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Getting RIPP Running

  • Aleta Lynn Meyer
  • Albert D. Farrell
  • Wendy Bauers Northup
  • Eva M. Kung
  • Laura Plybon
Chapter
  • 57 Downloads
Part of the Prevention in Practice Library book series (PPLI)

Abstract

The task of setting up a violence prevention program may seem a little overwhelming. This may be especially true for schools that are about average in student disruptions and where staff may not perceive that there is much of a problem. Unfortunately, in many such schools the number of student conflicts may be growing and many disagreements may be close to escalating into fights. There are thus good reasons for being proactive and establishing a program such as RIPP within a school before serious problems develop. This chapter was designed to assist in that process. Based on our experiences with RIPP, we have identified six conditions that appear particularly important in making the program effective. Specifically, these conditions are (1) a schoolwide commitment to preventing violence; (2) a core group of school staff who serve as advocates for RIPP; (3) a qualified, full-time violence prevention facilitator; (4) adequate training for the violence prevention facilitator in RIPP and peer mediation; (5) willingness by the school staff to incorporate the RIPP and peer mediation programs throughout the school year; and (6) establishing and evaluating objectives for implementing RIPP.

Keywords

Management Team School Climate School Staff Violence Prevention Interpersonal Conflict 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media New York 2000

Authors and Affiliations

  • Aleta Lynn Meyer
    • 1
  • Albert D. Farrell
    • 1
  • Wendy Bauers Northup
    • 2
  • Eva M. Kung
    • 1
  • Laura Plybon
    • 1
  1. 1.Virginia Commonwealth UniversityRichmondUSA
  2. 2.Henrico Area Mental Health and Retardation ServicesGlen AllenUSA

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