours we want children to adopt will be reinforced consistently by
a variety of important adults in their lives.
Resources developed through this project:
• Violence Prevention – Catalogue of Alberta Agencies’ Resources
• Toward and Safe and Caring Community Action Handbook – Guide to Implementation
• Series of Nine booklets that address bullying
• Safe and Caring Schools – Havens for the Mind
• Niska Newsletter
• Publicity material for CARE 2000
SACSC
is based on the premise that the skills taught in schools and
reinforced in the school, home and community will create the
environment necessary for children and youth to develop self esteem,
accept diversity and different points of view, have empathy for others’
feelings, resolve conflict peacefully and build satisfying
relationships. Such a home, school and community environment is not
only conducive to learning but will inspire children to become positive
contributors to our democratic society.
Promoting Caring and Wellness in Schools: A Guide for Taking Action
Supporting Organizations:
Alberta Learning and
Alberta Health and Wellness
This project was a collaboration between:
Calgary Learning Centre,
Calgary Catholic School District,
The Alberta Teachers’ Association,
Calgary Health Region,
Health Canada and
The University of Calgary
Project Duration: 2002
The
document produced through this project includes a model for Action
Planning and a school assessment instrument Supporting a Safe and
Caring School. The resource is valuable tool for schools, as it helps
them identify their strengths and specific areas that need improvement.
Schools can then measure their progress with the survey instrument,
identifying the changing needs of their students. Many schools are
already taking steps to promote caring and inclusiveness, and have a
sense of student needs. This guidebook can help validate impressions
about what is working and identify issues staff may not be aware may
have been missed. The guidebook can help schools recognize and
celebrate success as well as plan for future action.
Attributes of a Safe and Caring School
Supporting Organizations:
The Alberta Teachers Association
and
Alberta Learning Special Education Branch
Project Duration: 1999-2002
With
the assistance of a team of violence prevention, measurement,
evaluation, and school improvement experts, an assessment instrument
based on the Supporting a Safe and Caring School: Common Attributes
document was designed to help schools identify their strengths and
weaknesses with respect to each attribute. Schools can use this tool to
set objective and goals in the area of violence prevention programming.
The Society for SACSC also developed a catalogue of resources for
helping schools cultivate attributes on which they are weak, the
development of new resources to assist schools with implementation of
the program.
The purpose of this project is to:
• Develop an
evaluation resources to assist school communities to improve in each of
the attribute areas identifies in the “Common Attributes” document
• Develop information booklets related to improving the SACSC culture for students, teachers, and parents
Schools
across Alberta are interested in ensuring their school culture is most
conducive to teaching and learning. Educators know that when students’
social and emotional needs are unmet students are not predisposed to
learning. An extensive review of school and community violence
prevention research and additional research carried out by SACSC
reinforces the importance of encouraging practices which model and
reinforce socially responsible and respectful behaviours. Schools that
want to enhance their safe and caring cultures need first to know what
a safe and caring school looks like. Only when schools have a goal to
aspire to, can they objectively assess their strengths and weaknesses
and determine which areas to focus their improvement efforts.
|
ADVICE: What advice would you like to
give to the Secretary-General and the General Assembly to promote a
culture of peace and nonviolence during the second half of the Decade? |
The
Society for Safe and Caring Schools and Communities recommends that the
General Assembly continue to promote and publicize the importance of
this work particularly with the private sector. Encouraging
partnerships and collaboration among the various sectors to work
together is vital to the success of our work. Although there are many
other important initiatives and commitments, the UN must not allow
other initiatives such as United Nations Decade of Education for
Sustainable Development ,to detract from the continued promotion and
publicity around the issues of building a culture of peace and
non-violence against children.
