What Is School Violence?An Integrated Definition (original) (raw)
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School violence in the classroom: reflections on its causes, consequences and social links
2016
School violence is a global phenomenon which causes great social unrest. A broad theoretical debate has been going on for the last few decades along with extensive research in various fields: education, social work, social psychology and sociology, etc., which gives us reasons to believe that we are facing a multidimensional, transversal social problem, whose significance goes beyond its basic context: school and education. This article makes a theoretical review of various contributions, mentioning its causes and consequences, stressing the ties established between family and the socio-cultural environment. In this regard, it must not be forgotten that school violence falls within different levels; from school itself to society. This concern, obviously, increases the variety of approaches, results and ways of dealing with it. School violence is a complex and dynamic social phenomenon, which is gradually changing and it does so at different rates depending on the society in which it...
Journal of Emotional and Behavioral Disorders, 2000
The purpose of this article is to clarify the historical and definitional roots of school violence. Knowledge about this issue has matured to the point where there is a need to refine the definition of school violence, thereby positioning educators to take the next step in providing effective, broad-based solutions to this problem.The first section provides an overview of the definitional and boundary issues of the term "school violence" as used in research and applied prevention programs.The second section presents an overview of what is known about the occurrence of violent and related high-risk behaviors on school campuses. Information about the prevalence of school violence is reviewed to inform and guide violence prevention programs, emphasizing the need to implement programs that are well linked to known correlates of school violence.We believe that in addition to identifying the characteristics of both perpetrators and victims of violence at school, researchers need...
Ars & Humanitas
In this paper the authors present different incidences of violence in the school environment. Different factors influencing the phenomenon and existence of violence in school are also subject to different conceptualizations and definitions of violence in school. Special attention is paid to school as an institution, which in its essence is not a democratic, but a hierarchically structured organization. Because of the fundamental problems that are associated with the problem of violence in school, most countries require that schools systematically deal with this issue, and the formation of an integrated policy in tackling violence. In the second part of the paper, the authors analyse the policies of various countries (Canada, Sweden, France, Germany, the UK) to the problems of school violence and link them to the factors that influence the onset of violence in school. Special attention is paid to the analysis of official documents that enable violence in school in Slovenia to be reso...
School Violence - Encyclopedia entry
Introduction: If schooling is benign as a force in the social and emotional lives of young people and adults then why does it so often involve violence? This question is examined to see if it is a valid one. Some infamous incidents of homicide in schools are considered to aim to understand what kind of violence they represent. Also discussed are what could perhaps be called ‘softer’ violences such as bullying, repression of voice and self-expression and authoritarianism. School features of architecture and facilities such as metal detectors at school entrances, atriums facilitating constant all-round viewing for behavioural compliance and use of police patrols in schools are mentioned with a view to understanding how settings ostensibly just for education can involve and promote elements of environments otherwise linked to control of violence. A perspective on education in schools as involving violence in myriad ways is analysed.
Science and Society – Journal of Social Sciences, 2015
School violence is certainly not a phenomenon of newer date, but is rather old, even centuries old. There are various written sources in the distant past that describe its existence. However, it appears that progress is directed towards, primarily, at the specific detection, and then the prevention and sanctioning of school violence is made only when systematically approached to its research. The first such survey took place the 70-ies of the last century, in the Scandinavian countries, and have significantly contributed to raising awareness that the problem of violence in schools is very much present and that its effects are not negligible. In Serbia, researchers of violence in school are intensively engaged in the last ten years, and the largest number of national research projects is from this period. This paper does the systematization of part of the up to date knowledge and research results related to violence in schools. Given the topicality of this issue, on the one hand, and insufficient research, on the other hand, the author made an attempt to present the results of her research related to the concept of school violence, domestic violence in the schools, and the roles of participants in the violence.
Violence in School: What Can We Do
Pastoral Care in Education, 2007
A common disruption to learning and stability in schools occurs when pupils fight or become aggressive. This paper considers the issues of anger management, violence control and fighting reduction through a counselling programme with a high-risk pupil in secondary school. It begins by examining some of the thinking on young people and violence and aggression. Then, the author considers the place of counselling in schools in relation to this issue. Interventions for the practitioner to consider are discussed, including how to make a clear diagnosis of the nature of violence for the particular youngster, an analysis of angertriggers and an ambitious attempt to modify a belief-system that holds that 'might is right'. The author argues that occasional incidents of violent disruption are a reality in education, and while media reporting exaggerates the problem, schools need more imaginative strategies with the few targeted individuals than exclusion from school.
Violence at School and Its Root Causes
Proceedings of the International Conference on Contemporary Social and Political Affairs (IcoCSPA 2017), 2018
Violence experienced by the students has become well-known phenomenona in Indonesia. Violence cases are commited by varios education actors among teachers and students. The main purpose of this study is to highlight a wide range of forms of violences and picture the student's perception. In addition, the study also aims to examine the variables which causing the violence in schools. To further explore the research problem, the study uses a descriptive quantitative approach done by conducting observation and survey to 400 students done in four cities. The results show a high number of students who have experienced violence/bullying at school. Students and teachers can be both perpetrators and victims. The findings of this research has identified forms of violence that include (1) physical violence; (2) indirect violence; (3) verbal violence while the causes of violence vary from (1) the interaction actors in school, and (2) unconducive academic environment at school.
Introduction to the Special Issue “School Violence and Safety”
Youth Violence and Juvenile Justice, 2016
The U.S. Centers for Disease Control and Prevention has stressed that school violence is a top public health concern due to long-lasting detrimental effects on students' physical health and emotional well-being. Schools are agents of socialization that directly influence student development, educational progress, and life-course trajectories (
School violence: a qualitative case study
Procedia - Social and Behavioral Sciences, 2010
No school violence prevention or safety program can be succeeded without the inclusion of the related parties' meaning-making strategies. This qualitative study examines how school violence is understood by students and teachers, who are the two primary parties in any school environment. 27 teachers, one vice principle, and 125 students from 4 th to 8 th grades from a private school were asked to respond to open ended questions about their perceptions on the nature of violence in their school including reasons and the possible ways of prevention. Content analysis was used while analyzing the data. Integration of the results into the existing school violence program was discussed.