Harassment In Schools Research Articles

Sexual Abuse In Adolescents. Is it still happening?

Sexual harassment is increasingly prevalent. This is a concern because most sex offenders are teenagers. Sexual harassment committed by adolescents is related to the psychological development they are undergoing. Adolescence is a transitional period between children and adults characterized by ongoing processes of change in biological, psychological and sociological terms. Adolescent students live their lives in school throughout the day, if calculated spending about 7 hours/day at school This study aims to describe the sexual abuse behavior of adolescents. The research sample consisted of 182 vocational students who were selected by the proportional random sampling technique. The instrument used was a scale of sexual harassment behavior. The research instrument was tested for validity and reliability The data analysis in this study used a quantitative approach with descriptive methods. The results showed that the acts of adolescent sexual harassment, in general, were in the high category of 76 students (42%). The implications of this study are as a basis for counselors to prevent acts of teenage sexual harassment in schools.

Sexual Harassment and Associated Factors Among Female Student of All Preparatory Schools in Sodo Town, Wolaita Zone, Southern Ethiopia

Background: Sexual harassment is a common problem among the lives of women and became a public health problem all over the world. Almost all females encounter sexual harassment in many different forms. Ethiopia is one among the countries which faces this problem, however limited studies has been conducted in this regard in the country as well as in the study area. Objective: This study was conducted to assess sexual harassment and associated factors among female students of preparatory schools in Sodo Town, Wolaita Zone, Southern Ethiopia. Methods: School-based cross sectional study design was employed. Simple random sampling method was carried out to select study participants from both 11th and 12th grades. Data were collected using Self-administered questionnaire among purposely selected female students of the school. The collected data was checked for completeness and consistency. Data entry was done using Epi info version 3.5.1 then the data were exported to SPSS version 20 statistical software for analysis. Bivariate and multivariable logistic regression analyses were used Result: The prevalence of sexual harassment among the study participant was 32.6 % (95 % CI: 28, 36). Educated fathers, 53.0% (AOR=0.470, CI=0.230, 0.962), students who lived with mothers only (AOR=2.202, CI=1.302, 3.725), sexual jocks (AOR=1.586, CI=1.013, 2.484), relationship between teachers and students, 70.3% (AOR=0.297, CI=0.198, 0.446) and orienting students about sexual harassment either in school or other organization 34.2% (AOR=0.676, CI=0.493, 0.925) was significantly associated with sexual harassment. Conclusion & Recommendation: There is high prevalence of sexual harassment in the study area. As the result, concerned bodies have to make school environment free from sexual harassment for female students working on prevention and designing strategies, capacitating parents through training or orientation, empowering healthy relationship among students for mutual benefit. . Keywords: Females, Sodo town, School, Sexual harassment

Harassment among workers in a teacher training institution

Harassment in schools is a global problem, it is worrying that education workers are doing so and that there is really little research on this type of harassment. This study has as main objective to determine the measure which the harassment between workers of the education in an institution of superior level of Mexico appears. The subjects of study were a total of 63 workers, who develop different functions. The methodology that guided the research was: the quantitative approach; A hypothetical deductive method; Non-experimental and transverse design; As well as a descriptive correlation. The technique used was the questionnaire, which was designed exprofeso and had a reliability of Alfa de Crombach .971. Concerning the prevalence of harassment among workers is high (x ̅ = 1.6081, s = .5939) compared to other research reports from different countries.

El derecho a la educación de los menores refugiados y solicitantes de asilo desde el enfoque basado en los derechos humanos: dificultades, finalidad e intervención educativa

The aim objective of this article is to understand the main barriers faced by refugees and asylum-seeking students in the academic context in the host country. It is also especially interesting to discuss about the purpose of educating to these minors. For this reason, we have reviewed different researches, which have focused on this topic. Once we identified and described the most common difficulties found by these studies, the problem will be analyzed using the Approach Based in Human Rights. In this way, it is possible to know the responsibilities of agents involved in the schooling of these minors. States, local authorities, educational centers and teachers are mainly responsible for guaranteeing the right to education of these children. The most common barriers are: the acquisition of the language of the host country, culture, school harassment, xenophobia and lack of teacher training. To solve this current situation, we will present four intervention programs to respond to their specific needs of refugees and asylum-seeking students based on international human rights legislation.