|
PARTNERSHIPS: What partnerships and
networks does your organization participate in, thus strengthening the
global movement for a culture of peace? |
The
Society for Safe and Caring Schools and Communities initiates
partnerships with organizations from the public, private and non-profit
sectors to complete and maintain its programs and projects. The Society
seeks representation from all stakeholders on its councils and
committees and builds partnerships with experts from a variety of
educational, community and child-welfare organizations. The following
organizations have partnered with the Society on projects since 2001:
• The Alberta Teachers’ Association
• Public Safety and Emergency Preparedness Canada, National Crime Prevention Strategy, Investment Fund
• Canadian Heritage Multiculturalism Program
• Public Safety and Emergency Preparedness Canada, National Crime Prevention Strategy, Community Mobilization Program
• Canadian Heritage Multiculturalism Program
• The United Nations Association of Canada Edmonton Branch
• The Edmonton Interfaith Centre and
• Canadian Heritage Multiculturalism Program
• Alberta Human Rights, Citizenship and Multiculturalism Education Fund
• The Muttart Foundation
• The Lion’s Club of Alberta
•
Alberta Community Development; Human Rights, Citizenship, and
Multiculturalism Education Fund; Community Initiatives Financial
Assistance Program
• Alberta Learning
• Alberta Health and Wellness
• Calgary Learning Centre
• Calgary Catholic School District
• Calgary Health Region
• Health Canada
• The University of Calgary
• Alberta Learning Special Education Branch
The Following are Members of the SACSC Board of Directors and Advisory Council:
Board of Directors
Dr Sandra Anderson—Member at Large, Field Law, Senior Partner, Lawyer
Dick Baker— President, Adjunct Professor of Education
Constable Sharon Bourque— Aboriginal Member at Large, Edmonton Police Service
Dr Diane Conrad—Member at Large, Assistant Professor Drama/Theatre Education
Terry Fortin—Aboriginal Member at Large, Aboriginal Education Consultant
Terry Gunderson—Alberta School Boards Association (ASBA) Representative, Education Consultant
Terry Kozma—Vice-President, Lions Clubs of Alberta, Small Business Owner
Barb Maheu—Alberta Teachers' Association (ATA) Representative, Executive Assistant
Dr
Eugene Miller—College of Alberta School Superintendents (CASS)
Representative, Superintendent of Schools, Northern Gateway Schools
Maureen Ungarian—Parent Representative, Personnel Manager Safeway Canada
Dr Cora Weber-Pillwax—Aboriginal Representative, Professor U of A, Policy Studies
Kris Wells—Member at Large, U of A Doctoral Student, Policy Studies
Advisory Council
Nora Abu Absi—Canadian Arab Friendship Association, Director
Karen Bardy— Edmonton Public Schools, Communications Consultant
Dr James Battle—Edmonton Public Schools, Psychologist
Tim Battle—SACSC Advisory Council Chair, Alberta SPCA
Alex Beattie—Innisfail Middle School, SACS Curriculum Resource Writer
(Grades 5 and 6)
Dr George Bevan—Past District Governor, Lions Club International Representative: Lions Clubs of Alberta
Rev. Charles Bidwell—Diversity Conferences of Alberta Society
Alice Brick—Alberta School Board Association (ASBA), Representative for Society
Rosalie Cardinal—Edmonton Public Schools, Aboriginal Education
Lan Chan-Marples—United Way of the Alberta Capital Region
Paula Coombs—Alberta Education, Alberta Children and Youth Initiative, Education Manager
Barb Davis—AADAC Youth Services, Assistant Director
Pat Fizell—Horse Hill Elementary & Junior High School, Principal
Dr Doug Fleming—Rockyview School Division, CASS Representative, Associate Superintendent, Student Services
Sandy Forster—Edmonton Public School, Communications Consultant
Wei Shi Hu—University of Alberta, Student
Christy Jellett—Mistassiniy School, Mistassiniy School
Representative, Building Safe, Caring and Inclusive Schools for Students Living in Aboriginal Communities
Don Langford—Métis Children Services
Patricia Layden—Retired Teacher/Vice-Principal, SACS Curriculum Resource Writer
Lenora LeMay—Hope Foundation of Alberta
Margaret Makowecki—AADAC Youth Services, Consultant
Mary McGregor—Sturgeon School Div No 24, Director Special Services
Victor Moke Ngala—Educational and Cultural Youth Coordinator AJFAS–Alliance Jeunesse-Famille De L'Alberta Society
Dr Charles Norman—University of Alberta, Educational Psychology
Constable Hal O'Gilvie—St. Francis Xavier Catholic High School, School Resource Officer, Edmonton Police Service
Amy Paranich—Girls and Boys Club of Edmonton, Youth and Family Service Worker
E Patrick Powell—Harry Ainlay High School, Secondary School Teacher
Alice Rachynski—Uncles and Aunts at Large, Executive Director
Paulette Rodziewicz—Solicitor General, Assistant Director
Dave Sinclair—Alberta Education, Student Transportation, Bus driver representative
Njeri Waiyaki—Canadian Heritage
Sgt Jeff Wilks—President, School Resource Officers, Edmonton Police Service
Lou Yaniw—Old Strathcona High School, Principal
Representatives
from the following organization attended the SACSC Provincial
Supporters’ Meeting to show support for SACSC programs and projects:
Aboriginal Learning Services
Alberta Children’s Services
Alberta Mentoring Partnership
Alberta Solicitor General, Crime Prevention and Restorative Justice
Alberta Teachers’ Association
ATA SOGI Committee
ATB Financial
Bigstone Cree Nation, Council
Bigstone School, Wabasca
Black Gold Regional School Board
Bosco Homes
Broadview Applied Research Group
Calgary Public Teachers
Capital Health Authority
Careers the Next Generation
Chinooks Edge
Edmonton Catholic School Board
Edmonton Public School Board
Education Undergraduate Society at Red Deer College
Family Connections
Great St Albert Catholic School
Heritage Community Foundation
High Prairie School Division
McMan Youth, Family & Community Services Association
MC of Opportunity
Meridian Specialties Inc
Mistassiniy School, Wabasca
Morgex Insurance Group Inc
Parkland School Division
PCL Industrial Constructors
PLENA (Public Legal Education Network of Alberta)
Public School Boards Association of Alberta
RCMP, Criminal Operations Community Policing Services
Right Trak School, Supervisor
Sacred Heart School, Wetaskiwin
Scotia Bank
Strathcona County, Acting Mayor
University of Alberta, Department of Education Psychology
University of Alberta, Faculty of Education
University of Alberta, Dean of Education
Wes Hosford School, Sherwood Park
West Country Outreach School
Westmount Charter School Board
Wetaskiwin Municipal District Reeve
Wetaskiwin Regional Public Schools
Organizations/Projects in which the Society for Safe and Caring Schools and Communities participates:
• Alberta Children and Youth Initiative Prevention of Bullying Working Group
• Northern Alberta Alliance on Race Relations
• Alberta Mentoring Partnership
• Alberta Crime Prevention group
• UNESCO’s Associated Schools Network Project
• The Canadian Commission for UNESCO Executive Committee and Education Sectoral Commission
Research to Practice Institute at the University of Alberta
•
The Centre would support a collaborative, community development-based,
trans-disciplinary approach to the prevention of childhood bullying and
violence through research and policy development as well as through the
development, implementation and evaluation of resources and training
programs.
