美国校园暴力及其治理模式

日益泛滥的校园暴力使学生的身心健康受到严重威胁,研究并形成有效的暴力治理模式已经成为各国教育界的迫切需要。本文回顾了二十世纪五十年代以来美国学校的暴力状况,介绍了美国学校安全管理的政策和计划以及暴力防治计划的具体内容,以期对我国的暴力研究有所启示。     

美国校园暴力综合干预模式述要

美国校园暴力的治理呈现综合化趋势,积极预防和有效干预构成了校园暴力治理的两个方面.首先,学校管理者、教师、心理学家、护工、社会工作者、咨询师应该发挥其积极作用.其次,学校的所有工作人员应该能够迅速识别校园中的潜在危险行为,同学生建立积极的联系.再者,学校要成为一个让学生感到安全、有意义的社区.最后,对受害者实施有效的支持和帮助,对施暴者进行有效干预.     

浅析美国校园暴力现状及原因

针对校园暴力,本文以美国为代表,对其现状及原因进行了初步探讨。美国校园暴力可分为欺侮、枪击、性骚扰及网络暴力,近几年呈现集中化、低龄化、严重化趋势。校园暴力的原因较为复杂,个人方面有个性问题及成瘾问题;家庭结构的改变、家庭暴力和不当家庭教育方式同样会诱发校园暴力;学校教育中自由观念过度、道德教育缺失以及应对方案不足使校园暴力恶化;同时,社会中暴力文化泛滥、枪支管理漏洞及种族歧视问题也留下了诸多隐患。     

美国校园暴力走向及其治理模式

校园暴力是一个国际性的社会问题,在不同意识形态、不同经济状况的国家都有发生,严重危害着青少年的身心健康以及家庭、学校和整个社会的稳定和发展。预防和正确处理校园暴力．不仅是保证学校正常教学秩序和学生健康成长的必要条件,也将有助于青少年犯罪的预防,减少社会上青少年犯罪的数量。本文回顾了近十年来美国学校暴力的走向和特点．介绍了美国学校安全管理的政策和计划以及暴力防治计划的具体内容：     

浅析美国校园暴力的成因

校园暴力是美国教育中的一个十分棘手的问题，由于校园暴力产生有其深刻的社会化因素，因而校园暴力也是一个错综复杂的社会问题，本从家庭、学校和社会化三个方面分别对美国校园暴力产生的原因进行了简略分析。     

制止青少年网络暴力：学校管理的新挑战

青少年不仅是网络暴力的受害者,也是网络暴力的制造者.青少年网络暴力形式多样,并呈现多发趋势.如何更好地应对青少年网络暴力问题,给教育工作者和学校提出了更严峻的挑战.     

校园暴力研究的回顾与前瞻

校园暴力严重危害着学生的身心发展以及家庭、学校和整个社会的稳定和发展,引起各国政府和专家的广泛关注.文章回顾了国内外关于校园暴力的含义、分类、成因以及干预研究的一些主要成果和进展,并在此基础上对未来研究的趋势进行了展望.     

我国校园外来暴力及其防治策略研究

中国已进入社会矛盾凸显期,校园外来暴力形势严峻。没有公权力的积极介入并以完善法律的方式构建校园外来暴力的国家干预体系、社区防治体系、学校防治体系,同时促进校园外来暴力的家庭防范,难以有效防治校园外来暴力,保护学校师生的合法权益,最终将会导致严重的社会问题。因此,应当努力构建政府主导,学校、家庭、当地政府和社区组织协作配合,多层面、全方位、主动性的学校安全防治法律制度和机制模式。     

韩将构建“学校暴力一站支援系统”

在社会舆论的推动下．2012年1月11日．韩国国会召开了党政协议会．就“学校暴力0ne—StoD支援系统”的构建方案展开了讨论。国务总理室室长、教科部长官、女性家庭部长官、行政安全部次官、警察厅厅长及15名国会议员参加了会议，确定了构建一个能够使任何人在任何时候、任何地点都可以方便快捷地举报学校暴力并得到支援的“学校暴力0ne—stop支援系统”，该系统具体包含以下内容：     