Tough-Girl Femininity, Sisterhood and Respectability: Minority Girls’ Perceptions of Sexual Harassment in an Urban Secondary School

ABSTRACT This study aims to explore how adolescent girls with minority backgrounds experience different forms of sexual harassment in school. The study draws on semi-structured interviews conducted in a lower secondary school located in one of Sweden’s most socially disadvantaged urban areas. The results reveal that the girls repeatedly experienced misogynist comments such as “whore” and “slut” and were subjected to moral judgements connected to their manner of dressing and behaving. The girls’ narratives were also framed as tough-girl femininity, which is related to how they had to show a tough façade against acts of harassment as well as to other students at the school. When the name-calling became personal, the girls stuck together against the harassing boys and fought back verbally. The study contributes important knowledge about how adolescent girls perceive sexual harassment at school; this knowledge is important in efforts to create a safer school environment for all students.

THE DYNAMIC OF THE AGGRESSOR-VICTIM RELATIONSHIP SPECIFIC TO THE SCHOOL BULLYING AND CYBERBULLYING PHENOMENON

This study conceptually and etiologically defines the harassment among students, either face to face or virtually, the types of bullying and cyberbullying from the perspective of the dynamic of the aggressor-victim relationship. In this regard, the aggressor and the victim’s profile are outlined, as well as the fluctuations of the attitudinal-behavioral pattern within the victim-aggressor-school triad. By referring to the aggressiveness among students, we will predominantly analyse the school harassment, emphasizing both the determinant factors and the effects on the psychological plan with reference to the efficient strategies of preventing the bullying and cyberbullying from the educational environment.

Examining the Bystander Effect and Sexual Violence: Do Middle School Prevention Programs Work? [Russell Sage College

Since the horrific murder of Kitty Genovese in 1964, sociologists have been concerned with better understanding and hopefully, reducing incidents of the bystander effect. This study builds upon past work by examining the bystander effect in cases of sexual harassment and victimization with a focus on middle school students. Given the #metoo movement, Christine Blasey Ford’s testimony against Judge Kavanaugh and the proposed changes to college campus policies on sexual assault proposed by Secretary of Education Betsy Devos, this study on sexual assault and the bystander effect is culturally relevant and timely. Past studies have found that prevention programs influence bystander participation. The research discovered that bystander participation varies depending on the diverse types of sexual assault and harassment. This research will examine the bystander effect in middle school adolescents dealing with sexual harassment, assault, or violence in schools. An analysis of adolescents’ belief on whether they can prevent sexual assault in their schools will be conducted. This research wishes to understand what characteristics contribute to students being active bystanders, someone who acts. The Experimental Evaluation of a Youth Dating Violence Prevention Program in NYC Middle Schools data set is utilized in this study. The sample size is 2,655 students from inner-city middle schools. All statistical analysis is conducted with SPSS. Chi-square, Gamma, and Cramer’s V are used to test statistical significance and strength of relationships. The results are interesting. Out of the seven hypotheses, three were found to be statistically significant. Gender, age, and in some cases attendance at a school prevention program had a significant effect on bystander intervention. In contrast, race and in other cases attendance at a school prevention program were not significant. The varying results towards student’s participation in prevention programs raises future questions on how prevention programs effect bystander effect.

School Bullying in Ukraine


 
 
 School bullying is a phenomenon that was once difficult to define and normalized to many; however, this view has changed in recent decades. School bullying is now understood to be the systematic and repetitive abuse of power by one or many individuals over another. It occurs in many forms, directly and indirectly, and involves a breadth of actions that cause serious harm to the victim. The issue of school bullying has spread across the globe to the extent that the United Nations has taken a stance on the matter in its End Violence Against Children initiative after a published report that 24% of Ukrainian children are facing harassment in schools. A review of the literature on school bullying is outlined, including the definition of bullying, prevalence, leading causes, and consequences. Ukraine school bullying prevalence and recommendations are discussed in light of global and national initiatives and actions. Finally, recommendations are offered in relation to what Ukrainian teachers, parents, and students need to know regarding how to prevent and alleviate the psychological, physiological, biological, and social symptoms that often result from school bullying.
 
 

Blurring the Line between Free Speech and Harassment in Schools

School bullying, or repeated power-based peer abuse and harassment, is a social pandemic in U.S. schools. According to Teaching Tolerance’s monthly series “Hate at School,” there have been 459 repo...

Universidad pública y atención a la violencia de género

In 2017, the National Institute of Statistics and Geography published the main results of the National Survey on the Dynamics of Household Relations conducted in 2016, which showed that 25.3% of women who have attended school were victims of some acts of violence performed by colleagues, partners or teachers. In higher education institutions (IES), the increase in public complaints from women who suffer harassment and sexual harassment (HAS) in school on a daily basis and who make evident the lack of mechanisms for their attention is worrisome. However, only a few universities that have designed a protocol or action mechanism to address the problem of violence within institutions, which renders helpless the women who suffer from it. This paper intends to make a brief approach about the documents that have been generated for the attention of gender violence, and about the main challenges and obstacles for the implementation of the protocols and attention mechanisms at the university.

