rd to school violence and provide them with practical strategies to prevent school violence. Based on the research highlighted in the previous chapters, high school students who engage in violent behavior typically exhibited aggression in their younger years. Therefore, this curriculum that targets elementary school students will offer a timely intervention to prevent the further escalation of these aggressive behaviors in at-risk students.
In this "Methods" chapter, the following topics will be discussed: a) the method used in developing the project from its initial inception to the final completion; b) personal qualifications of the school counselors who will be implementing the school violence prevention curriculum; c) the environment and the equipment used to implement the curriculum; and d) an outline of the content of the activities and procedures for implementing the curriculum.
The school curriculum was developed by reviewing the types of curriculum utilized by other violence prevention programs that are targeted at elementary school children in order to identify the key concerns of violence prevention. Even more importantly, this researcher relied on Kathleen Knoblock's (1997) Character Education: Teaching Values for Life and Margaret Fetty's (2003) Character Education: Fairness, Citizenship, Responsibility, Caring, Respect, Trustworthiness to devise age-appropriate activities. Moreover, a few worksheets from these booklets were adapted for the purposes of this study.
Using these materials as a source of information and inspiration, three lesson plans that are representative of the curriculum for each grade were developed. A few school counselors were also invited to comment on these lesson plans. Based on their suggestions, certain modifications were made to ensure their appropriateness for the three grades.
Moreover, this researcher opted to produce sample lesson plans, instead of the entire curriculu...