Student Violence Research Articles

The feasibility of ecological momentary assessment for assessing intimate partner violence in college students with a history of intimate partner violence perpetration.

The feasibility of ecological momentary assessment for assessing intimate partner violence in college students with a history of intimate partner violence perpetration.

Attitudes Toward Intimate Partner Violence and Levels of Hope in University Students in Health-Related Departments.

Intimate partner violence, is a major public and clinical health issue. Health institutions are one of the institutions to which a violence victim applies first. That is why the attitude of future health professionals is important. Hope is a concept that supports well-being and mental health. The aim of this study was to determine the relationship between attitudes towards intimate partner violence and hope levels of university students studying in the field of health. The research was a descriptive cross-sectional study. The research was carried out in December 2021 with 934 students. Data were collected using the sociodemographic data form, the acceptance of couple violence scale, and the trait hope scale. %65have a date or an ex-date, and %3.1 of them have experienced dating violence. 2.1% of the female students and 6.9% of the male students reported having experienced dating violence, and this was significantly higher in male students. Acceptance of couple violence among students are low in all dimensions. Acceptance of violence by men was significantly higher in all dimensions. Acceptance of male violence was significantly higher in those who use cigarettes and alcohol, and those who have experienced domestic or dating violence. The hope scale scores were close to high in all dimensions. The findings of the study showed the attitudes of students studying in health fields against violence. Students have dating relationships, are exposed to any violence in dating relationships, had low levels of acceptance of couple violence and high levels of hope. Students will start working with hope.

Investigation of the Relationship between Help-Seeking Behaviour and Juvenile Delinquency among Secondary School Students in Kisii County, Kenya

This study is about committing anti-social activities like: theft, illicit sexual relations, use and trafficking of drugs, fighting, destruction of property and cheating (juvenile Delinquency) by high school students ages 14-18 in Kisii Central Sub-County, Getembe Zone, Kenya. The purpose of the study was to explain the extent to which suicidal ideation, help-seeking behaviour, and use of media influence JD among secondary school students in Kisii Central Sub-County, Getembe Zone. It was also about the extent of differences in JD according to family type and perceived social class. The objective dealt with in this paper was to investigate the relationship between help-seeking behaviour and Juvinile Delinquency among secondary school adolescents in Kisii county, Kenya. Kisii Central Sub-County was selected because no similar study has been done there and because acts of student violence are apparent there. Probability and non-probability sampling methods were used. Questionnaires were used to collect data from students and teachers, interview schedules for principals, and focus group discussion questions were used on parents. The results indicated that respondents who scored highly in help-seeking behaviour were more delinquent than those that had a low score. The conclusion was that young people who think that they do seek help probably seek it from irresponsible people. It was therefore recommended that youths should be sensitized to seek help from caring persons in order to reduce cases of juvenile delinquency.

Investigation of the Relationship between Help-Seeking Behaviour and Juvenile Delinquency among Secondary School Students in Kisii County, Kenya

This study is about committing anti-social activities like: theft, illicit sexual relations, use and trafficking of drugs, fighting, destruction of property and cheating (juvenile Delinquency) by high school students ages 14-18 in Kisii Central Sub-County, Getembe Zone, Kenya. The purpose of the study was to explain the extent to which suicidal ideation, help-seeking behaviour, and use of media influence JD among secondary school students in Kisii Central Sub-County, Getembe Zone. It was also about the extent of differences in JD according to family type and perceived social class. The objective dealt with in this paper was to investigate the relationship between help-seeking behaviour and Juvinile Delinquency among secondary school adolescents in Kisii county, Kenya. Kisii Central Sub-County was selected because no similar study has been done there and because acts of student violence are apparent there. Probability and non-probability sampling methods were used. Questionnaires were used to collect data from students and teachers, interview schedules for principals, and focus group discussion questions were used on parents. The results indicated that respondents who scored highly in help-seeking behaviour were more delinquent than those that had a low score. The conclusion was that young people who think that they do seek help probably seek it from irresponsible people. It was therefore recommended that youths should be sensitized to seek help from caring persons in order to reduce cases of juvenile delinquency.

