Because successful prevention programs emphasize the social and emotional needs of children, strong support is required from school principals and superintendents who can then champion staff training by making resources and personnel time available. Gamm et al. (unpublished data) reported that in a sample of 60 teachers, 10% saw little or no value in such training and, in a number of instances, tried actively to undermine the anti-bullying program. We have found that about 75% of the teachers need to buy into a program for it to be effective. School anti-violence research is a developing field and the jury is still out on which programs are most effective. Attention to the issues and teacher commitment to facing and solving problems create powerful effects, with specific interventions still having detectable effects if properly implemented.

In sum, all violence prevention programs are defined by relationships: the ability to listen to ourselves, empathize with other people's experiences, use this information to solve mutual problems and learn to live together. Because schools are mirrors of the community from which children come, the partnerships of school, home and community are essential for the success of any school violence prevention program. A school psychiatrist who can comfortably enhance primary and secondary preventive models can be invaluable as a leader in guiding schools through choosing prevention programs based on their psychological merits.

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