The author suggests that community action programs may not be widely adopted unless developers clearly state the benefits to students, reduce implementation time, and answer six questions about feasibility and priority of such programs. (Author/AV)

Profiles three programs that incorporate service learning into efforts to reduce violence. Extrapolates a set of criteria for developing similar programs. These include meaningful activities, skill-based instruction, recognition of student effort and clear expectations for non-violent behavior. Includes a brief list of teaching resources. (MJP)