Factors Associated with Interpersonal Violence and Depression Symptoms in Adolescent Students from Jalisco during the COVID-19 Pandemic

Introduction. Violence is a major public health problem, which increased during the Covid-19 pandemic, affecting the physical and mental development of adolescents. Objective. To analyze factors associated with interpersonal violence and depressive symptoms in adolescent students in the south of Jalisco. Methods. Data were drawn from an online survey of 3,046 adolescents (ages 12-19) conducted between September and December 2021. The Beck Depression Inventory was used to assess depression symptoms. Self-reports of neglect, physical, psychological, sexual, and digital violence in the previous 12 months were analyzed. Bivariate and multivariate logistic regression models explored factors associated with depression and violence. Results. A total of 28.8% of the sample reported depression symptoms, 46.9% physical violence, 42.7% psychological violence, 34.9% neglect, 12.3% digital violence, and 5.2% sexual violence. The odds of depression were higher for those who had experienced physical violence (adjusted odds ratio [aOR] = 1.3 CI 95% [1.1-1.6]), psychological violence (aOR = 4.1 CI 95% [3.4-5.1]), digital violence (aOR = 2.0 CI 95% [1.5-2.5]); and neglect (aOR = 1.6 CI 95% [1.3-1.9]). Girls and adolescents aged 15-19 had higher odds of experiencing sexual, digital, and psychological violence. Poor school performance was associated with lower odds of reporting neglect (aOR = .6 CI 95% [.5-.8]) and sexual violence (aOR = .5 CI 95% [.3-.8]), while being employed was associated with reporting higher odds of physical violence (aOR = 1.5 CI 95% [1.3-1.8]) and neglect (aOR = 1.3 CI 95% [1.1-1.5]). Greater use of social media and videogames was associated with higher odds of physical, psychological, and digital violence. Conclusion. It is necessary to implement comprehensive public programs and policies to address violence and implement intersectoral social intervention strategies in mental health.

Exploration of Black/African American College Survivors of IPV During COVID-19 Utilizing Descriptive Analysis.

The last few decades have ushered in an increase in scholarship focused on campus-based violence, specifically sexual violence, sexual assault, and unwanted sexual experiences. This rise in sexual violence scholarship has promoted the examination of current campus-based interventions, resources, and response systems. However, there exists a dearth of research exploring the experience of intimate partner violence for college students within college/university settings. In this descriptive analysis, we capture the prevalence of intimate partner violence for a nationwide sample of 1,035 college students across diverse college and university campuses within the United States. Researchers utilized a sociodemographic questionnaire and the Intimate Partner Violence Screening Questionnaire to capture and measure college students' experiences of intimate partner violence during the COVID-19 pandemic. To analyze the data, the Statistical Package for Social Sciences (SPSS 28) was used. Univariate analyses and cross-tabulation analyses were conducted to examine the data. Specifically, due to the majority of research focusing on cisgender, White heterosexual women respondents, we focus our analysis on the experiences of Black and/or African American survivors of intimate partner violence on college campuses, in hopes of capturing the prevalence of intimate and relationship violence for Black/African American college students across colleges and universities. Results of this study revealed the prevalence of all types of intimate partner violence and abuse such as emotional/psychological, physical, and sexual violence within Black/African American college students. Findings from this database study produce implications for college/university campuses to consider capacity to address enduring psychological concerns and outcomes tied to intimate partner violence within college/university campuses, while also considering culturally responsive prevention and intervention efforts.

Child abuse, resilience, family functionality, bullying, substance use and violence in female university students

Child abuse, resilience, family functionality, bullying, substance use and violence in female university students

Understanding Signs and Sources of Anxiety in Urban Elementary Schools Serving Predominately Ethnically/Racially Minoritized Children

