Ensuring Secure Schools: A Perspective from Social Work

Öz

This study aims to compile existing research in the literature to demonstrate the methods used in collaboration between social services in order to establish a secure school climate. In today's context, the role of schools in child development ranks among the highest in terms of significance. Children spend a significant portion of their days within school environments. There exist numerous factors within schools that influence the lives of children. Teachers, classmates, school authorities, the surrounding environment, and even the physical structure of the school impact the development of children, collectively forming the school climate. Acts such as violence, harassment, bullying, neglect, abuse, substance abuse, discrimination, and inequality pose threats to the school climate, making it unsafe. A secure school climate plays a crucial role in enabling students to effectively complete their education. Collaborative efforts involving social services, law enforcement, and school staff are crucial in ensuring a secure school environment. This study delves into the implementation methods of school policing worldwide while exploring the potential contributions of social service support to this practice.

Anahtar Kelimeler

• Social service
• school
• police officers
• social security

Güvenli Okulun Sağlanması: Sosyal Hizmet Bakış Açısı

Öz

Bu çalışmada, literatürdeki araştırmalar derlenerek, sosyal hizmet işbirliğiyle güvenli okul ikliminin sağlanabilmesi için hangi yöntemlerin kullanılabileceği ortaya konulmaya çalışılmıştır. Günümüzde çocuk gelişimi konusunda okulların oynadığı rol, önem derecesinde en üst sıralarda yer almaktadır. Çocuklar günlerinin çok büyük bir kısmını okullarda geçirmektedir. Okullarda çocukların hayatlarına etki eden pek çok faktör bulunmaktadır. Öğretmenler, sınıf arkadaşları, okul yetkilileri, okulun çevresi ve hatta okulun fiziki yapısı dahi çocukların gelişimine etki etmektedir ve bu faktörler okul iklimini oluşturmaktadır. Şiddet, taciz, zorbalık, ihmal ve istismar, madde kullanımı gibi suçlar, ayrımcılık ve eşitsizlik gibi etkenler okul iklimine zarar vermekte ve okul iklimini güvensiz hale getirmektedir. Okul ikliminin güvenli olması öğrencinin eğitimini verimli bir şekilde tamamlanması açısından kritik rol oynamaktadır. Okul ikliminin güvenli hale getirilmesi için sosyal hizmet, polis ve okul çalışanları işbirliği içinde çalışmalıdır. Bu çalışmada okul polisinin dünyadaki uygulanma şekilleri incelenmiş, sosyal hizmet desteğinin bu uygulamaya neler katabileceği araştırılmıştır.

Anahtar Kelimeler

• Sosyal hizmet
• okul
• polis memurları
• sosyal güvenlik

Kaynakça

1. 1. Dönmez YDDB. Okul güvenliği sorunu ve okul yöneticisinin rolü. Kuram ve Uygulamada Eğitim Yönetimi. 2001;25(25):63-74.
2. 2. Güven M. Okul güvenliğinde psikolojik danışmanların rolü ve görevleri. Eğitim Araştırmaları. 2002;5(9):68-72.
3. 3. Işık H. Okul Güvenliği: Kavramsal bir çözümleme. Milli Eğitim Dergisi. 2004;164:1-10.
4. 4. Stanford L. School Crime and Safety: What a Decade of Federal Data Show, Education Week. 2022.
5. 5. Lambert RD. McGinty D. Law enforcement officers in schools: setting priorities. Journal of Educational Administration. 2002;40(3):257-273.
6. 6. National Center for Education Statistics. Washington, DC: Indicators of School Crime and Safety: 2003. https://nces.ed.gov/pubs2004/2004004.pdf. Published October 2003. Accessed 15 October 2023.
7. 7. Scheckner S, Rollins SA, Kaiser-Ulrey C, Wagner R. School violence in children and adolescents: a metaanalysis of effectiveness of current interventions. Journal of School Violence. 2002;1(2):5-34.
8. 8. Mabie GE. Making schools safe for the 21st century: An interview with Ronald D. Stephens. The Educational Forum. 2003;67(2):156-162.

