Intrinsic motivation and school misbehavior: some intervention implications

The intrinsic motivational concepts of self-determination, competence, and relatedness to others are highlighted to underscore their value in identifying motivational underpinnings for deviant and devious behavior. These constructs are woven into a working schema to differentiate intentional misbehavior in terms of whether it is reactive or proactive. Finally, from the perspective of such motivational thinking, implications for formal intervention research and experimental practice are illustrated.     

Predicting school violence: A comparison of violent and nonviolent male students on attitudes toward violence,exposure level to violence,and PTSD symptomatology

This preliminary study examined the relationship of use of violence to exposure to violence, attitudes toward violence, and posttraumatic stress disorder (PTSD) symptomatology in 45 adolescent male perpetrators of school violence and 45 nonviolent control participants from inner‐city schools. Participants completed the Exposure to Violence Questionnaire, Attitudes Towards Violence Scale, Checklist of Children's Distress Symptoms, and Use of Violence Scale. The perpetrator and control groups differed in use of violence, exposure to violence, and PTSD symptomatology. Use of violence demonstrated a unique relationship with attitudes toward violence, PTSD, and exposure to violence for the perpetrator sample, with the relationship between exposure to and use of violence remaining significant after controlling for attitudes and PTSD. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 591–598, 2006.     

School violence,school differences and school discourses

This article highlights one strand of a study which investigated the concept of the violence‐resilient school. In six inner‐city secondary schools, data on violent incidents in school and violent crime in the neighbourhood were gathered, and compared with school practices to minimise violence, accessed through interviews. Some degree of association between the patterns of behaviour and school practices was found: schools with a wider range of well‐connected practices seemed to have less difficult behaviour. Interviews also showed that the different schools had different organisational discourses for construing school violence, its possible causes and the possible solutions. Differences in practices are best understood in connection with differences in these discourses. Some of the features of school discourses are outlined, including their range, their core metaphor and their silences. The authors suggest that organisational discourse is an important concept in explaining school effects and school differences, and that improvement attempts could have clearer regard to this concept.     

校园暴力产生的原因及对策

近年来,校园暴力事件时有发生。文章分析了隐藏这一现象的深刻原因,同时呼吁教育工作者应当高度关注这一问题;并提出了两点解决办法:普法教育的加强和非暴力情感的培养。     

Bullying and school violence: The tip of the iceberg

Although the program of group observations recommended by Dr. Burron may not be feasible in your situation, you may employ some of his suggestions to make outside observations more significant to your student teacher.     

Sexual violence,schooling and silence: teacher narratives from a secondary school in Ethiopia

Sexual violence is recognised as a public health and human rights problem worldwide. Although schools are expected to be safe places for young people and are envisaged as institutions that challenge social injustices, they are increasingly identified as sites where disproportionately high levels of sexual violence occurs. This study seeks to understand how sexual violence in schooling contexts is conceptualised and interrogated by teachers with a focus on lived experiences, the consequences and the underlying causes. The study is based on qualitative research conducted at a secondary school in Ethiopia. The findings point to overwhelming evidence that sexual violence pervades in secondary schools, with a wide range of adverse consequences on girls’ wellbeing and educational attainment. The study demonstrates how nature, culture and society are included in conceptual thinking about the causes of sexual violence and explores teachers’ agency in addressing the phenomenon.     

Dealing with school violence: The effect of school violence prevention training on teachers' perceived self-efficacy in dealing with violent events

Objetivo: El objetivo de este estudio antropológico fue comprender la experiencia de violencia escolar que viven los adolescentes en el contexto de probreza crónica en una comunidad de Africa del Sur.Método: Para la recolección de los datos se utilizaron métodos cualitativos como observación participativa, entrevistas y discusiones en grupos. Diez y seis niños y tres adultos mantuvieron diarios y escribieron los reportes durante el período de la investigación de trs años y medio (Junio 1992-Diciembre 1995). Los siete alumnos Standard (N = 76) de la escuela local completaron un cuestionario de auto-concepto y escribieron dos ensayos sobre sí mismos y sus vidas, respectivamente.Resultados: La ideología y las estructuras del apartheid crearon un contexto de empobrecimiento y violencia estructural a la que los niños habían sido expuestos. La escuela era una de las instituciones sociales donde los niños eran sometidos a biolencia estructural, psicológica y física diariamente. La conducta violenta o disciplinaria era utilizada por padres y maestros autoritarios como práctica justa y efectiva de enseñanza. Las manifestaciones de la pobreza incluían erosión emocional, un auto-concepto negativo y violencia reactiva.Conclusiones: La violencia escolar estaba estructuralmente entremezclada con el tejido mismo de la jerarquía social del contexto escolar y considerada una estrategia efectiva para adquirir control social y para disciplinar a los niños. La pobreza en sí misma ofrecía el caldo de cultivo para la violencia en el hogar y en la escuela. Los niños estaban atrapados en un círculo vicioso de violencia pro- y reactiva; y socializados para aceptar la violencia como un instrumento de poder. Se ofrecieron recomendaciones para posibles intervenciones y futuras investigaciones.