Sexual Harassment in the House of Medicine and Correlations to Burnout: A Cross-Sectional Survey.

Background: Burnout is a major problem among physicians in the United States. Women physicians experience higher rates of both burnout and sexual harassment than their male counterparts. Some studies from Asia and Europe have shown a correlation between sexual harassment at work and burnout in women physicians, but no studies on this topic have been done in the United States.Methods: For this study, women physicians with active Louisiana licenses were invited to complete a cross-sectional self-report survey to assess burnout and sexual harassment. Burnout was assessed with the 2-item Maslach Burnout Inventory, and sexual harassment was assessed with a questionnaire adapted from the Sexual Experiences Questionnaire and a series of follow-up items.Results: The survey response rate was 13% (129 of 970 invitees). Of the 129 participants, 36% reported feeling burned out from their work at least once a week and 38% reported having experienced at least one inappropriate sexual incident in their career. Ninety-six percent of respondents reported having experienced gender harassment from their colleagues, while 69% had experienced unwanted sexual attention from the same. Additionally, 69 (53%) participants reported experiencing some form of sexual harassment from patients or their families. Colleague gender harassment was significantly correlated with burnout scores.Conclusion: This study found that reports of burnout and gender harassment from colleagues were significantly correlated. The results also align with previous findings of high rates of sexual harassment in medical school and residency. More research should be done in this area, especially focusing on women in training, women of color, and sexual and gender minority individuals.

Sexual Harassment in Medical Schools: The Challenge of Covert Retaliation as a Barrier to Reporting.

Although Title IX, the federal law prohibiting sexual harassment in educational institutions, was enacted in 1972, sexual harassment continues to be distressingly common in medical training. In addition, many women who experience sexual harassment do not report their experiences to authorities within the medical school.In this article, the authors review the literature on the prevalence of sexual harassment in medical schools since Title IX was enacted and on the cultural and legal changes that have occurred during that period that have affected behaviors. These changes include decreased tolerance for harassing behavior; increased legal responsibility assigned to institutions; and a significant increase in the number of female medical students, residents, and faculty. The authors then discuss persisting barriers to reporting sexual harassment, including fears of reprisals and retaliation, especially covert retaliation. They define covert retaliation as vindictive comments made by a person accused of sexual harassment about his or her accuser in a confidential setting, such as a grant review, award selection, or search committee.The authors conclude by highlighting institutional and organizational approaches to decreasing sexual harassment and overt retaliation, and they propose other approaches to decreasing covert retaliation. These initiatives include encouraging senior faculty members to intervene and file bystander complaints when they witness inappropriate comments or behaviors as well as group reporting when multiple women are harassed by the same person.

Managing gender-based violence and harassment in African schools to enable performance of all genders

Managing gender-based violence and harassment in African schools to enable performance of all genders

Kynferðiseinelti og mótun kvenleikans í íslenskri skólamenningu

Kynferðiseinelti er einelti sem beinist að kynferði þess sem fyrir því verður, undir þeim formerkjum að viðkomandi sýni ekki viðtekinn kvenleika eða karlmennsku. Einelti af þessu tagi hefur lítið verið skoðað með fræðilegum hætti hérlendis. Í greininni er fjallað um kynferðiseinelti og upplifun ungmenna sem hafa af því reynslu. Eigindlegum rannsóknaraðferðum var beitt en gagnasöfnun fór fram í formi hálfstaðlaðra einstaklingsviðtala. Tekin voru viðtöl við níu ungmenni sem upplifað höfðu kynferðiseinelti á skólagöngu sinni í grunn- og framhaldsskólum. Niðurstöðurnar benda til þess að kynjamisrétti meðal unglinga sé yfirleitt hunsað í skólamenningu þeirra skóla sem um ræðir og að síður sé tekið á því einelti sem beinist að kynferði brotaþola en öðru einelti. Kynferðisleg áreitni og druslustimplun eru meðal birtingarmynda kynferðiseineltis og virðast eiga þátt í mótun kvenleikans. Niðurstöðurnar benda enn fremur til þess að nauðsynlegt sé að vinna með skólamenninguna í heild til þess að hægt sé að taka á og fyrirbyggja kynferðiseinelti.