校园暴力的学校责任及防范对策

长期以来,发生在校园内的暴力案件一直困扰着世界各国,英、法等欧洲国家及日本、韩国等亚洲国家的校园暴力案件近年来急剧增多,特别是美国频频发生校园枪杀惨案,使本该是一方净土、文明殿堂的学校,变成了危险地带。校园暴力已经成为国际社会青少年犯罪的特殊类型和青少年受害的主要因素之一,加强对校园暴力的研究并提出有针对性的防范措施已刻不容缓。     

The role of school health instruction in preventing interpersonal violence

The social and human costs of youth violence are staggering. Reducing violence among youth will require a multifaced approach, including educational strategies aimed at reducing the prevalence of high risk behaviors associated with youth violence. This article examines the role of school health instruction in preventing interpersonal violence. Specifically, this article provides an overview of comprehensive school health education; suggests instructional content for violence prevention education; explores options for administering violence prevention education; discusses theoretical frameworks supporting education strategies; provides criteria for selecting violence prevention curricula and mateirals; examines possible limitations and barriers to violence prevention education; and provides recommendations for implementing programs. Though classroom health instruction should not be expected to solve problems associated with youth violence, prevention education needs to be delivered within the context of comprehensive school health education.     

心理干预与预防校园暴力

心理干预在预防校园暴力方面有着重要的意义与作用。从心理干预的角度看,可以从建立校园暴力行为的心理预示机制,建立校园暴力危机的心理防范机制,建立校园心理健康的长效机制等三方面来预防校园暴力。     

Teacher and principal perceptions of student victimization and the schools’ response to violence: The contributions of context on staff congruence

Consistency in staff awareness and response is a key programmatic centerpiece in most school violence prevention and intervention programs. Staff consensus on the definition of violence, the behaviors that constitute violence, the extent of the problem, and how to deal with violent situations are often the cornerstone of evidence-based programs. Nevertheless, little is known theoretically or empirically about the staff and school variables that shape principal and teacher consensus in recognition of the problem or the response to violence. To explore these issues, this study drew on a nested national sample of Israeli schools (1352 teachers; 186 principals and schools) to explore staff and school correlates of the extent of congruence in staff reports of awareness of and response to school violence and victimization. We drew on Rasch analytic techniques to measure the extent of staff congruence about frequency of student victimization, risky behaviors and school response. Overall, student-reported risky behavior accounted for congruence in staff reports of student victimization and risky behavior and was consistent across Jewish and Arab school systems. Staff reports of student victimization and risk shaped the school's response violent events, but important differences were observed across Jewish and Arab school systems. For example, the findings suggest that above and beyond all the school contextual factors, staff in religious Jewish and Arab schools reported less student victimization and less school response to violent situations. Implications for practice, theory, and future research in the school violence literature are discussed.     

TO BECOME ONE'S OWN MEDIATOR

Promoted by the Free University of Brussels, supported by the EEC, the transnational action‐research “To become one's own mediator” is applying and evaluating a violence prevention programme in elementary schools. We are creating and introducing the programme to the children (ages 8 to 10) and training the educational personnel. Inquiries are being made: questionnaire on transgressions, semi‐directive conversation about definitions of “violence”, test of attitudes in front of situations including social interaction, etc… Through that action research, our goal is to encourage our decision makers to include socio‐emotional programme in the school basic cognitive training. (It should be noted by U.K. readers that ‘violence’ is used in European research to describe acts of incivility. The role of a primary school teacher is also less global For example children will usually be supervised outside the classroom by people employed for that task).     

Specialist-level preparation in school violence and youth gang intervention

Surveys regarding the level and scope of training provided in both traditional child and youth issues and that of school violence and youth gang prevention were sent to 213 school psychology training programs. Ninety specialist-level programs were included in the final study. Results indicated the majority of programs provided substantial intervention training for more traditional behavioral concerns (e.g., ADHD, conduct problems). Training in school violence prevention and, in particular, youth gang prevention/intervention, were lower priorities for training. The hypothesis was not supported that programs located in or near metropolitan areas are more likely to offer training in school violence and gang interventions. These results are discussed within the context of practitioner preparation for violence intervention. © 1998 John Wiley & Sons, Inc.     