9. 9. Furlong M, Paige LZ, Osher D. The safe schools/healthy students (ss/hs) initiative: Lessons learned from implementing comprehensive youth development programs. Psychology in The Schools. 2003;40(5):447-456.
10. 10. Bucher KT, Manning ML. Creating safe schools. The Clearing House. 2005;79(1):55-60.
11. 11. Sergiovanni TJ. The Principalship: A Reflective Practice Perspective. Boston: Allyn and Bacon: 1991.
12. 12. Stevick ED, Levinson BAU. From noncompliance to columbine: Capturing student perspectives to understand non-compliance and violence in public schools. Urban Review. 2003;35(4):323–349.
13. 13. Cowie H. Young people themselves tackle the problem of school violence. In Österman K. Björkqvist K. eds. Contemporary research on aggression. Proceedings of the XVI World Meeting of the International Society for Research on Aggression, Santorini, Greece, 2004. Åbo, Finland: Åbo Akademi University Press; 2006:108-114.
14. 14. National Institute Of Mental Health, U.S. Mental Health: A Report of the Surgeon General. National Library of Medicine. https://profiles.nlm.nih.gov/spotlight/nn/catalog/nlm:nlmuid-101584932X120-doc/, Published January 1999. Accessed November 1, 2023.
15. 15. Henggeler SW, Sheidow AJ, Lee T. Multisystemic therapy (MST). In: Bray JH, Stanton M, eds. The Wiley-Blackwell Handbook Of Family Psychology. New Jersey: Wiley Blackwell; 2009.
16. 16. The Alan Guttmacher Institute. Sharing Responsibility: Women, Society and Abortion Worldwide. New York: The Alan Guttmacher Institute;1999.
17. 17. Thornberry TP, Wei EH, Stouthamer-Loeber M, Van Dyke J. Teenage Fatherhood And Delinquent Behavior. Washington, DC: U.S. Dept. of Justice;2000.
18. 18. Shaw M. Police, Schools and Crime Prevention in Schools. Canadian Electronic Library. https://www.publicsafety.gc.ca/lbrr/archives/cnmcs-plcng/cn3768-eng.pdf. Published 2004. Accessed November 1, 2023.
19. 19. Counts J, Randall, KN, Ryan JB, Katsiyannis A. School resource officers in public schools: A national review. Education and Treatment of Children. 2012;41(4):405-430.
20. 20. Gordon P. Community policing: towards the local police state? Critical Social Policy. 1984;4(10):39-58.
21. 21. Queensland Police Service. School-Based Policing Program. Queensland Police Service. https://www.police.qld.gov.au/police-and-the-community/police-in-schools/school-based-policing-program. Published February 2021. Accessed October 20, 2023.
22. 22. Grüner M, Böhm C, Kaeding P. Gewalt in der Schule-was ist zu tun. Hamburg: Freie und Hansestadt Hamburg; 2002.
23. 23. Republic of Türkiye Ministry of Internal Affairs. İl Valiliğine 2023-2024 Eğitim Öğretim Yılı Öncesi Genelge. Ministry of Internal Affairs. https://www.icisleri.gov.tr/81-il-valiligine-2023-2024-egitim-ogretim-yili-oncesi-genelge-gonderildi. Published September 2023. Accessed 30 October 2023.
24. 24. Republic of Türkiye Ministry of National Education. Meb, İllere Güvenlik Tedbirlerine İlişkin Yazı Gönderdi. Ministry of National Education. https://www.meb.gov.tr/meb-illere-guvenlik-tedirlerine-ilsikin-yazi-gonderdi/haber/30831/tr. Published September 2023. Accessed 30 October 2023.
25. 25. Astor A, Behre W, Wallace J, Fravil K. School social workers and school violence: Personal safety, training, and violence programs. Social Work. 1998;43(3):223–232.
26. 26. National Association of Social Work. Standards For School Social Work Services. National Association Of Social Workers. https://www.socialworkers.org/Practice/NASW-Practice-Standards-Guidelines/NASW-Standards-for-School-Social-Work-Services/. Published 2012. Accessed October 20, 2023.
27. 27. Franklin C, Kim J. Tripodi S. A meta-analysis of published school social work practice studies 1980–2007. Research on Social Work Practice. 2009;19(6):667–677.
28. 28. Cuellar MJ. Mason SE. School social worker views on the current state of safety in U.S. schools: a qualitative study. Children & Schools. 2019;41(1):25-34.