ABSTRACT Objective This mixed-methods study examined teachers’ perceptions of student anxiety in urban elementary schools serving predominantly low-income and ethnically/racially minoritized youth. Method Most participating teachers were female (87.7%) and from minoritized backgrounds themselves (89.2%), teaching in schools serving predominantly Black/African American (40%) or Hispanic (60%) students, and in which > 70% of students are eligible for free meals. Teachers were asked in surveys (N = 82) and interviews (n = 12) about the nature of student anxiety, and cultural/contextual considerations that influence anxiety. Results Overall, teachers reported prevalence and signs of student anxiety that were consistent with the literature, but they reported higher levels of impairment than in previous community samples. Regressions revealed that greater levels of student exposure to community violence and higher proportions of Black students were associated with higher teacher-perceived prevalence and concern about student anxiety, respectively. Moreover, greater emotional exhaustion in teachers was associated with higher reports of anxiety-related impairment in students. Thematic coding of interviews emphasized how teachers perceived 1) most student anxieties to be proportional responses to realistic threats and stress in students’ lives (e.g. resource insecurity), 2) systems-level problems (e.g. pressure to perform on standardized tests) contribute to student anxiety, and 3) school-based anxiety sources often interact with traumas and stressors students experience outside of school (e.g. immigration experiences). Conclusions Relative to the predominant literature that has focused on biological, cognitive, and other intraindividual factors as sources of anxiety, the present work underscores the importance of considering how broader economic and systems-level influences exacerbate anxiety in marginalized youth.

The role of peace educators in building a culture of peace in the school: Comparisons between Indonesia and Malaysia

<span lang="EN-US">A culture of peace is a condition that school members covet. Indonesia and Malaysia are two neighboring countries that support implementing peace education. Even though the two countries are allied and neighbors, each country has uniqueness, including implementing peace education. This study aims to describe the role of peace educators in Indonesian and Malaysian schools. Systematic literature reviews identify the position of peace educators in building a culture of peace in schools. The study uses eight main articles to describe the role of peace educators in Indonesia and Malaysia. The selected articles were analyzed by data extraction. The study results show that peace educators in Indonesia and Malaysia have different characteristics. Peace educators in Indonesia focus more on efforts to suppress student violence. Meanwhile, peace educators in Malaysia focus on building a constructive mindset towards all forms of experiences experienced by students. The study recommends further research to create a unique model of peace education according to the characteristics of students in Indonesia and Malaysia.</span>

School counselors as agents of peace in the school: a systematic literature review

Adolescence is a critical phase that can raise a problem, one of which is violence. This condition harms the dynamics of academic activities at school if they do not immediately find a solution. One party that has a central role in character development to suppress student violence is school counselors. This research is a systematic literature review that describes the counselor’s role as an agent of peace whose primary focus is to build a culture of peace in the school environment. The results showed that counselors used two pillars of service to create a culture of peace in schools, namely peace guidance and peace counseling. This paper discusses operational descriptions for each of the posts to build a culture of peace in the school environment. This results should serve as a reference for school counselors in supporting their programs to reduce violence in schools. Besides, this study also recommends conducting further research to create a guidance and counseling program to reduce violence among adolescents in schools.

Circumventing Censorship on the University Campus Through the Analysis of a Dramatic Text

ABSTRACT In 2016, Beninese police moved onto the university campus in Abomey-Calavi to control the violent student demonstrations which led to the invalidation of the 2015-16 academic year in the Faculté des Lettres, Arts et Sciences Humaines and the turmoil that turn of events subsequently risked causing. This local form of censorship was amplified by nationwide breaches of freedom of speech and opinion. How did the university react to all this? Certain teachers and students used educational activities as a pretext for overcoming the drastic restrictions to their freedoms. This article argues that the analysis of purposefully selected dramatic fiction can be employed in the critique of genuine infringements to freedom, and also in the identification of ways in which individuals overcome those infringements. Participant observation and the concept known as the “Horizon of Social Expectation” are applied to dramaturgical texts. The first part of the article provides a brief description of the political context, the strategic positioning of contributors and their respective levels of involvement in the pedagogical experience. This contextualisation then leads to the second part: a presentation of the results of the analysis conducted on paratextual data and the two dramaturgical categories of the theatrical text itself.

