Campus Violence Research Articles

On Campus Violence and Youth: Exploring Students Perspective and Their Political Participation

On Campus Violence and Youth: Exploring Students Perspective and Their Political Participation

The Impact of Environmental Factors on Adolescents’ Involvement in School Bullying

This article analyzes the environmental factors contributing to adolescents’ school bullying involvement. Compared with internal factors such as psychosocial factors, environmental factors are more likely to be manipulated, so the study of environmental factors of school bullying is of profound practical significance for the prevention and control of school bullying. Through systematic analysis and conclusion of relevant literature on environmental factors that cause school bullying in Google Scholar, these environmental factors are frequently influencing aspects of bullying, such as social context: (immigration issues, poor academic achievements, low socioeconomic status, community, and inferiority), school: (physical, emotional, and social environment), peer influence: (normative social influence and group think), family: (family economic conditions, parental conflict and the quality of the family environment and family-of-origin parenting styles). Those environmental factors that have potential negative effects on the physical and mental health of adolescents are revealed so as to offer insight into finding feasible ways to reduce campus violence.

Impact of Bullying Victimization on Chinese College Students' Suicidal Tendency: The Moderating Effect of Teachers' Emotional Support and Family Support.

To explore the influence of bully victims on the suicidal tendencies of college students, and the moderating role of teacher emotional support and family support in the relationship between bully victims and college students' suicidal tendencies, in order to provide a reference for the effective intervention of college students' suicide behavior. Based on a survey of 15,560 college students. Multiple stepwise regression and Interaction analysis explore the impact of the bully victimization on college students' suicidal tendencies and the moderating role of family support and teacher emotional support in the relationship between the bully victim and college students' suicidal tendencies. This study found that the Suicidal Tendencies score of college students was 19.79 points, indicating that some college students have a risk of suicidal tendencies; secondly, verbal bullying (β = 0.084, P <0.001), physical bullying (β = 0.222, P <0.001) and social relationship bullying (β = 0.122, P <0.001) have a positive and significant impact on the suicidal tendencies of college students; in addition, family support and teacher emotional support have a significant regulatory effect on the bully victim and college students Suicidal Tendencies and family support. The regulating effect was significantly higher than that of teacher emotional support. Chinese college students have the risk of suicidal tendencies; peer bullying victimization is an important reason for affecting college students' suicidal tendencies, teacher emotional support is a protective factor for bully victims to affect college students' suicidal tendencies, and family support has a significant moderating effect on the bully victim and college students' suicidal tendencies. Therefore, it is necessary to actively adopt home-school linkage and home-school communication to reduce campus violence and increase the psychological resilience of college students.

“Examining GITAM (Deemed to be University) and Osmania Universities in Hyderabad for Crime Prevention through Environmental Design measures”: A foundation towards a safe CPTED exterior campus model

Campus violence in India is a significant public health issue that needs to be addressed in the present scenario. It affects the user groups physically and psychologically. As per the statistical report of Global Coalition to Protect Education from Attack (GCPEA) in 2020-21, the total crime incidents occurred in India are 136 along with 2385 harmed members.Out of which the crime rate in Telangana has increased by 4.4% from 2021-2022. The paper attempts to highlight various emerging problems in most of the Indian campuses and as an architect, what has to be adopted while planning for spaces to prevent Crime through Environmental Designing (CPTED) in future is explained. These are achieved by conducting surveys and analyzing based on users and author’s perception at Gandhi Institute of Technology and Management (GITAM) and Osmania University (OU) campuses of Hyderabad. Along with these, secondary data from relevant research papers were obtained and finally formulating architectural findings for an exterior safe campus model. The scope for future research, are adopting the mentioned findings in future campuses and checking for crime reduction rate, along with interior spaces and mechanical systems for CPTED measures. The result of this paper has important implications for the college authorities in India to find practical solutions and plan student- friendly frameworks to prevent violence on a macro level in campuses.

