| Summary: | This study documents an effective counseling/teaching model, the Coordinated Youth program, that was implemented in one middle school in the Boston area, to provide intervention and prevention services for violent and disruptive students from 1982-1985. This study first examines the demographic and social trends that lead youth to behave violently in school, including the pervasive cycle of suspension and further disruption. Then, through observations in the school as well as interviews with parents, teachers and students, a portrait is painted of the program itself. CYP developed from community initiatives and included strong counseling and coaching components. These are described in detail, along with some classroom innovations, and statistics on student behavior. Collaboration between counselors, teachers, parents, and community figures was stressed throughout the program. One chapter is devoted to case studies of individual students assisted by the program, and the study ends with recommendations for implementing similar programs in other middle schools. (1) The counseling/teaching must encourage teachers and administrators to become reinvolved with students and parents. (2) The counseling/teaching must work to teach the violent and disruptive students self-control behaviors. (3) The counseling/teaching must include parents and friends. (4) The counseling/teaching must be a collaborative effort by the schools and agencies. (5) The counseling/teaching program must have a dedicated, skilled, and caring staff. (6) The counseling/teaching must offer opportunity for school and community understanding. (7) The counseling/teaching client student must continue his or her education into high school. Definition. Counseling/teaching programs offer a new technique for use in our social activities and service programs. A student entering the program is coached systematically by school counselors. This coaching places an objective focus on better behavior and self and other understanding.
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