Abstract
This study examined relationships between the social support factors such as peer relations (3 items), teacher influences (6 items), familial influences (5 items) and the negative coping strategies of students experiencing school violence including negative thought (5 items); negative emotion (7 items) and negative action (8 items).Participants were a sample of 482 students from four middle schools around Hanoi who had experienced at least 1 violence or more participating in the study. They are distributed relatively evenly by school and from grades 6 to 9. The major finding was social support factors (peer relationships, teacher-student relationship and school environment and family relationships) and negative coping strategies were negatively correlated (p<0.01). Students who had negative relationships with friends, teachers, and family members often showed negative coping strategies after experiencing school violence. The article proposes the solution of social work intervention in building a safe and friendly environment to minimize the negative coping strategies of students at schools.
Highlights
The happen of violence in school climate had been documented that it will increase students’ fears, create negative emotion on students, affect student’s desire and ability to learn, reduce their trust and expectations on the school (Eisenbraun, 2007; Scheckner et al, 2002), damage the students confidence (Schreck et al, 2003), causes higher symptoms of depression, anxiety and lower self-esteem among students (Raskauskas, 2010) and impact of students’ and teachers’ social, physical and psychological www.scholink.org/ojs/index.php/ctChildren and TeenagersVol 4, No 1, 2021 wellbeing (Roffey, 2012)
This study examined relationships between the social support factors such as peer relations (3 items), teacher influences (6 items), familial influences (5 items) and the negative coping strategies of students experiencing school violence including negative thought (5 items); negative emotion (7 items) and negative action (8 items).Participants were a sample of 482 students from four middle schools around Hanoi who had experienced at least 1 violence or more participating in the study
We looked for interpersonal factors related to these strategies like peer relationships, teacher-student relationships and family relationships
Summary
The happen of violence in school climate had been documented that it will increase students’ fears, create negative emotion on students, affect student’s desire and ability to learn, reduce their trust and expectations on the school (Eisenbraun, 2007; Scheckner et al, 2002), damage the students confidence (Schreck et al, 2003), causes higher symptoms of depression, anxiety and lower self-esteem among students (Raskauskas, 2010) and impact of students’ and teachers’ social, physical and psychological www.scholink.org/ojs/index.php/ctChildren and TeenagersVol 4, No 1, 2021 wellbeing (Roffey, 2012). Coping strategies of students experiencing school violence include cognitive problem-solving skills and emotion-focused skills (Tenenbaum et al, 2011). Causey and Dubow developed a Self-Report Coping Measure based on the approach-avoidance model that consisted of five subscales: social support seeking, distancing, problem solving, internalizing, and externalizing (Causey & Dubow, 2012). It is believed that strong peer support and positive teacher-student relationships may enhance feelings of security and coping ability, as well as reduce or even overcome the negative impact of school violence on self-esteem and depression (Cowie & Olafsson, 2000; Davidson & Demaray, 2007; Naylor & Cowie, 1999). The present study explores how the quality of peer support and student teacher relationships and family relationships influences the coping strategies of students experiencing school violence in a Vietnamese cultural context. The current study explored children’s perceptions of how they cope with victimization using a semi-structured interview method, and three research questions were addressed: (1) What are negative strategies would students report use when coping with school violence (2) How are social factors
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