Boys,masculinity and school violence: reaping what we sow

In this paper the author explores the relationship between masculinity and violence. She begins by pointing out that although all of the recent school shootings in the US have been perpetrated by boys, very few are associating the acts with the gender of the offenders. Perhaps this connection is not made because society is so conditioned to the fact that men and boys have always made up the preponderance of violent offenders in the US. In this paper the attitudes and behaviors associated with the socially constructed culture of masculinity that lend themselves to male violence and aggression are explored. It includes a discussion of a Freirean approach to the problem and concludes with practical suggestions for transformation.     

Interpersonal violence among youth: A challenge for school personnel

Although interpersonal violence in the school setting is not a new phenomenon, the problem has escalated considerably in this last decade. Both urban and rural school systems are being affected. This paper seeks to explore the extent of interpersonal violence and its impact on students and school personnel. The multiple factors that lead to school violence are examined. Select curricula used in school systems to reduce or prevent violence are highlighted. The article emphasizes that student violence is not a problem limited to the school environment, but one that should and must find a solution through cooperation of all the institutions present in the community, family included. Finally, suggestions are presented for developing preventive strategies.     

How French counsellors treat school violence: An adult-centered approach

This article explores characteristics of school violence inFrance and the privileged means by which school counsellors can address this increasinglywidespread problem. In the first section, the status of counsellors in theFrench schools is outlined, and it is shown that counselling activities are reallyonly undertaken for students in junior high or high school. Two importantcharacteristics of the French view of school violence are: The experts in psychology takelittle interest in problems of school violence; and adults, rather than students,are seen as the primary victims. In this context, counsellors try to reduceschool violence primarily through training and reflecting with school staff. Severalempirical arguments suggest, in effect, that the adults' perceptions of the students is adetermining factor in the social regulation of school violence. This violence consistsmostly of incivilities that are only slightly reprehensible but oftenunbearable for certain teachers. Depending on whether the school staff try to understandthe incivilities or can only see them as pure savagery, they either try to controlthem through education or they lose confidence in their professional mission.The goal of counsellors is both to help the personnel develop theircapacities and motivate them to analyze the students' behavior, and to engender a senseof team spirit.     

Academic differentiation,school achievement and school violence in the USA and South Korea

Whilst school violence is a major public concern and a focus of educational reforms both in the USA and South Korea, few studies have comparatively examined the rates of school violence and school factors associated with them. Analysing nationally‐representative data from eighth graders, their mathematics teachers and principals in 150 South Korean schools and in 216 US schools, the authors found that: 1) the rates of school violence are higher in the US than South Korea, 2) student‐reported violence rates are not associated with school‐reported violence rates in both nations and 3) South Korean schools with academic tracking and low‐achieving US schools are more likely to have higher rates of school violence. Policy and practical implications of these findings are discussed.     

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.     

校园暴力溯源及其防治对策

儿童攻击性行为发展成为校园暴力，其原因是多方面的：既有不良社会环境的影响、儿童社会交往的障碍，也有教育干预的不当。防治校园暴力，应培养儿童自我调控情绪的能力，进行社会交往技能的学习与训练，开展情感智能教育，培养他们良好的性格。     

Psychological adjustment in bullies and victims of school violence

The present study examined psychosocial adjustment in the following four groups of students: victims, bullies, bully/victims and a control group of adolescents not involved in bullying or victimization problems. Psychosocial adjustment was measured considering as indicators: level of self-esteem, depressive symptomatology, perceived stress, feeling of loneliness, and a general measure of satisfaction with life. Participants (N=1319) were aged from 11 to 16 (47% male) and drawn from seven state secondary schools in Valencia (Spain). ANOVAs revealed significant differences among groups, reporting adolescents not involved a general better psychosocial adjustment; they had higher levels of self-esteem and satisfaction with life, and lower levels of depressive symptomatology, perceived stress and feeling of loneliness. The scores for this group were equivalent to those of bullies with respect to self-esteem, depressive symptomatology and loneliness. However, bullies perceived more stress and expressed less satisfaction with life, as did the other two groups, namely victims and bully/victims. Victims reported the strongest feelings of loneliness. Bully/victims seemed to share characteristics with both bullies and victims, though showing more similarities with the latter and a general poor psychosocial profile.     

Girls negotiating sexuality and violence in the primary school

Girls’ vulnerability to sexual violence and harassment is a recurrent theme in much of the literature on schooling in sub‐Saharan Africa. Within this research, girls are often framed as passive victims of violence. By drawing on a case study, this paper focuses on 12 to 13‐year‐old South African school girls as they mediate and participate in heterosexual cultures that are simultaneously privileging and damaging. Set against the wider social context where violent gender relations are key to the building blocks of patriarchy, the paper examines how heterosexuality underscores the formation of femininity as girls engage with and participate with each other and boys in informal school relations. To this end, Butler's concept of the ‘heterosexual matrix’ is deployed to examine how girls navigate the wall of male power, where the ‘real’ expression of femininity is embedded within heterosexuality. The paper explores girls’ investment in heterosexual cultures in the school playground and on ‘dress‐up Friday’ to examine how gender power inequalities and violent relations manifest. In expanding the analysis of heterosexuality to primary school contexts, the paper broadens the focus of school‐based gender and sexualities research in sub‐Saharan Africa to address a neglected area of younger girls’ femininity and their active agency. The paper argues for the importance of addressing primary school girls, femininity and the power of heterosexuality through which relations of inequalities operate.