School-based Violence Research Articles

Stress at Work and Its Subsequent Problems among Teachers of the Public Schools Which Operate the School-Based Violence Reduction Program (VRP) in Tulkarm Governorate

This study aimed to identify the work-related stress and its subsequent problems among teachers of the publicschools which operated the school-based Violence Reduction Program (VRP) in the governorate of Tulkarm duringthe second semester of 2015-2016. Besides, it aimed to identify the effect of specific variables, such as gender,specialization, qualifications and years of service, on the assessment process of stress at work and its subsequentproblems. The study tool was a purposefully designed questionnaire, which consisted of 50 items. The validity andinternal consistency of this measurement instrument were assessed, where the reliability coefficient score was 0.91.The sample consisted of 130 teachers from public schools in Tulkarm area, which represented almost 100% of thestudy population. The results showed that there were inadequate criteria for teacher professional development, weakrelationship between teaching faculty and school administration, lack of class discipline, prevalent problems amongstudents, numerous teacher development workshops, lack of teacher decision-making participation, teacherinvolvement in undesirable activities, and heavy burden of teacher material obligations. They also showed that therewere no statically significant differences in terms of the variables of gender, specialization, qualification, and workexperience. The most important recommendations of the study included setting up a clear and particular strategy fordeveloping educational evaluations, the development of educational work in line with technological developments,and employing self-evaluation methods.

An Evaluation of Second Step

The impact of a school-based violence prevention program, Second Step, on peer victimization and aggression, and emotion regulation was evaluated among 457 sixth graders. A cluster-randomized trial was conducted with classrooms randomly assigned to intervention ( n = 14) or control ( n = 14) conditions. A repeated measures analysis of covariance on each measure was conducted using random effects. Several intervention effects were moderated by gender and disability status. Teacher-rated relational victimization at posttest decreased for students with disabilities in intervention but not control classrooms. Students without disabilities in intervention classrooms reported greater decreases from pretest to 6-month follow-up in overt aggression. Boys in the intervention classrooms had smaller increases in teacher-rated overt aggression at posttest than boys in control classrooms. Girls in intervention classrooms reported greater decreases from pretest to 6-month follow-up in relational aggression than girls in control classrooms. Study implications and directions for future research are discussed.

Participants' Perceptions of a Violence Prevention Curriculum for Middle School Students: Was It Relevant and Useful?

School-based youth violence prevention programs, particularly those focused on middle school students, have generally had limited effects that are often not sustained over time. Although many interventions focus on teaching social-cognitive skills, few studies have explored the extent to which students master these skills, actually use them, and find them effective in dealing with problem situations. This study examined these issues based on interviews with 141 students attending one county and two urban middle schools in classrooms where the Second Step violence prevention program had been implemented. We coded interviews to assess participants' general reactions to the interventions, use of skills, and effectiveness of skills. We also asked participants to describe outcomes they experienced when they used specific skills taught in the intervention in response to problem situations. Participants had generally positive reactions to the intervention. Their suggestions for improving the intervention primarily concerned improving its relevance. Participants described changes they had made based on the intervention, particularly controlling anger and improving relations with others. Their responses indicated that they sometimes misunderstood or misused specific intervention skills, especially problem solving and empathy. Students' descriptions of the outcomes they experienced when using intervention skills were not uniformly positive. This was especially true for situations involving peers such as peer pressure and bullying. These results underscore the need for more intensive efforts to ensure that students master intervention skills and are able to use them correctly. In addition, interventions should address the broader social context (e.g., peers, school) to maximize the effectiveness of skills.

A qualitative analysis of factors influencing middle school students' use of skills taught by a violence prevention curriculum

This study examined factors that influenced the use of skills taught in a school-based universal violence prevention program. Interviews were conducted with 91 students from two urban schools (83% were African American and 12% multiracial) and 50 students from a nearby county school (52% were White, 32% African American, and 12% multiracial). About half the sample (54%) was male. All had been in sixth grade classrooms where the Second Step (Committee for Children, 1997b) violence prevention curriculum had been implemented earlier in the school year or in the preceding school year. Qualitative analysis of interview transcripts suggested that participants' use of intervention skills was influenced by their beliefs and values, perceived relevance and effectiveness of the skill, issues related to enacting the behavior, and contextual factors. These findings highlight the need for a more intensive and comprehensive effort to address barriers and supports that influence the relevance and impact of school-based violence prevention programs.

