Oes learning how to properly express oneself help
I have to organize a research proposal. Below is the what I have organized so far. I want what I have written so far to be revised and completed. Primarily I want to explore the possibility of how teaching creative writing classes can help curb violence among at-risk African American Youth since violent crimes are seen as crimes of expression. I need the first three chapters. (Introduction chapter, Lit Review, and Methodology). Secondarily, I want to show how the influence of hip hop and or rhymes or poetry has a lasting impression and may be the answer to spreading messages to the youth (if it fits). I would say that this research project may provide answers to juvenile violence.
Teaching self-expression through creative writing classes may provide an alternative to violence for at-risk teens. Presenting messages aimed at violence reduction in a creative format such as poetic form may result in violence reduction for at-risk teens. Results from this study could provide agencies and institutions with new methods of prevention and intervention.
The significance of this study is to explore new ways to curb violence within inner city middle and high Schools with a history of violence incidents. This study will not only seek ways to intervene, but to prevent school violence. Social scientists consider violent crimes to be crimes of expression. While conducting motivational speaking sessions at the schools in New Orleans, I have noticed that there are not many school-based programs in the district. The programs that currently exist do not look at the juvenile problem of violence as a possible problem of expression. Disciplinarian action such as suspension and expulsion along with tight security methods seem to be the proposed solution to the problem of school violence. Creative expression as a means of violence reduction does not exist.
Despite data showing reductions in violent crime nationally, juvenile violence remains a serious problem (Feder, Levant, & Dean, 2010). According to the Bureau of Justice Statistic, more crimes are committed against studentsa ages 12-18 at school than away from school (Roberts, Zhang, Truman, 2010). Students who ranged from ages 12-18 experienced approximately 1.2 million nonfatal crimes at school compared to about one million nonfatal crimes away from school. The figures represent total crime victimization rates of 47 crimes per 1,000 students at school and 38 crimes per 1,000 students away from school. The number of school days in a year is essentially equal to the amount of non-school days in a year. Despite the equality of days between school and non-school days, most (63%) violent crimes committed by juveniles occur on school days (OJJPD, 2010). According to 2008 FBI statistics, New Orleans had the highest per capita murder rate in the nation (Murder Capital Title, 2009). The intersection of teen violence and the murder capital was evident more than ever in 2006. As New Orleans was scrambling to rebuild from Hurricane Katrina, New Orleans emerged as the murder capital once again. Five teenage juveniles ranging from ages 16-19 were gunned down in a one incident. The horrific event prompted the mayor of New Orleans to call for the deployment of the Louisiana National Guard to patrol the streets of New Orleans. Despite turning New Orleans to mirror a Middle East City with armed military soldiers patrolling its streets, the violence remained. Juvenile violence remained a problem in New Orleans despite the presence of the Army. Once again, another attempt of increased security results in no answer. Tighter security looks good, but it has not proven to reduce violent crime. Violence is the leading cause of nonfatal injuries among young people (Hammond, Haegerich, & Saul, 2009)
The purpose of this mixed research study is to determine the degree to which learning to express oneself properly (write and recite) has on the number of violent incidents among at-risk inner-city middle and high School male students during a school year. Another purpose explored in this study is to investigate whether or not messages presented to juveniles in a creative format (poetic form) has a positive effect on juvenile behavior.
Does relationships exist between learning to express oneself properly (write and recite) and getting involved in violent incidents among at-risk inner-city middle and high School male students?
H1 Learning how to express oneself properly has an effect on violent incidents among at-risk African American Middle and High School male students (Ages 12-18.
H0 Learning how to express oneself properly has no effect on violent incidents among at-risk inner-city Middle and High School students (Ages 12-18).
Do presenting messages in creative format (poetic form) help modify behavior among inner city Middle and High School students (12-18)?
H1 Presenting positive messages to middle and high School (Ages 12-18) students can help
H0 Presenting positive messages in poetic form has no effect on middle and
high School students
This research study includes the use of mixed research methods. For quantitative purposes, reports of incidents of violence will be collected. For qualitative purposes, a survey will be distributed. Independent variable is defined as a poetry writing class given to at-risk inner city middle and high school students identified as students with a history of violence. The dependent variable is measured by the number of violent incidents, among inner-city Middle and High School students during the school year. For the second research question presented, the independent variable is the amount of poetic positive messages presented to students. The dependent variable is the number of violent incidents reported by school officials.
Data collection will consist of schoolas report of violent incidents that take place on school grounds. Qualitative data will be collected through via survey from selected students identified as individuals with and without a history of violence. Results from this study can contribute to research that supports the implementation of prevention and intervention programs that are both school-based and community based.