The Perplexing Role of Emotional Intelligence in Driving; Anger and Violence in Medical Students

Emotionally intelligent medical students have an awareness about how to respond in a particular situation, they considered the pros and cons before giving response whereas the medical students who are low on the scale of emotional intelligence may react in an absurd way such as being anger and violent. Objectives: This study aimed to investigate the interplay between emotional intelligence (EQ), anger, and violent behavior among medical students. Specifically, it sought to analyze the association between emotional intelligence levels and the expression of anger and violence, as well as to compare emotional intelligence and aggression tendencies between male and female students. Methods: A correlational research design was employed, utilizing online surveys as the data collection method. A total of 200 medical students aged between 19 to 30 years participated in the study. Emotional intelligence, anger expression, and violent behavior were measured using standardized scales. Statistical analyses including descriptive statistics, Pearson correlation, and independent sample t-tests were conducted using SPSS 23.0 software. Results: The findings revealed a significant negative correlation between emotional intelligence and both anger expression and violent behavior. Male students exhibited higher levels of anger and violent behavior compared to female students. Emotional intelligence scores were lower in male students, indicating a potential contributing factor to their heightened aggression tendencies. Conclusion: The study provides empirical evidence supporting the association between emotional intelligence, anger, and violence in medical students. Lower emotional intelligence levels were linked to increased anger expression and violent behavior. These findings underscore the importance of integrating emotional intelligence education programs into medical curricula to mitigate aggression tendencies and promote healthier interpersonal relationships among students.

Dating Violence and Emotional Dependence in University Students.

The aim of this study was to analyse the relationship between dating violence and emotional dependence in young university students in Ecuador by identifying differences based on sex. Using purposive non-probabilistic sampling, 3203 students were selected, of which 35.7% were men and 64.3% were women aged 16 to 48 (M = 21.50; SD = 2.82). Two psychological scales were applied: Questionnaire on Violence in Couples (CUVINO) and Questionnaire on Emotional Dependence (EDQ). According to the results obtained, based on sex, it was found that dating violence is a severe problem that both men and women experience. With regard to emotional dependence, women scored higher than men. In addition, emotional dependence was linked to dating violence. The implications of the results obtained for further research and for prevention and intervention programmes are presented, and the strengths and limitations of this study are detailed.

Examination of the relationship between peer bullying and cyber violence in university students

Peer bullying, encountered by individuals globally at an early age, necessitates a deep understanding of its underlying causes and associated elements for effective intervention strategies. The integration of digital technologies as tools has introduced the dimension of cyber violence to the discourse on peer bullying. This research aims to explore the relationship between peer bullying and cyber violence in a specific age group. Globally, 10-15% of children and adolescents experience peer bullying lasting over six months. Recognized as a global health issue by the World Health Organization and the United Nations, research indicates varying risks of exposure in different countries, such as 30% in Australia, 20% in Portugal, and 10% in the United States. The study investigates the connection between the violent behaviors adopted by individuals who have experienced peer bullying and their efforts to overcome the associated sense of worthlessness. Data were collected through an online survey utilizing the "Cyberbullying Scale" by Arıcak et al. and the Turkish-adapted "Adolescent Peer Relationships" scale by Seçer. The sample comprises 260 university students aged 18-24. Findings reveal that 53.8% of participants scoring high on the cyberbullying scale also exhibit elevated scores on the bully form of the adolescent peer relationships scale. Notably, 10% of those scoring highest on the bully form relate to participants who scored high on the threat dimension. In conclusion, the research highlights the need for additional studies to address cyberbullying and underscores the necessity for the development of diverse strategies. This study may establish a foundational framework for future research, contributing to the formulation of more effective approaches in combating cyberbullying.

Whole-school interventions promoting student commitment to school to prevent substance use and violence, and improve educational attainment: a systematic review.