Examining GITAM (Deemed to be University), Hyderabad Campus for Crime Prevention through Environmental Design Measures: A Foundation Towards a Safe CPTED Exterior Campus Model

In the present scenario, Campus violence in India is a significant public health issue that needs to be adopted. It affects the user groups physically and psychologically. On 6th February 2020, during the annual cultural fest of Gargi College in New Delhi, a group of men entered the campus and created violence (molestation) on a massive scale. Probable reasons investigated were lack of security, political issues, signal jammers placed on campus, etc. The paper attempts to highlight various frequently emerging problems occurring on various campuses and, as an architect, what has to be adopted while planning for spaces on campuses to prevent crime or violence through environmental designing in the future is explained. These are achieved by choosing the GITAM Hyderabad campus for examining and primarily conducting surveys based on users' perceptions during day and night times, along with the author’s analysis of different spaces in the campus, thereby obtaining secondary data from published papers and finally, formulating findings from the best practices to prevent crime for future safe exterior campus model. The scope for future research would be a detailed study of interior campus CPTEDmeasures. The result of this paper has important implications for any college authorities in India to find practical solutions and plan student-friendly frameworks to prevent violence on a macro level on campuses.

Master 4‐step approach to violence prevention training, no matter your budget

When it comes to violence prevention training, most colleges and universities “are really great at those one‐off programs,” according to Tawney Alonzo, Director of Training at Title IX Solutions LLC, such as the “things you see at freshman orientation, or that Red Zone period, the first pivotal weeks we know campus violence is at its highest.” Although those programs are vital to the health and well‐being of your students, simply checking the box without working hard to change the culture on your campus doesn’t go far enough.

Increasing Spiritual Intelligence as an Effort to Fortify the Younger Generation from the Depravity of the Times

Only in 2021, 350 thousand complaints of rape were registered in Indonesia. 63% of campus violence incidents were not reported to maintain the good image of the campus. Spiritual intelligence may reduce juvenile delinquency among college students. Spiritual intelligence is used as a foundation to maximize intellectual intelligence and emotional intelligence. With spiritual intelligence, a person sees that every life has meaning and value, which makes the individual feel useless in reality. The Bible teaches that followers of Christ, including Christian students, must have the character of Christ and live according to the truth, which means living without the mask of hypocrisy. The inherent responsibility of Christian students should include a desire and commitment to learn and develop their Christian character so that their lives will radiate the glory of the Lord Jesus Christ.

Master this four‐step approach to violence prevention training, no matter your budget

“One thing that most campuses are really great at [for violence prevention training] are those one-off programs — things you see at freshman orientation, or that Red Zone period, the first pivotal weeks we know campus violence is at its highest,” Tawney Alonzo, Director of Training at Title IX Solutions, said.

An Analysis of Campus Violence from the Perspective of Bourdieu Theory

In recent years, the frequent incidents of campus violence and bullying in the society, coupled with the convenience of network information, such incidents have attracted extensive attention and high attention from the society. This paper first discusses the background of the problem of acting, and then analyzes the causes of such incidents from the three fields of family, school and society on the basis of the theoretical framework of "field --habitus -- capital" by French sociologist Bourdieu. And in order to prevent the occurrence of such incidents, from many aspects to provide the corresponding feasible countermeasures.

Ending campus violence: A cross-sectional study among undergraduates to assess the silence majority in a lower resource setting

The objective is to assess the prevalence and association of Dismissive-Attitude-towards-Violence(DAV) among second-year undergraduates in a lower-resource-setting. A descriptive-cross-sectional-study was carried out among 1290, second-year undergraduates in Sri Lanka using multi-stage-stratified cluster-sampling. Four universities were randomly selected from ten. Undergraduates from foreign-countries, those following external-degrees, distance-learning, clergymen, undergraduates of medical and allied-health were excluded. The cluster size was 30 and 43 clusters were allocated proportionately to the total second-year undergraduate population in each university and faculty. In each faculty, clusters were proportionately allocated to general-degree programmes with more than 100 students. DAV was measured using three items locally validated, scoring from 0 for “more than 5 times” and 4 for “never” and provided a minimum score of 0 to a maximum possible score of 12. The minimum threshold score for the presence of DAV was seven. Response-rate for the study was 88.1% (n = 1136). The prevalence of DAV was 82.2% (95%CI:79.9%–84.4%) which was significantly associated with poor relationships with teachers, friends, lecturers, batchmates and seniors, having peers with high-delinquency-behaviour, participating in ragging and involving in politics. DAV is negatively associated with emotional-intelligence. Accepting violent behaviour is a huge problem among undergraduates, which was influenced by many university and relationship-related factors. Therefore, creating healthy relationships in various levels, improving emotional intelligence and introducing other ways to recognize seniority among students should be supported and institutionalized to end campus violence.

