Abstract
Purpose. This descriptive study was conducted to identify the strategies used by elementary school counselors that contribute to violence prevention: (1) the best grade level(s) to intervene with counseling, (2) the effectiveness of the strategies employed as measured by a decrease in referrals, (3) the extent of the counselor's training in school violence prevention, (4) the characteristics of excellent counseling preventative measures. Methodology. Eighty-three elementary school counselors in California completed the questionnaire sent out by the researcher. The study compared the violence prevention strategies used by the counselors. Findings. Programs most used are: Anger Management, Second Step, Conflict Management, Social Skills Development, Character Education, Peacemakers, Anti-Bullying, and Classroom Guidance. Early grades are most likely to be open to intervention. Discipline referrals appear to be decreasing. Most counselors had training in violence prevention, yet are interested in more training. "More school counselors" and "recommended early intervention" were the most mentioned strategies to prevent school violence. Conclusions. (1) Violence prevention is evolving, (2) The efforts are having positive effects, (3) Second Step is the most effective program, (4) K–5 are the grades most likely to be open to intervention, (5) Counselors are satisfied with the programs they are using, (6) Counselors are trained in violence prevention, yet are interested in more training, (7) More school counselors, and early intervention will probably decrease of school violence. Recommendations. Recommendations for further study include: (1) Measure effectiveness of full-time versus part-time counselors. (2) Study teacher assault of students. (3) Investigate the relationship between threats and school-associated violent deaths. (4) Identification of possible perpetrators of school violence.