Exploring the Forms and Underlying Causes of School-based Violence: Implications for School Safety and Security

Widespread violence and ineffective disciplinary practices have become perennial problems in South African schools. The reasons for the upsurge in school-based violence may be attributed to numerous social ills, such as gender discrimination, gang-related activities, and drug and alcohol abuse. Research reveals that in many cases children are perpetrators of violence, with both, students and teachers becoming victims. The use of weaponry, sexual harassment and bullying to resolve conflict constitute an infringement on teachers' and students' bodily and psychological integrity and therefore, a serious infringement on their rights to security. School violence undoubtedly places students and teachers in constant fear, and retards the educational process. Using secondary data, this paper examines the different forms and causes of school-based violence, and its implications for school safety and security. It is in the best interest that schools create order, lawfulness and protection by applying the zero tolerance approach to serious learner misconduct.

School Violence Prevention: The Youth Development Perspective

Negative behaviors among youth, such as violence and bullying, continue to be notable public health concerns. Positive youth development provides a useful framework for reducing these behaviors by focusing on social competencies that can overcome risk factors by providing support and opportunities to build social capital, engender civic identity and situate oneself in the broader institutional community. This paper presents recent findings about school violence, briefly reviews school-based violence prevention strategies, describes the philosophies which underline the youth development perspective and examines the implications for practice that this perspective provides for approaching and reducing anti-social behaviors and school violence. See SafetyLit note by clicking on the journal abbreviation (above) for important information concerning the peer review policies of this journal. Language: en

"You Can Try, But You Won't Stop It. It'll Always Be There": Youth Perspectives on Violence and Prevention in Schools.

The role of schools in preventing violence among teenagers has been highlighted, as has the development of youth-led prevention initiatives. This article explores how young people's views on violence influence their perceptions of its preventability, drawing on focus group discussions with 14- to 16-year-olds from six schools across the north of England. Young people view violence as a highly individualized phenomenon, and gender norms play an important role in shaping young people's perceptions of the preventability of violence. The findings presented here suggest that school-based violence prevention must fundamentally address gender norms and expectations to challenge young people's acceptance and tolerance of violence.

Contradictions and Ambiguities: School Management Teams’ Views on School-Based Violence in Urban South Africa

This article discusses the findings of a study conducted in Gauteng, South Africa. This qualitative study examined principals’ and educators’ notions in understanding school-based violence and school safety. Individual and focus group interviews were utilised to collect data from the school management teams (SMTs) that included school governing bodies (parent component). Among the major findings of the study, was that principals and educators have a diverse understanding and perception of the concept of violence, school-based violence as well as safety. The findings also suggest that there are divergent views on bullying; some educators maintain it is a normal occurrence while others believe that it is a problem that needs to be resolved. School safety is not always perceived as urgent even though there might be frequent violent acts happening at the schools. The article recommends the development of school policies that address the different forms of school violence. In addition, there must be intensive training for school-based professionals in order for them to have effective strategies to combat violence in schools. Violence affects teaching and learning; it is then crucial to underscore effective strategies that need to be pursued right from initial teacher education. DOI: 10.5901/mjss.2014.v5n27p782

Causes of School-Based Violence in South African Public Schools: Application of Normalisation Theory to Understand the Phenomenon through Educators’ Perspectives

The article uses the normalisation theory to understand, through the analysis of educators’ perspectives, how school-based violence could be curbed in South African public schools. School-based violence is mostly the result of the normalisation process whereby children who are exposed to more risk than protective factors are said to be more likely to use violence. The causes of school-based violence, as revealed in the small-scale study conducted in South Africa, are discussed. The main aim of the study was to examine educators’ perspectives on violence in schools. The objective of the study was to look at causes of school violence and how the school managers and educators are coping with violence. Qualitative research was used and individual and focus group interviews were conducted to collect data from school management teams and educators. The findings indicate that while children who are not exposed to violence can still be violent, children who are constantly exposed to violence display violent behaviours more often than those who are not. The article then suggests the incorporation of the Invitational Educational theory of practice as a strategy to reduce school-based violence as this theory takes into account the normalisation of violence among children.. DOI: 10.5901/mjss.2014.v5n20p1394

The Effectiveness of School-based Violence Prevention Programs for Reducing Aggressive Behaviour

According to the research studies conducted in various schools, it has been determined that 20% of the students enrolled in the mass education system develop under the influence of violence, in all its aspects: physical (bullying, aggressions, vendettas), verbal (swearwords, insults), emotional (blackmail, humiliation, terror) and sexual (harassments, assaults). To imagine prevention strategies means to take into consideration all the factors (social, familiar, school and personality) that can determine the students violent behaviour. School ought to play an important part in preventing school violence (even if the sources come from outside).The present paper proposes an individual assistance programme for students, teachers, and parents, as actors in the educational process. On long term, this process aims at: acquiring awareness in respect with the consequences of violent acts and their cessation; improving the image and self-esteem of the individual and taking on responsibilities; preventing the occurrence of negative affective dispositions; and developing self-control and independence.