Whole-school interventions modify the school environment to promote health. A subset of these interventions promotes student commitment to school to prevent substance (tobacco, alcohol, other drugs) use and/or violence. A previous review identified the theory of human functioning and school organisation as a comprehensive theory of such interventions, and found evidence that these interventions reduce substance use and/or violence. The objectives were to search for, appraise and synthesise evidence to address the following questions: (1) What whole-school interventions promoting student commitment to school to prevent substance use and/or violence have been evaluated, what intervention subtypes are apparent and how closely do these align with the theory of human functioning and school organisation? (2) What factors relating to setting, population and intervention affect implementation? (3) What are the effects on student substance use, violence and educational attainment? (4) What is the cost-effectiveness of such interventions? (5) Are intervention effects mediated by student commitment to school or moderated by setting or population? A total of 56 information sources were searched (in January 2020), then an updated search of 48 of these was carried out (in May 2021). Reference lists were also searched and experts were contacted. Eligible studies were process/outcome evaluations of whole-school interventions to reduce student violence or substance use among students aged 5-18 years attending schools, via actions aligning with the theory of human functioning and school organisation: modifying teaching to increase engagement, enhancing student-staff relationships, revising school policies, encouraging volunteering or increasing parental involvement. Data extraction and quality assessments used existing tools. Theory and process reports were synthesised qualitatively. Outcome and economic data were synthesised narratively; outcome data were meta-analysed. Searches retrieved 63 eligible reports on 27 studies of 22 interventions. We identified four intervention subtypes focused on student participation in school-wide decisions, improving staff-student relationships, increasing engagement in learning and involving parents. The theories of change of most intervention subtypes aligned closely with the theory of human functioning and school organisation, and informed refinement of an intervention theory of change. Theories of change for interventions increasing learning engagement did not align with this theory, aiming instead to increase school commitment primarily via social skills curricula. Factors influencing the implementation included whether or not interventions were tailorable, workable and well explained. Interventions with action groups comprising staff/students, etc. and providing local data were well implemented. Implementation was also affected by whether or not schools accepted the need for change and staff had the resources for delivery. Meta-analyses suggest small, but significant, intervention effects in preventing violence victimisation and perpetration, and substance use. There was sparse and inconsistent evidence of moderation and some evidence of mediation by student commitment to school. Two economic evaluations suggested that there is the potential for the interventions to be cost-effective. The quality of the studies was variable and the economic synthesis was limited to two studies. Whole-school interventions aiming to promote student commitment to school share similar theories of change and factors affecting implementation. They have the potential to contribute to preventing violence and substance use among young people. Future trials should aim to optimise intervention effectiveness by better theorisation, and assess implementation and effect moderators and mediators. This study is registered as PROSPERO CRD42019154334. This award was funded by the National Institute for Health and Care Research (NIHR) Public Health Research programme (NIHR award ref: 17/151/05) and is published in full in Public Health Research; Vol. 12, No. 2. See the NIHR Funding and Awards website for further award information.

How medical students' trauma histories affect their clinical clerkship experiences.

As the gender demographics of medical students have evolved over the past decades, it is important to understand potential stressors and challenges that may affect clinical learning experiences. This study investigated the prevalence of prior sexual assault (SA) and interpersonal violence (IPV) in medical students and how these affect their clinical clerkship experiences. A survey was distributed to third- and fourth-year medical students at a single institution in August 2022 querying respondents on demographics and prior experiences with SA/IPV at any point in their lives. Respondents who indicated they had previously experienced SA/IPV were directed to questions about how these experiences affected clerkships. Of 419 students, 125 responded to the survey (30.8% response rate). Forty (31.1%) reported a history of SA/IPV-32 (80.0%) women, five (12.5%) men, and three (7.5%) who did not report gender or identified as non-binary. Of the 40 respondents with a history of SA/IPV, 20 (50.0%) reported that their prior history affected their overall clinical experience, and nine (22.5%) felt that it affected their performance. Only seven (17.5%) reported using any resources, such as counselling, during their clerkships. Narrative responses discussed significant effects on performing physical exams, taking a history, interacting with team members, and engaging during clerkships. This work demonstrates the high number of students affected by SA/IPV and how these prior experiences affected core components of their clerkship experiences. Institutions must be proactive to create better supports for learners with histories of trauma, including SA/IPV.