|
PLANS: What new engagements are
planned by your organization to promote a culture of peace and
nonviolence in the second half of the Decade (2005-2010)? |
The
Society for Safe and Caring Schools and Communities is planning to
continue its Building Safe, Caring and Inclusive Schools and
Communities for Aboriginal Children and Youth—Creating a
Community-Based Model for Positive Social Development and its
Interfaith Education Project Meeting the Intercultural Challenge in
Schools: Respect for Faith and Diversity initiative as well as initiate
the following projects:
Global Classroom Initiative Becoming the Change We Want to See
The
Society has partnered with the Alberta Teachers’ Association (ATA) and
the Canadian Commission for UNESCO Associated Schools Project Network
(ASPnet) to submit a proposal to the Canadian International Development
Agency’s Global Classroom Initiative Grant. This project aims to expand
students’ and teachers’ understanding of and commitment to
international development and the roles that Canadians can and do play.
In addition to developing resources for teachers and students, the
project would launch the UNESCO ASPnet in several Alberta schools,
allowing them to create links with schools in other countries.
Centre for Research, Policy, Practice and Evaluation in the Prevention of Bullying and Violence
The
Society has submitted a proposal in partnership with the University of
Alberta to the Alberta Children’s Services Prevention of Family
Violence and Bullying Community Incentive Fund to establish a Centre
for Research, Policy, Practice and Evaluation in the Prevention of
Bullying and Violence in Preschool and School-Aged Children at the
University of Alberta. The Centre would support a collaborative,
community development-based, trans-disciplinary approach to the
prevention of childhood bullying and violence through research and
policy development as well as through the development, implementation
and evaluation of resources and training programs
Alberta Community Restorative Justice Grant
The
Society submitted a proposal to the Alberta Solicitor General’s office
to develop a school-based restorative justice model emphasizing crime
prevention, reconciliation and interpersonal healing related to
involvement in violence and other anti-social behaviors that lead to
crime. Through the development of web-based educational resources and
in-servicing for school staff, this project aims to help students learn
to resolve conflicts, consider the consequences of their actions on
their victims and make reparations for inappropriate behaviours.
Student Newsletter Niska Student
The
Society is planning a student newsletter project that will showcase
student perspectives on safe and caring topics, celebrate the diversity
that students experience in their everyday lives and provide an
opportunity for students to have their work published. The project
launched with a student contest open to all current Alberta students.
The inaugural issue was presented at the SACSC Provincial Supporters
Meeting. Once funding is acquired for this on-going project the
newsletters will be permanently posted on the SACSC website, and
distributed electronically to Alberta schools.
Post Secondary Credit for SACSC Workshops and Institutes
This
project provides for leadership training, the development of safe and
caring school and community completion-certificate programs,
post-secondary credit for adult leadership training, the development of
a college training program for safe and caring community coordinators
and necessary resources. It is designed specifically to promote adult
learning related to reducing the risk factors that result from a lack
of respect and responsibility, low self-esteem, prejudice and
discrimination, bullying and aggressive responses to conflict while
increasing protective factors among children and youth.
|
Postal address of organization
|
The Society for Safe and Caring Schools and Communities
Barnett House
11010 142 Street
Edmonton Alberta
Canada
T5N 2R1
|
E-mail address of organization
|
npakan@sacsc.ca
office@sacsc.ca
|
Website address of organization
|
www.sacsc.ca
|
Highest priority action domain of a culture of peace
|
Education for a culture of peace
|
Second priority action domain of a culture of peace
|
Understanding, tolerance, solidarity
|
Highest priority country of action (or international)
|
Canada
|
Second priority country of action (or international)
|
|
| Back to top |
|
|