Gang-related Violence in South African Schools

This paper reports on a primarily qualitative study which also employed some quantitative research methods in collecting data in six provinces in South Africa. In order to get at the lived reality of gang-related violence in schools, qualitative research was used and to get an overall picture of gang-related violence in South African schools, quantitative research was also used. Data was collected from a range of members of the school governing bodies namely learners, parents, teachers and non-teaching staff. The results confirm the enormity of gang-related violence in schools. Findings showed that the fear of gang-related violence at school can be as harmful as primary victimisation and personal experiences of violence, causing learners to drop out or avoid school, or to lose concentration in the classroom and in learners developing healthy pro-social relationships as actual victimisation. It was also found gang violence is a destructive phenomenon and has a negative effect on the delivery of quality of education. The study is concluded with recommendations extracted from relevant literature as well as comments expressed by the participants of this study. Through collective ownership, responsibility and self-reliance, communities can succeed in reducing the incidence and prevalence of violence within their community. A standardised code of conduct and school safety policy are vital tools in the prevention and management of school-based violence, but should be adjusted to meet the school’s specific needs regarding violence and discipline. Schools should have access to effective psychological support to counter the effects of violence and to foster and reinforce effective coping strategies. Whilst this study intends to improve our understanding of school-related violence and fill some of the gaps identified by previous studies, it is clear that further research is needed.

The effects of the evidence-based Safe Dates dating abuse prevention program on other youth violence outcomes.

In response to recent calls for programs that can prevent multiple types of youth violence, the current study examined whether Safe Dates, an evidence-based dating violence prevention program, was effective in preventing other forms of youth violence. Using data from the original Safe Dates randomized controlled trial, this study examined (1) the effectiveness of Safe Dates in preventing peer violence victimization and perpetration and school weapon carrying 1 year after the intervention phase was completed and (2) moderation of program effects by the sex or race/ethnicity of the adolescent. Ninety percent (n = 1,690) of the eighth and ninth graders who completed baseline questionnaires completed the 1-year follow-up assessment. The sample was 51 % female and 26 % minority (of whom 69 % was black and 31 % was of another minority race/ethnicity). There were no baseline treatment group differences in violence outcomes. Treatment condition was significantly associated with peer violence victimization and school weapon carrying at follow-up; there was 12 % less victimization and 31 % less weapon carrying among those exposed to Safe Dates than those among controls. Treatment condition was significantly associated with perpetration among the minority but not among white adolescents; there was 23 % less violence perpetration among minority adolescents exposed to Safe Dates than that among controls. The observed effect sizes were comparable with those of other universal school-based youth violence prevention programs. Implementing Safe Dates may be an efficient way of preventing multiple types of youth violence.

Enacted Stigma and HIV Risk Behaviours among Sexual Minority Indigenous Youth in Canada, New Zealand, and the United States.

Enacted stigma has been linked to increased HIV risk behaviours among sexual minority youth, but despite higher rates of HIV and other STIs, there is very little research with Indigenous youth. In this study, secondary analyses of three population-based, school surveys were conducted to explore the associations between HIV risk and enacted stigma among sexual minority Indigenous youth in Canada, the US, and New Zealand. Data were analyzed and interpreted with guidance from Indigenous and sexual minority research team members, Indigenous advisory groups, and community consultations. In all three countries, Indigenous sexual minority youth were more likely to experience enacted stigma (such as bullying, discrimination, exclusion, harassment, or school-based violence) and report increased HIV risk behaviours (such as lack of condom use, multiple sexual partners, pregnancy involvement, and injection drug use) compared to heterosexual peers. Data were analyzed by age, gender, and sexual orientation, and for some groups, higher levels of enacted stigma was associated with higher HIV risk. The findings highlight the need for more research, including identifying protective factors, and developing interventions that focus on promoting resilience, addressing the levels of stigma and homophobic violence in school, and restoring historical traditions of positive status for Indigenous sexual minority people.

Measuring Implementation of a School-Based Violence Prevention Program

When school-based prevention programs are put into practice, evaluation studies commonly only consider one indicator of program implementation. The present study investigates how two different aspects of program implementation – fidelity and participant responsiveness – jointly influence proximal outcomes of the school-based violence prevention program ViSC. The program was implemented in 20 schools across Austria. Trainers conducted in-school teacher trainings with varying implementation fidelity to the program schedule. In a two-wave evaluation study, 370 teachers provided data about their participant responsiveness and the program’s proximal outcomes. The latter comprised their self-efficacy to stop violence among students and their behavior in bullying situations. Multilevel analyses showed that teachers’ self-efficacy was significantly more enhanced in schools where the ViSC program had been implemented with high fidelity. Furthermore, only teachers with high participant responsiveness significantly changed their behavior in bullying situations. Implications for program developers and suggestions for further research on implementation are discussed.

