There must a connection between the teacher and the student beyond the traditional system of work. As stated by Ozer, there are several levels for implementation ranging from class/teacher level to the community level (2006); more precisely, a particular system of teaching must be set in place because preventing school crimes is a complex issue which takes into account both the school environment and the community one. Research analyses have shown that results in these programs vary. On the one hand, several programs which included the development of a violent prevention curricula registered positive results in the sense that there was a clear reduction in the use of violence in hypothetical conflict situations, "frequency of use of violence in the past thirty days, and frequency of physical fights in the past thirty days" (Scheckner, 2002). More importantly however, the research conducted showed that the conflict resolution programs were more effective than conflict prevention in terms of reducing fights (Scheckner, 2002). This comes to show that in the first instance it is important to deal with the immediate manifestations of anger for students who are already prone to violence, before dealing with preventive action.

On the other hand, in terms of preventive action, positive results were seen in particular in cases of the use of dating violence (Scheckner, 2002). In these situations, there was a reduction in the percentage of students who use violence. More precisely, "those who were not exposed to the program did not exhibit this attitudinal change (...) Researchers concluded that the curriculum shows promise if future research is performed in order to determine whether the observed attitude change is also linked to reduction of aggressive behavior" (Scheckner, 2002). Therefore, despite the initial positive results, preventive action must be analyzed carefully in order to see whether the changes that occur are permanent.

There have been several discussions on the elements which make a successful prevention program. In this sense, there are certain aspects...

In this sense, concerning the infants, "frequently home visits by nurses and other professionals" as well as "classes with weekly home visits from preschool teachers" are important for the way in which prevention action is taken (Sherman, 1997).
For older children as well as for young adults, the strategy must be different because their needs are different. In this sense, effective programs are conducted in schools but as well by different individuals children and young adults come to respect.

A general assessment however has concluded that according to some standards, the community-based crime prevention programs do not deliver the expected results (Sherman, 1997). At the same time however, more can be done in order to improve their situation. Finally, considering the more specific sides of the crime prevention programs, it is considered that the family approach with family visits and preschool counseling has reduced the level of arrests at this age (Sherman, 1997). By comparison, forced arrests and other means of imposing the law did not result in the reduction of crime and in its prevention (Sherman, 1997).

Overall, it can be concluded that in order for crime prevention programs to be a successful intervention by the authorities, it is important that positive action be taken, and not a negative one which is seen to have limited if any effect.

Bibliography

Gottfredson, D., G. Gottfredson. (2002) "Quality of School-Based Prevention Programs:Results From a National Survey." Journal of Research in Crime and Delinquency. Vol. 39, no. 1.

Ozer, E. (2006) "Contextual Effects in School-Based Violence Prevention Programs: A Conceptual Framework and Empirical Review" the Journal of Primary Prevention. Vol. 27, no. 3.

Scheckner, S. (2002) "School violence in children and adolescents: a meta-analysis of the effectiveness of current interventions." Journal of School Violence.

Sherman, W. et al. (1998) "Preventing Crime: What Works, What Doesn't, What's…