GANG ATTITUDES & ACTIONS: Strategies & Interventions


[semester equivalent = 3.33 credits]



Michael Sedler



The phenomenon of gang related criminal youth activity has plagued our larger urban centers and inner cities for over two decades. However, in recent years we have seen an out migration of this type of activity and a linkage of gang activity with drug distribution. Smaller cities, towns and even suburban communities that, until recently, had no experience in dealing with this violent criminal subculture, suddenly are immersed with gang activity.
This course will explore the reasons gangs exist, how they are formed and what is the core of their existence. Participants will learn gang terminology, what defines gang attire and how to identify gang behavior. Levels of gang activity will be discussed along with specific strategies to minimize this activity in your schools.
Topics to be addressed include: types of gangs, how to discourage kids from joining a gang, pre-gang behavior, assessment and planning guide, intervention and strategy guidelines, system approach to gang prevention.
Several successful programs will be presented along with daily rules and guidelines to discourage gang involvement. Participants will find themselves more confident and capable of working with these at risk youths upon completing this course. 
This course is appropriate for educators in the K-12 range.


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

  1. Identified factors contributing to gang activity.
  2. Developed strategies to address school-wide pre-gang behavior.
  3. Intervened effectively when confronted with gang attitudes or actions.
  4. Listed intervention strategies for gang behavior, gang discussions or attitudes directed within a classroom.
  5. Developed an effective program for a classroom, school or district as it relates to gang behavior.
  6. Assessed appropriate interventions and integrate them into daily routines in the schools.
  7. Addressed preventative methods within the school system for students.

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.



You may choose one from the Bibliography or select a relevant book on your own, with my prior approval.
The Bibliography is located at the end of the syllabus.
Text books may be ordered directly from the publisher (see the list/phone numbers at the back of your manual), on-line, or through bookstores.  

None. All reading is online.


Once you register, log onto the instructor’s website at Click on Classes, then scroll down and click on Gang Attitudes & Actions 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.


GANG ATTITUDES & ACTIONS: Strategies & Interventions

You may pick a book not from the list with the instructorʼs approval.

Bryk, Anthony and Allensworth, Elaine, et al.  Organizing Schools For Improvement.  University of Chicago Press, 2010.  A strong book sharing research and conclusions for making schools better (grades K-12.)    773-702-7700.

Chesney-Lind, Meda.  Girls, Delinquency, and Juvenile Justice.  Wiley-Blackwell Publications, 2014.  A discussion on female delinquency and gangs (grades K-12.)   877-762-2974.

Coloroso, Barbara. The Bully, the Bullied, and the No So Innocent Bystander. Harper Collins, 2016. Helping parents and teachers to intervene with children.   800-242-7737. 

Fisher, Douglas and Frey, Nancy, et al.  How To Create A Culture Of Achievement In Your School And Classroom.  Association for Supervision and Curriculum Development, 2012.  How to help the school be a welcoming place and minimize gangs and violence (grades (K-12.)   800- 933-2723.

Gerstenfeld, Phyllis.  Hate Crimes.  Sage Publications, 2013.  Comprehensive book regarding hate crimes and the response.    800-818-7243.

Howell, James C.  Gangs in America’s Communities.  SAGE Publications, 2011. Comprehensive book discussing foundations of gangs, interventions, and anti-gang programs (grades K-12)  800-818-7243.

Klein, Malcolm. Street Gang Patterns and Policies. Oxford University Press, 2010.   Exploration into gangs and their behavior patterns (grades 7 - 12.)     (location in England)

Robertson, Warden Howard.  The 411 on Bullying, Gangs, Drugs, and Jail.  Amazon Digital Download, 2013. The study of the psychopathy of inmates and delinquents.  (62 pages)

Swift, Richard. Gangs.  Groundwood books, 2012.  This book investigates the roots of the problem and how we fail to understand gangs (grades 5-12.)   800-343-4499.

Trump, Kenneth.  Proactive School Security and Emergency Preparedness Planning.  Corwin Publishing, 2011.  How schools can cooperate with community agencies for crisis situations (grades K-12.)   800-233-9936.

Valdez, Alvelardo. Mexican American Girls and Gang Violence. Palgrave MacMillan Publishing, 2009. 
Focuses on girls involved in gangs and their interactions. (adult)  888-330-8477.                                                                                                                 

Valentine, Bill. Gangs and their tattoos. Paladin Press, 2000. Discussion on gang environment, tattoos and symbols (grades 7 - 12.)      800-392-2400

Zahn. Margaret.  The Delinquent Girl.  Temple University Press, 2009.  Examines gender gap between male and female offenders (grades 7-12.)   800 621-2736