Evaluation of a school-based violence prevention media literacy curriculum

PurposeEvaluate whether Beyond Blame, a violence prevention media literacy curriculum, is associated with improved knowledge, beliefs and behaviours related to media use and aggression.MethodsUsing a quasi-experimental design, from 2007 to...

Increased Risk for School Violence‐Related Behaviors Among Adolescents With Insufficient Sleep

School violence is associated with significant acute and long-term negative health outcomes. Previous investigations have largely neglected the role of pertinent health behaviors in school violence, including sleep. Insufficient sleep is associated with adverse physical, behavioral, and psychosocial consequences among adolescents, many of which are concurrently implicated in youth violence. This study examined the relationship between insufficient sleep and school violence behaviors in a nationally representative sample of high school students. We used data from the 2009 National Youth Risk Behavior Survey (YRBS). Logistic regression analyses evaluated the association between insufficient sleep and school violence behaviors, controlling for demographic factors. In addition to examining main effects, interaction terms were entered into the models to examine whether potential associations varied by sex or race/ethnicity. Students with insufficient sleep had higher odds of engaging in the majority of school violence-related behaviors examined compared to students with sufficient sleep. Males with insufficient sleep were at increased risk of weapon carrying at school, a finding not observed for females with insufficient sleep. White students with insufficient sleep had higher odds of missing school because of safety concerns, a pattern that did not emerge among Black and Hispanic/Latino students. Results highlight the potential value of incorporating sleep education interventions into school-based violence prevention programs and underline the need for further examination of the relationship between sleep and school violence among adolescents.

Dimensions of school-based violence to and by children: an overview of recent literature

School violence, defined in a variety of ways, is a common feature of contemporary education systems. While there is little empirical evidence to indicate either a significant increase (or decrease) in the phenomenon, it is accurate to recognise that it is a concern which has been the focus of continued attention by politicians, administrators, teachers and parents in most countries. This paper provides a summary of recent literature on the issue. It scopes in particular the core issues of causation, incidence and impact, resilience and intervention/response strategies; in doing so, it draws upon an ecosystemic model of analysis.

A Comparative Theoretical Examination of Troublesome Adolescents in Germany and Bosnia-Herzegovina

This article explores the reasons for joining and staying in youth-oriented groups offered by 13 to 16 year-old adolescents residing in Bosnia and Herzegovina (BiH) and Germany, all surveyed as part of two separate school-based youth and violence studies that used the same questionnaire and data collection protocol. The 1,785 youths included in the current analysis self-identified as members of one of three types of youth groups: noncriminal youth group, crime-involved youth group, and street-oriented youth gang, the latter defined by the Eurogang definition. Besides looking at why they joined their respective groups and how they benefitted from membership in them, the current study explores the ties between membership and measures drawn from self-control theory, bonding, and social learning theories, plus the collective influence of these variables on the level of delinquency attributed by the youths to their respective groups. The implications of the findings for both cross-national tests of theory and antigang policies are discussed.

Introduction to the Special Issue of Behavioral Disorders: Serving the Needs of Youth with Disabilities through School-Based Violence Prevention Efforts

Youth with disabilities may be at increased risk of involvement in peer victimization and, in some cases, peer-based aggression. This special issue of Behavioral Disorders aims to gain a better understanding of peer-based victimization and aggression among youth with disabilities by exploring variation in the type of violence involvement by disability category. We also seek to identify risk and protective processes for victimization and aggression across individual, peer, family, and school domains, as well as explore the role of situational dynamics. Lastly, we examine the impact of existing youth violence prevention programs on academic outcomes for youth with disabilities. Collectively, the five original articles and two commentaries in the special issue inform our understanding of the ways in which various risk and protective processes and situational factors influence peer-based victimization and aggression among youth with disabilities. Implications of this work are discussed regarding the development, implementation, and/or evaluation of school-based youth violence prevention programs in an effort to better serve the needs of youth with disabilities.

Characteristics of Schools in Which Fatal Shootings Occur

School-based violence, and fatal school shootings in particular, have gained increased attention in the media and psychological literature. Most reports have focused on the characteristics of perpetrators, but there is a growing awareness that school-related factors may also influence the occurrence of fatal school shootings. The current study examined several key characteristics of all schools where random (38) and targeted (96) fatal shootings occurred in the United States between 1966 and 2009. These were compared with a group (138) of schools randomly selected to represent the population of all schools in the United States. The size of a school's enrollment, urban or suburban locale, public funding, and predominantly non-white enrollment were positively associated with fatal shootings. Universities and colleges were disproportionately associated with random shootings and high schools with targeted ones. It was proposed that characteristics of schools that allow feelings of anonymity or alienation among students may help create environmental conditions associated with fatal school shootings. Implications for future research and interventions are considered.