REGISTRO DOI: 10.69849/revistaft/ch10201911180729
Renata Patrícia Pereira Souza
Abstract
Early identification of risk behaviors in children and adolescents is crucial for preventing future problems and ensuring a safe and healthy environment. Strategies for detecting warning signs and implementing appropriate interventions can be multifaceted and encompass various effective approaches. Continuous monitoring of student behavior, both in and out of the classroom, is fundamental for identifying abrupt changes such as aggression, social isolation, and academic difficulties, which may indicate underlying issues. Collaboration between teachers, parents, and counselors is essential for detecting and acting quickly on these changes. Psychological and psychometric assessment tools, such as questionnaires and scales, help identify patterns and risk traits, allowing for more targeted interventions. Regular screening and monitoring programs in schools, including psychosocial evaluations and counseling, provide ongoing support and systematic identification of warning signs. Training educators to recognize signs of emotional and behavioral problems enhances the ability to address these issues proactively. Additionally, fostering a school culture of open communication and mutual support through emotional and social education programs helps students manage their emotions and interact positively. Collaboration with families and the community strengthens the support network for students, ensuring an integrated approach. The use of advanced technologies, such as natural language processing (NLP) and machine learning, allows for detailed and precise analysis of behaviors and warning signs, facilitating early and personalized interventions. Adopting these strategies enables educational institutions and mental health professionals to significantly improve early identification of risk behaviors and promote the healthy development of students.
Keywords: Early Identification; Risk Behaviors; Intervention; Emotional Education; Advanced Technologies.
School violence remains a significant concern that compromises the safety and well-being of students globally. To address this issue effectively, it is essential to focus on the early identification of risk behaviors. Early detection allows for prompt and targeted interventions, which can prevent the escalation of violent actions and foster a safer, more supportive school environment.
Identifying risk behaviors involves monitoring and analyzing indicators of emotional, behavioral, or social issues in students. Such indicators might include sudden behavioral changes, academic struggles, social withdrawal, aggression, or difficulties in relationships with peers and teachers. Implementing systems for monitoring and support—such as counseling programs, psychosocial assessments, and teacher training on recognizing warning signs—plays a critical role in managing these risks.
Cultivating a school culture that promotes open communication and mutual support is also crucial. Programs that teach emotional and social skills, including conflict resolution, empathy, and self-control, can help mitigate the occurrence of risky behaviors. Collaboration among schools, parents, and communities strengthens support networks and enhances preventive efforts.
Figure 1: Rapid threat assessment tool.
Source: Student Life.
The study by Mytton et al. (2006) examines the effectiveness of school-based secondary prevention programs in reducing aggressive behavior. Their findings suggest these programs significantly improve behavior beyond what would be expected by chance, benefiting students across various grade levels and both mixed and single-sex groups. However, further research is needed to determine if these programs can reduce violent injuries and if the benefits persist beyond one year.
Ni et al. (2019) conducted a study involving 131 students across 89 schools, utilizing natural language processing (NLP) and machine learning to assess violence risk based on interview content. Their approach identified multiple warning markers and showed promise for an accurate, scalable screening service for preventing school violence.
Petras et al. (2004) evaluated the Teacher’s Observation of Classroom Adaptation-Revised (TOCA-R) for identifying boys at risk of future violence. Their study found that early aggressive behavior is a strong predictor of later violence, with the highest risk identified in third grade. They suggest that universal interventions combined with targeted assessments offer the best prevention strategy.
Overall, the rise in aggressive behavior and violence among youth has led to severe disciplinary and legal consequences, stressing the need for effective preventive and intervention strategies. Programs integrating clinical, educational, and public policy approaches, involving collaborations with law enforcement and community members, show considerable promise in addressing this urgent issue. Universal school-based programs, tailored to specific needs, have demonstrated consistent success in reducing violence rates and enhancing student safety.
Identifying risk behaviors in children and adolescents is crucial for preventing future problems and ensuring a safe and healthy environment for their development. The approach to early detection of warning signs and implementing appropriate interventions can be multifaceted and involves various effective strategies.
Firstly, continuous monitoring of students’ behavior, both in the classroom and outside of it, is essential. Abrupt changes in behavior, such as aggression, social isolation, academic difficulties, or relationship problems, can indicate underlying issues. Collaboration among teachers, parents, and counselors is crucial for identifying these changes and acting quickly.
Additionally, psychological and psychometric assessments are valuable tools for gaining a deeper understanding of emotional and behavioral issues. Questionnaires and assessment scales help identify behavior patterns and risk traits, allowing for more targeted and effective interventions.
Implementing regular screening and monitoring programs in schools is also an effective strategy. These programs, which may include psychosocial evaluations and counseling, allow for systematic tracking of students’ well-being and early identification of warning signs. The regularity of these programs ensures early detection and ongoing support.
Training educators and education professionals to recognize risk behaviors is equally crucial. Equipping teachers and other professionals to identify signs of emotional or behavioral problems and to intervene effectively enhances their ability to address these issues proactively and preventively.
Promoting a school culture that encourages open communication and mutual support plays a vital role in early identification of risk behaviors. Emotional and social education programs that teach conflict resolution skills, empathy, and self-control help students manage their emotions better and interact more positively with others.
Furthermore, collaboration with families and the community strengthens the support network for students. Involving parents and community members in the monitoring and intervention process ensures that risk signs are addressed in an integrated and comprehensive manner, both at home and at school.
Finally, the use of advanced technologies, such as natural language processing (NLP) and machine learning, provides detailed and precise analysis of behaviors and warning signs. These tools enable more accurate identification of risk patterns, facilitating early and personalized interventions.
By adopting these strategies, educational institutions and mental health professionals can significantly enhance early identification of risk behaviors, ensuring that appropriate interventions are carried out to promote healthy development and prevent future problems.
References
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