Article Review on the “Bruno Effect”

In the article : “School Violence Reduction: A Model Jamaican Secondary School

Program written by Frank C. Sacco, Ph.D. Stuart W. Twemlow, M.D. conducted a

quantitative research to ascertain the symbiotic relationships among the community mental

health workers, police and teaching fraternity, in reducing violence.

The Implementation of an approach termed the “Bruno Effect’ was operationalized at

Montego Bay Secondary School in Jamaica. The school was imbued by several spates of

unfortunate happenings, which were categorised as ‘remarkably violent.” Several problems

that mitigated the flow of classroom teaching and the general school life included the

following-:1) Lack of resources 2). Overcrowded classrooms, in excess of 70 students

3). Poor infrastructure, in that classrooms were void of doors. 4) The violence pattern

revealed a maximum of five fights per day, with atleast three involving the use of weapons.

5) 20% of the female population experienced sexual bullism from boys 6) 75% refused to

attend classes.7) Absence of a system which authenticated that students went to classes.

Plan of Action

‘Bruno’ was a mythical protective figure, which is a concept localised within the

Jamaica folklore of “Bruno” being a fierce, protective dog The plan to introduce the ‘Bruno

Effect’ came with a two- fold nature: “Big Stick”, which included to random searches and

firm discipline, whilst the “Softer Side” ,which included Club housing and the recreational

sports. This “Bruno Effect” also included open levels of communication, accountability and

seriousness of intent. It was introduced by a Jamaica Constabulary Force personnel , in a

violence –prevention programme, During the first six weeks, weapons were confiscated,

classroom attendance levels were increased , as a result of the ongoing patrolling of the

compound. After six weeks, violent incidents plummeted , to the extent that both students and
teachers spoke to a ‘feeling safe at school” ( A. Wright, Personal Communication, 1992).

Attendance ultimately increased by 80 % within the year, as well as the responsiveness of

students ‘attendance in classes increased, as they were no longer loitering on the school

grounds.

Phases of the “Bruno Effect”

1.The JCF personnel emphasised the need to focus on one discipline at a time, which

if violated, resulted in an immediate, simple and firm verbal response. So simple, a student

would hear,” Tuck your shirt in.”

2. The concept of a clubhouse came in effect, by organizing a formal meeting, with

the primary focus on violence, life skills and recreational sports.( Frank C. Sacco, Ph.D, et.al

M.D 231.He was able to organize a group of students who became active as his informal and

support network in school. Unruly males were organized in a ‘honor group’. The clubhouse

was open daily.

3. Classroom inspections were increased and weapons were confiscated.

4. The JCF personnel employed an eclectic approach, by using principles and

procedures observed in mental health, along with outreach therapy, to explain disciplinary

actions to students and parents.

The Crescendo Effect

The JCF personnel had to assume other job duties, resulting in his departure from the

institution. He was perceived as a strong social control role model, whose influence to

effectively introduce the “Bruno Effect”, resulted in positive changes in the afore-mentioned

challenges. The result of his departure resulted in a ‘Crescendo Effect”, as the rates of

recidivism were once again appalling.

 Conclusion

The “Bruno Effect” yielded positive outcomes , in reducing the spate of school

violence. The JCF personnel’s involvement in the programme highlighted his personal

commitment, enthusiasm and altruism.

The levels of success from the implementation of the “Bruno Effect” involved more

than just a personality, but seems to involve the connection of this dynamic figure to an

outside resource (the intervention team) that offered guidance, support and resources. He was

able to establish a balance in the implementation, by introducing a “Big Stick” and a “Softer

Side”, which can be implemented in our schools, in an effort to maintain discipline.

Interesting to note is the unique blend of the cooperative network of students, school

personnel and the JCF. Mediation played an important part in ensuring a reliable information

network, as well as a written system of tracking and monitoring the progress this trans-

disciplinary approach to this level of indiscipline.