Tackling sexual harassment in schools: New guidance

New government advice on tackling sexual violence and sexual harassment between students has been published. Anna Cole advises schools on the next steps

Absent Inclusion Polices: Problems Facing Homeless Transgender Youth

Transgender individuals make up a disproportionately high percentage of homeless youth. This is due to conflict with their family, harassment in schools, or negative interactions with child services. In addition to the typical needs of homeless youth, questions arise regarding housing, changing the youth’s name and gender, and access to healthcare. Analysis examines what protections and services subnational governments provide to homeless transgender youth as of 2016. The findings indicate that state and local governments provide most nondiscrimination protections for these youths, with local government outreach programs specializing services for homeless and transgender populations. It is more common for states not to have nondiscrimination policies for the lesbian; gay; bisexual; and transgender community. However, several states have extensive protections for transgender individuals to remove discriminatory practices that contribute to homelessness, such as in housing or foster care. Findings also show that more than 350 municipalities have policies that explicitly protect the transgender community. These policies typically ban discrimination in policy areas, like education and employment, but some local governments went beyond these basic protections to serve vulnerable populations better. Although few governments formally create policies to work with homeless and transgender populations, more than a quarter of governments offer testing and treatment for HIV.

An affective politics of sexual harassment at school in the 21st century: Schooling and Sexualities twenty years later

Building on work on sexual harassment in schools, this article continues one of the threads from the first Schooling and Sexualities conference held, in 1995. In so doing, it offers a contemporary account of a teacher’s sexual harassment by one of her students, through a sexually violent comment posted about her on the Rate My Teacher website. Throughout, I explore the affective politics of sexual harassment. In developing an understanding of affective politics as it plays out through an online review, a teacher, a classroom and students, I draw on the concepts of affects and assemblages, and the capacity of a sexual harassment assemblage to constitute (and de-constitute) identities. I consider how power is both increased and also diminished between student and teacher in an assemblage of gendered, sexual and neoliberal identities; and how she and her student are re-situated through the sexual harassment. Attending to the affective politics of a teacher’s sexual harassment by her student offers a way to understand violence and identities as social, material and discursive assemblages, and contributes to understanding sexual harassment in schools, particularly where teachers are targeted.

Perception of the consequences of bullying beyond the classroom: A quasi-quantitative approach

The perception of the consequences of bullying goes beyond those involved and may vary depending on the role played in this situation. The objectives of the present study involve the analysis of the perception of the consequences of school harassment using a quasi-quantitative methodology. To this end, a questionnaire developed ad hoc was administered to 348 students during school hours, and parent-teacher discussion groups were held. The results show that teachers, students and families perceive differently the consequences of bullying. The main perceived consequences are to fear the aggressor and the bad reputation of the school. Harassing students tend to perceive that the consequences are linked to the psychological damage of the victim and do not perceive repercussions beyond the classroom. Students who do not harass perceive that the consequences of harassment extend to families and society. It is concluded that the perception of the consequences of harassment must be taken into account, since it is crucial to increase awareness of bullying in other contexts.

A Listening Guide Analysis of Lesbian and Bisexual Young Women of Color’s Experiences of Sexual Objectification

In the present study, I utilize objectification theory and compulsory heterosexuality as theoretical lenses to investigate lesbian and bisexual young Women of Color’s sexual objectification experiences. In-depth semi-structured interviews were conducted with eight Black and Latina 16–19 year-old young women who identified as lesbian or bisexual. Using the Listening Guide method of narrative analysis, two voices pertaining to young women’s objectification experiences were identified: a Voice of Surveillance and a Voice of Self-Surveillance. Findings suggest that young women experienced sexual objectification as rooted in their gender, sexuality, and racial identities. Experiences were further shaped by the contexts in which objectification occurred: participants voiced distinct struggles navigating (a) sexual harassment and violence in relationships with peers and romantic partners, (b) sexual harassment and discipline in school, and (c) street harassment and violence from men. Findings highlight the importance of understanding sexual objectification experiences as they are informed by gender, sexuality, and race, as well as the ways that young women actively cope with and resist objectification. Psychologists, activists, and mental health professionals are encouraged to consider how sexual objectification is rooted in multiple forms of oppression, its implications for young women’s identity, desire, and well-being, and how young women can be supported as they struggle against it.

Acoso escolar y habilidades sociales en alumnado de educación básica

The purpose of this study is to describe the relationship of social skills with the role of participation in school harassment. 557 students participated (primary and secondary education). Two instruments were applied: competences in social skills and bullying (α = 0.95). The results describe four types of pupils (victim, victim/offender on school violence and bullying, and students who are not involved), identifying that students who do not participate in episodes of aggression, have more social skills than those who are involved, and the groups at greatest risk of being victimized are primary school pupils, without identifying differences between men and women. It is concluded that the social skills deficit is associated with participation in episodes of bullying.