Coming together in a digital age: Community twitter responses in the wake of a campus shooting.

Campus mass shootings have become a pressing policy and public health matter. Twitter is a platform used for processing events among interested community members. Examining the responses of invested community members to a mass shooting on a college campus provides evidence for how this type of violence affects the immediate community and the larger public. These responses may reflect either content (e.g. context-specific) or emotions (e.g. humor). Aims Using Twitter data, we analyzed the emotional responses as well as the nature of non-affective short-term reactions, in response to the April 2019 shooting at UNC Charlotte. Methods Drawn from a pool of tweets between 4/30/19-5/7/19, we analyzed 16,749 tweets using keywords related to the mass shooting (e.g. "shooting," "gun violence," "UNC Charlotte"). A coding team manually coded the tweets using content and sentiment analyses. Results Overall, 7,148 (42.67%) tweets contained negative emotions (e.g. anger, sadness, disgust, anxiety), 5,088 (30.38%) contained positive emotions (e.g. humor, hope, appreciation), 14,892 (88.91%) were communal responses to the shooting (e.g. prayers, healing, victim remembrance), 8,329 (49.73%) were action-oriented (e.g. action taken, policy advocacy), and 15,498 (92.53%) included information (e.g. death/injury, news). All tweets except positive emotions peaked one day following the incident. Conclusions Our findings point to peaks in most emotions in the 24 hours following the event, with the exception of positive emotions which peaked one day later. Social media responses to a campus shooting suggest college preparedness for immediate deployment of supportive responses in the case of campus violence is needed.

THE MANY LIVES OF CONSTANCE BAKER MOTLEY

THE MANY LIVES OF CONSTANCE BAKER MOTLEY

School Culture, Racial Composition, and Preventing Violence: Evaluating Punitive and Supportive Responses to Improving Safety

Research on the impact of school climate and culture on campus violence has yielded some promising responses for improving school safety. Evaluations of school policies and practices have shown that strict discipline and enforcement may have negative consequences and a disparate impact on students of color. Using a sample of 2092 respondents from the 2015–2016 School Survey on Crime and Safety from the Department of Education, the present research assessed the effectiveness of supportive programs and the impact of punitive responses to school violence within predominantly minority schools. Results from this study found that there were more statistically significant supportive policies that were associated with reductions in serious violence and disciplinary actions in predominately minority schools as compared to predominately white schools. Policy and research implications are discussed.

Ending Campus Violence: A Cross-Sectional Study Among Undergraduates to Assess the Silence Majority in a Lower Resource Setting

Ending Campus Violence: A Cross-Sectional Study Among Undergraduates to Assess the Silence Majority in a Lower Resource Setting

A Skeleton-based Approach for Campus Violence Detection

In this paper, we propose a skeleton-based method to identify violence and aggressive behavior. The approach does not necessitate high-processing equipment and it can be quickly implemented. Our approach consists of two phases: feature extraction from image sequences to assess a human posture, followed by activity classification applying a neural network to identify whether the frames include aggressive situations and violence. A video violence dataset of 400 min comprising a single person's activities and 20 h of video data including physical violence and aggressive acts, and 13 classifications for distinguishing aggressor and victim behavior were generated. Finally, the proposed method was trained and tested using the collected dataset. The results indicate the accuracy of 97% was achieved in identifying aggressive conduct in video sequences. Furthermore, the obtained results show that the proposed method can detect aggressive behavior and violence in a short period of time and is accessible for real-world applications.