Violence in German schools — what school counsellors can do

This article describes child and adolescent violence in variousforms in Germany today. Sociological and psychological research provides variousexplanations, but a more comprehensive systemic approach seems to be necessary inorder to develop multi-modal methods of prevention and intervention.Twelve basic methods of prevention are briefly described as well as variousimportant therapeutic approaches. A model case is used to explain threelevels of prevention/intervention which school counsellors can apply: (a)client-centered counselling with various alternatives for the change ofperception, self-concepts and motives of people involved, (b) combinations of educationalmethods of prevention in a particular school according to circumstances, and(c) therapeutic intervention by counsellors themselves or in cooperation withexternal specialists. Competent counsellors who know their limits and are able tocooperate can play a key role in the prevention of violence and in aggression therapy.     

Educators’ perceptions and observations of learner-on-learner violence and violence-related behaviour

Abstract

The aim of this article is to report on an investigation into Free State educators’ perceptions and observations of learner-on-learner violence and violence-related behaviour. The research instrument was an adapted version of Joshi and Kaschak's (1998, 213–215) standardised violence and trauma questionnaire. The first important result from the research was that Free State educators identified physical and verbal abuse as the two most common types of learner-on-learner violence. Secondly, it was found that nearly a quarter of the educators perceive that learners at their respective schools use drugs either daily or at least once a week. It was found that some Free State learners often come to school armed. The quantitative data shed some light on the link between gangsterism and school violence, the role of the police in curbing school violence, educators downplaying the serious nature of school violence, as well as the procuring effect of violent behaviour. Finally, some recommendations regarding school violence are given.     

Examining the utility of a train-the-trainer model for dissemination of sexual violence prevention in schools

Rates of childhood sexual abuse are unacceptably high, with potentially long-lasting consequences for those who have been victimized. Currently, there are a number of sexual violence prevention programs that have been developed to lower rates of victimization, increase awareness, and connect victims with resources. Within this area of research, there has been less focus on effective methods of program dissemination. For example, school-based sexual violence prevention programs have had positive outcomes; however, little is known about how these programs are disseminated. The train-the-trainer model of dissemination utilizes master trainers to equip others to implement programs, thereby allowing more adults to teach and subsequently more children to receive the program. This study used survey data from teachers and other school personnel (n = 127) to analyze the utility of a train-the-trainer model of dissemination for a sexual violence prevention program in the state of Hawai’i. Through responses of people who were trained to implement the program (59.8% of whom did implement), aspects of the training, the program itself, and factors affecting whether a person implemented the program were explored. Results suggest that time spent in training, job position, and time in that position predicted whether a person trained to implement the sexual violence prevention program followed through with teaching the program to students. Additionally, 54.7% of people who did implement the program had at least one student disclose sexual violence to them, indicating the importance of sexual violence prevention programming and dissemination of these programs.     

检察机关参与校园欺凌与暴力社会化防控体系探析

近年来校园欺凌与暴力问题逐渐引起我国最高决策层的重视。校园欺凌和暴力的概念认知正逐步深入和明晰,健全完善治理校园欺凌和暴力的多元社会化防控体系已经迫在眉睫。检察机关在校园欺凌与暴力社会化防控体系中,肩负着重要角色和使命。在诉讼环节,检察机关应秉承双向保护理念,适度加大惩治力度,建立未成年人专门检察机构(组织)和办案模式;在非诉讼环节,检察机关应促进反欺凌与暴力的法律法规完善,指导教育行政部门及学校做好反欺凌法治教育及技术防范,强化学校、教师及监护人责任追究制度,大力加强普法宣传。     

Evaluating risk for targeted violence in schools: Comparing risk assessment,threat assessment,and other approaches

In the wake of recent school shootings, fear over violence in schools has prompted increased requests for psychologists, educators, and law enforcement professionals to assist in preventing future school violence incidents. We attempt to lay a foundation for developing effective assessment and prevention approaches by first distinguishing planned school‐based attacks from other forms of school and youth violence. We then review the three assessment approaches that have been advocated and used in some jurisdictions (profiling, guided professional judgment, automated decision‐making) and demonstrate why they are inappropriate—and potentially harmful—in preventing planned school‐based attacks. We then describe the contours of the threat assessment approach, developed by the U.S. Secret Service to prevent assassinations, and examine its utility for responding to communications or behaviors of concern that students may present in school settings. © 2001 John Wiley & Sons, Inc.