In his book "Dangerous School", Irwin A. Hyman and Pamela A. Snook (1999) elaborated on the dangerous schools. The book was written based on the experience and observations in their profession as a school psychologist (school psychologist) for more than thirty years. Of the various cases he handled as well as other cases are observed, he revealed about dangerous schools are characterized by a number of errors of physical treatment (physical maltreatment) and psychological treatment errors (psychological maltreatment) in the classroom.
The center of attention on the physical treatment of errors in the class that is related to physical punishment (corporal punishment) by the teacher to student. A wide variety of acts of physical punishment were found, ranging from having students do push-ups up to the beating action, usually in the name of discipline. Acts of physical punishment was not only cause physical pain but also can cause traumatic stress disorder (posttraumatic stress disorder), and emotional problems for those who experience it. In some cases, any act of physical punishment has been dogged by complaints (complaints) from the parents, even up to bring the perpetrators to justice.
In addition to physical treatment revealed the error (physical maltreatment), Irwin A. Hyman and Pamela A. Snook also revealed the existence of psychological treatment errors (psychological maltreatment), which includes:
1 Discipline and supervision techniques based on fear and intimidation.
2 The low number of interactions humanist, which showed less teacher attention, care and love
3. To communicate with their students so that students become neglected, excluded and rejected.
Limited opportunities for students to develop skills and sense of honor himself (feelings of self-worth) is adequate.
4 Creates dependency and compliance attitude, just when students are actually able to take decisions independently.
5 Motivational techniques with many criticizing the performance of students, demands excessive, irrational, and ignore the age and ability level of students.
6 Rejection of a healthy risk-taking opportunities (healthy risk) taking), such as: denial of exploring the idea of students who are not unusual and inconsistent with his teacher thought.
2 The low number of interactions humanist, which showed less teacher attention, care and love
3. To communicate with their students so that students become neglected, excluded and rejected.
Limited opportunities for students to develop skills and sense of honor himself (feelings of self-worth) is adequate.
4 Creates dependency and compliance attitude, just when students are actually able to take decisions independently.
5 Motivational techniques with many criticizing the performance of students, demands excessive, irrational, and ignore the age and ability level of students.
6 Rejection of a healthy risk-taking opportunities (healthy risk) taking), such as: denial of exploring the idea of students who are not unusual and inconsistent with his teacher thought.
7.Expression of harsh words, ridicule, insult and defamation.
8.Scapegoating and bullying
8.Scapegoating and bullying
9.Failure to address the atmosphere when there are students who mocked, defamed his good name, and made a scapegoat by his friends.
Both forms of treatment such errors have been basically ignored justice and democracy in education. Therefore, Irwin A. Hyman and Pamela A. Snook saw the need for efforts to create a healthy school climate and the democratic life at school.
Both forms of treatment such errors have been basically ignored justice and democracy in education. Therefore, Irwin A. Hyman and Pamela A. Snook saw the need for efforts to create a healthy school climate and the democratic life at school.
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