Campus violence action recognition based on lightweight graph convolution network

Campus violence action recognition based on lightweight graph convolution network

Comparison of compression estimations under the penalty functions of different violent crimes on campus through deep learning and linear spatial autoregressive models

Abstract To reduce the probability of violent crimes, the deep learning (DL) technology and linear spatial autoregressive models (ARMs) are utilised to estimate the model parameters through different penalty functions. In addition, under a determinate space, the influences of environmental factors on violent crimes are discussed. By taking campus violence cases as examples, the major influencing factors of violent crimes are found through data analysis. The results show that campus violence cases are usually caused by the complex surrounding environments and persons. Also, campus security measures only cover a small range, and the security management is difficult. In the meantime, due to the younger ages and lack of self-protection awareness, students may easily become the targets of criminals. Therefore, the results have a positive significance for authorities to analyse the crime rates in a determinate area and take preventive measures against violent crimes.

Settler Simultaneity and Anti-Indigenous Racism at Land-Grant Universities

Moments of performative racial consciousness, however urgent and necessary, often fail to reckon with long-standing demands against injustice from communities of color. In the case of Indigenous Peoples in higher education, these demands frequently include an end to derogatory mascots and racialized campus violence. This article attends to those issues by merging and extending settler-colonial theory and racialized organization theory to examine how the logics of Indigenous elimination and dispossession permeate higher education. With a specific focus on land-grant universities, I argue that racialized organizations are embedded in institutional fields and that both operate within a broader settler-colonial project. I introduce the concept of settler simultaneity to further historicize the study of racialized organizations and uncover how they target persons, collectives, and ideas that pose obstacles to settler goals of subordination, extraction, and profiteering both locally and globally. I look to the University of Illinois at Urbana-Champaign as a case study that illustrates how these logics work across time and conclude by considering how critical engagement with the logics of elimination can help us to better understand, and hold accountable, the policies and programs of racialized organizations in other areas of social life.

Everyday terrorism: Campus sexual violence and the neoliberal university

AbstractThis article investigates the ways sexual violence experienced on college campuses in the United States is situated within the neoliberal university. Feminist theories are utilized to explore the relationship between sexual violence and neoliberal ideologies. The authors evaluate how neoliberal tenets imbedded in higher education have contributed to, and exacerbated, an environment where sexual victimization is common. An institutional level of analysis is utilized to examine the neoliberal influence on campus sexual violence and investigate the utility of the term everyday terrorism. The authors also address “crimes of omission”, institutional betrayal, and the significance of institutional bravery/courage. The authors provide recommendations for future research in the areas of everyday terrorism and campus violence.

Associations between interpersonal violence victimisation and concussions among US college students.

Interpersonal violence is common on college campuses and is associated with many adverse health outcomes; however, it remains unknown whether experiencing interpersonal violence victimisation is associated with concussions. The aim of this study was to estimate the associations between interpersonal violence, including emotional abuse, physical abuse and sexual assault, and concussions among a large, diverse sample of college students. We analysed cross-sectional data from the 2018-2019 national (US) Healthy Minds Study (N=1,478). Multiple logistic regression analyses were conducted to estimate the association between interpersonal violence victimisation (any violence victimisation, emotional abuse, physical abuse and sexual assault) and concussion history (any concussion, diagnosed concussion and undiagnosed concussion), while adjusting for potential confounders. Analyses were conducted among the overall sample and separately by male and female participants. Results showed patterns of significant associations between interpersonal violence victimisation and concussions among the overall sample and among male and female participants. Among the overall sample, any interpersonal violence victimisation (adjusted odds ratio [AOR] 1.45, 95% confidence interval [CI] 1.13-1.88), emotional abuse (AOR 1.36, 95% CI 1.06-1.76), physical abuse (AOR 1.61, 95% CI 1.07-2.44) and sexual assault (AOR 2.17, 95% CI 1.44-3.26) were associated with higher odds of any concussion history. Sexual assault victimisation had the strongest association with any concussion history among male (AOR 1.96, 95% CI 1.04-3.71) and female (AOR 2.96, 95% CI 1.62-5.43) participants. These results expand on prior interpersonal violence and concussion research by showing an association with multiple victimisation measures among a large and diverse sample of college students. Medical professionals should screen for concussions among college students who experience emotional abuse, physical abuse and sexual assault to provide appropriate guidance. Information on the symptoms of concussions should be incorporated into campus violence awareness and prevention efforts.