[semester equivalent = 3.33 credits]



Michael Sedler



Anger management strategies have become an important topic in schools, businesses, homes and communities. Our society is inundated with classes, books and counseling programs to explain various ways to “manage anger.” Despite our best attempts, aggression and violence is still on the rise. We regularly hear and read from various media sources how dangerous our society has become, especially from our youth population. This class will focus on developing new ways of handling violence without getting involved in the typical power struggles. During this course, each person will learn specific strategies and practical ideas to aid in the reduction of school violence. Programs for violence reduction will be presented along with key intervention ideas for developing a civil climate within each school.
Included in this approach will be an emphasis on safety for students and educators. This course is not attempting to be a “cure all” or “fix it” approach, but will aid educators in their ability to develop a safer environment in a school and community. In addition, it will help each person feel more qualified and capable of handling emerging violent behavior.


LEARNING OUTCOMES: Upon completion of this course, participants will have:

  1.      Identified factors contributing to violent behaviors.
  2.      Developed strategies to address violence at school and in community.
  3.      Effectively intervened to provide safety and minimized violent actions.
  4.      Developed a school violence assessment featuring specific intervention strategies.
  5.      Assessed the climate of their classroom and school and made necessary adjustments to increase
  6.      safety.
  7.      Addressed preventative methods within the school system for students.
  8.      Written out an action plan for school safety.

Completion of all specified assignments is required for issuance of hours or credit.  The Heritage Institute does not award partial credit. 


Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.



Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

  1. Completion of Information Acquisition assignments 30%
  2. Completion of Learning Application assignments 40%
  3. Completion of Integration Paper assignment 30%


CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.



Chosen text from Bibliography plus all handout materials, case study, and samples.
Text may be purchased directly from publishing companies.
List of all companies and phone numbers are located in the back of the student manual.

None. All reading is online.


Once you register, log onto the instructorʼs website at Click on Classes, then scroll down and click on School Violence manual. The manual will download as a PDF file to your computer.


Mike Sedler, D.Min., M.S.W. brings over 30 years of educational experience as an administrator, social worker, behavior specialist and teacher to each of his classes.  

He provides consultation services and seminars throughout the United States and Canada for schools, agencies and businesses.  He has been teaching “adult learning classes” since the mid 1980’s and has had the privilege of working for The Heritage Institute for over 25 years. 

He has a graduate degree in Social Work, a Doctoral degree in Ministry, a Counseling license, as well as his teaching certification (K-8).  His combination of classroom experience, behavior intervention approaches, and involvement in working with hundreds of families allows for an excellent blend in all his classes.

Mike is passionate about children and emphasizes the importance of avoiding power struggles, offering options/choices to children, setting clear boundaries and guidelines as well as finding a place of positive engagement and connection with each individual.  His heart for people and emphasis on positive communication are found throughout his seminars and classes.

All of Mike’s classes are practical and “field tested” in schools and classrooms. Educators have found ongoing success in implementing Mike’s clear and concise approaches.



Burstein, Harvey.  Violence and Security on Campus.  Praeger Publishing, 2010.  Dispels myths about violence and offers practical solutions to issues (grades P -12.)  800 368 6868. 

Fishbaugh, Mary Susan.  Ensuring Safe School Environments. Lawrence Erlbaum Associates, 2015.  Research findings and information on school violence (grades K-12.)

Jimerson, Shane and Amanda Nickerson, Amanda.  Handbook of School Violence and School Safety.  Routledge Press, 2012.  Implementing effective strategies to implement school safety approaches (grades P-12.)  800 634 7064

Langman, Peter.  Why Kids Kill.  Palgrave Macmillan, 2009. Case studies of ten school shooters and what created the shooting scenarios along with intervention ideas (Grades 7-12.)  888 3308477. 

Lassiter, William.  Preventing Violence and Crimes in America’s Schools.  Praeger Publishers, 2013.  A clear approach to what works and what doesn’t in preventing violence (grades K-12)   800 225 5800.

Lieberman, Joseph. School Shootings.  Kensington Publishing, 2008. Studies the life of Kip Kinkel and offers insights into prevention and intervention (grades 7-12.)  800 221 2647.

Ludwig, Trudy.  Confessions of a Former Bully.  Dragonfly Books, 2012.  Story of impact of bullying upon the bully and victim (grades 2 – 6.)   563 382 4275. 

Madfis, Eric.  The Risk of School Rampage.  Palgrave Pivot, 2014.  Strategies to assess the potential of acts of violence (grades P-12.)   (order through Amazon).

McNamara, Barry Edwards.  Bullying and Students with Disabilities.  Corwin Books, 2013.  Strategies to create a safe learning environment (grades P-12.)   800 232 9936.

Scherz. Jared.  Workbook for Preventing Catastrophic School Violence.  Rowman and Littlefield. 2014.  Complexities of violence and comprehensive approaches to prevention (Grades P-12)  800 462 6420.                 

Sexton-Radek, Kathy. Violence in Schools. Praeger Publishers, 2004. Academic explanation of the history and treatment of violence in schools (grades K-12.)  800 225 5800.

Tafero, Arthur.  Preventing School Violence and Terrorism.  CreateSpace Books, 2013.  Lesson plan outlines for school violence prevention. 

Temlow, Stuart and Frank Sacco, Frank.  Preventing Bullying and School Violence.  American Psychiatric Publishers, 2011.  Handbook to assist in developing interventions and address behavior patterns in school.  800 368 5777.

Thomas, R. Murray.  Violence in America’s Schools. Rowman and Littlefield, 2008.  Discusses escalation in violence, motivation, and interventions (grades 7-12.)   800 462 6420.