Link between individual resilience and aggressiveness in dental students and the mediating effect of spirituality: A path analysis

BACKGROUND: The role of spirituality in people’s lives, particularly the lives of health professionals, as well as its impact on mental health issues like anger and aggressiveness and resilience, are particularly significant. Therefore, the purpose of this study was to examine the link between the propensity for violence and personal resilience in dental students by taking into account the function of spirituality as a mediator. MATERIALS AND METHODS: In this cross-sectional questionnaire survey, 211 volunteer dentistry students participated from a government institute in Jammu and Kashmir, India using a stratified sample procedure. The Spiritual Orientation Scale, Buss and Perry Aggression Questionnaire, and Connor-Davidson Resilience Scale were used to gather the data. SPSS version 20.0 was used for conducting a bivariate analysis to ascertain the directionality connection between the research variables. In addition; structural equation modelling analysis was conducted by Smart PLS. RESULTS: According to the findings, resilience and spirituality have a substantial and positive link (r = 0.468 r = 0.023). Aggressiveness and resilience revealed a statistically significant inverse link (r = 0.325, P = 0.04), but aggression and spirituality had no significant correlation. Spirituality played a substantial mediation influence in the indirect pathway of violence on resilience (P = 0.001). CONCLUSION: According to the study’s findings, spirituality can help pupils become more resilient as individuals and can act as a helpful intermediary between aggressiveness and resilience.

The Urgency of Anti-Sexual Violence Education for Higher Education Students

Sexual violence constitutes a crime against humanity in numerous nations, including Indonesia. Numerous incidents of sexual violence have occurred in the realm of education, particularly in higher education, which should be a safe environment for students to study. The purpose of this study is to delve deeper into the urgency of anti-sexual violence education in higher education. The method employed in this study was a qualitative method with a literature study approach. The results of this study showed that anti-sexual violence education in higher education is very important because there are many cases of sexual violence in Indonesia which involve various components in higher education. The forms of anti-sexual violence education efforts can be carried out by developing anti-sexual violence learning models in higher education and through various programs that encourage the active involvement of students in efforts to support anti-sexual violence. The researchers of this study concluded that education on anti-sexual violence for students in higher education is highly important and can be implemented in a variety of ways to strengthen students' knowledge and involvement in dealing with various cases of sexual violence.

Predicting adolescent violence in Wartegg-ZeichenTest drawing images based on deep learning

This thesis deals with the problem of negative behaviour due to changes in mental and physical stress in adolescence. In particular, it is a study to solve the health care problem of students exposed to violence. Among the problematic behaviours, students exposed to violence, especially, have many problems with healthcare. A projective test using pictures can elicit information from adolescents through direct experiences represented by pictures to which the subject unconsciously reacts. Few methods analyse images drawn by adolescents as image data. This study analyses data from 134 violent students who received fifth-degree punishment for violent behaviour and 134 nonviolent students. We use the convolutional neural network (CNN)(softmax), CNN (support vector machine (SVM)), with the style transfer generative adversarial network, and ensemble techniques to analyse drawn images using WZT and predict violence through deep learning. We predict violence from pictures with an accuracy of 93%–98%. This study is the first to automatically analyze and predict violence with a deep learning model in images drawn by adolescents on WZT. It also features WZT to proactively conduct violence investigations to improve health care for students. Advances in deep learning for image feature extraction are expected to provide more research opportunities.

Confronting Partner Violence: An Educational Program Using the Moodle Platform

The consequences of violent attitudes are worrying for society, the educational system in its task of training new generations must have as its main objective to reduce gender violence, for this reason this research arises that attempts to reduce violent attitudes among peers. This work presents the results after due analysis, whose objective is to demonstrate that the Moodle educational platform improves attitudes about intimate partner violence in students of Educational Institutions, generating changes through the page if it hurts is not love For the students of the First year of parallel Baccalaureate A of the Clemencia Rodríguez de Mora Educational Unit of the City of Santo Domingo, Ecuador, an investigation was carried out on the current state of violence committed and violence suffered, and their relationship in the gap that exists in the management of the inclusive Education System Model. Regarding the methodology, a quantitative approach is used, quasi-experimental design, the technique used was the questionnaire, the type of research is descriptive. Finally, in conclusion, it was evident that it is feasible to create didactic activities through the Moodle educational platform with the name Si Duele no es Amor, where students are nourished and express the desire to learn about different types of violence, as well as also detect and avoid attacks produced by the social environment, for this reason both teachers and authorities are ready to collaborate and provide timely help to correctly develop the proposal.