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School crime and violence continue to be important topics of criminological inquiry. Forms of violence that have received much attention from criminologists include school gun violence, assaults, and bullying. What appears missing from criminological studies are analyses of different forms of violent victimization imposed on school children related to environmental injustice, pollution, and exposure to toxins. In this article, we argue for the interpretation of these harms as violent victimizations. To facilitate this, we draw upon definitions of violent victimization developed in green criminology, conceptualizing exposure to environmental toxins as violent assault, and introduce the term green school violence (GSV). Next, we draw upon the medical, environmental, and public health literature to offer a series of examples of GSV in the United States, discuss numerous environmental hazards present in American schools, and describe their scope and severity. A conservative estimate of the frequency of GSV suggests that far more school children are victimized by GSV than forms of interpersonal acts of violence. [ABSTRACT FROM AUTHOR]

In this paper, the author used a cross-sectional design to assess the association between the tendency toward school violence, on the one hand, and self-control, social support, and sex, on the other, among 148 Arab-Israeli adolescents in schools in northern Israel. Standard questionnaires on violence, self-control, and social support were administered. In line with expectations, self-reported violence was significantly associated with males, as well as low scores on self-control and social support. [ABSTRACT FROM AUTHOR]

Copyright of Ilkogretim Online is the property of Ilkogretim Online and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Entramado is the property of Universidad Libre Seccional Cali and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to explain how adolescents in a rural high school conceptualise school violence. Qualitative data were collected over two two-day periods (24 hours) through child-centred tasks like drawing and the completion of open-ended sentences, informal conversations regarding the given activities, observations documented as visual data (photographs), a research journal, and focus group discussions. In total, four boys and five girls participated in the study. Results of the study indicate that the adolescents (aged 15–17 years) view school violence both as negative, in that it causes harm, and positive, in that it serves as a strategy to ensure order and protection. The adolescents conceptualise violence as interweaving constructs of power, discipline and aggression. Future adolescent-focused interventions regarding violence must include conversations about these nuanced understandings. [ABSTRACT FROM PUBLISHER]

Copyright of Ilkogretim Online is the property of Ilkogretim Online and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives: The purpose of this investigation was to delineate patterns of attrition among urban middle school students participating in a longitudinal study. Methods: We examined differences in demographic, psychosocial and behavioral characteristics across 3 waves of children attending 4 urban public schools. Results: Students who left after T1 were similar to those completing all surveys; those leaving after 2 surveys were similar to those completing all surveys except for reporting greater violence involvement. Students who in-migrated at T2 trended towards greater violence involvement at T2 which mitigated at T3. T3-entering students exhibited multiple differences from those completing all surveys. Conclusions: Within such settings, out-migrating students may be similar to non-attriting students, whereas in-migrating students may have short-term differences. [ABSTRACT FROM AUTHOR]

Empirical evidence is reported on the psychometric properties of the Scale o f criminal and violent behaviorin the classroom, in a sample of 877 Chilean high school students, between the ages of 13 and 20 (M = 15.94, DT= 1.31 ). Exploratory and confirmatory factor analysis have provided evidence of cross validity, corroborating the original twofactor structure; the violent behavior disruptive factor and the victimization factor. Measures of internal consistency and uniformity were satisfactory for both subscales, as well as their correlation with school social climate measures. It is concluded that this scale provides guarantee of reliability and validity for its use in Chile. [ABSTRACT FROM AUTHOR]

Crime on college campuses appears related to the physical characteristics and routines of the people occupying that space. Environmental criminology suggests that nodes - locations to and from which people routinely travel - help explain the distribution of crime in a given space. The current study examined the role of nodes in explaining the distribution of property crime on a college campus using 24 months of police incident data. More specifically, using GIS and related tools, we compared the distribution of property crime occurring at locations in a major medical center on the campus with locations in the non-medical side. Results revealed more property crime occurred on the medical side of campus and that differences existed in crime patterns for the two nodes based on time, location and season. We conclude by discussing the utility of GIS in allocating resources and crime prevention strategies for college campuses. [ABSTRACT FROM AUTHOR]

Horrific events such as the fatal shooting of three high school students in Chardon, Ohio, in the winter of 2012 places tremendous pressure on state and local agencies to ensure that schools provide a safe and conducive learning environment for all students. To help curb school violence, schools have adopted zero-tolerance policies, which often call for an “automatic” punishment and treat offenses with uniform severity regardless of intent, circumstances, or student’s record. This article addresses the issues associated with zero-tolerance policies by examining relevant legislative mandates and case law and provides recommendations for improved practice. [ABSTRACT FROM PUBLISHER]

The goal of this study was to explore the levels of witnessing violence among Thai youths and to examine whether a Western model of witnessing violence that relates to personal and family characteristics, peer relationships, own violence, violence in the family, violence in the school, and in the community, is appropriate for the Thai reality. The random sample consisted of 2,897 youths: 1,107 (38.2%) males and 1,722 (59.4%) females. Results indicated that witnessing violence rates among the Thai youths are high, but in general, quite similar to those reported in the west. The most frequently witnessed violent act was hitting and punching in school. Peer characteristics and their advice were the most related factor to witnessing violence followed by own violence activities, violence in the family, and the surrounding subsystems, supporting the similarities of the Thai reality to the Western one. No significant differences were indicated between the rural and inner-city settings. The results were interpreted in light of the cultural characteristics of Thailand. [ABSTRACT FROM PUBLISHER]

Several high-profile school shootings have emerged as significant discursive markers in a longer “disaster narrative.” This study applies the two-dimensional analytic framework introduced by Chyi and McCombs to examine the frame-changing differences between two highly salient school shootings. A content analysis was conducted using the New York Times coverage of the 2012 Sandy Hook Elementary School shooting. The findings of this study indicate that while Columbine set the precedent for how the media covers school shootings, the coverage of Sandy Hook illustrates a departure from this model and potentially reshapes the way that these events are covered. [ABSTRACT FROM PUBLISHER]

Practices of violence such as physical and verbal aggression, provocations, humiliations and exclusion that occur mainly among young people in schools are named as bullying and the aim of this qualitative-descriptive study was to investigate how this phenomenon is represented by magazines directed to teenage girls. The analysis was conducted in fifteen articles of four Brazilian magazines: Capricho, Todateen, Atrevida and Yes Teen through thematic categories: 1) Definitions and explanations about bullying; 2) Magazines' proposals to the confrontation against bullying (2.1 Campaigns and orientations against bullying; 2.2 Advices about how to act in the presence of bullying; 2.3 Examples of "overcoming" to people who suffered bullying and 2.4 Advices given to people who practice bullying). It was identified the presence of hierarchies, stereotypes and the incentive to competition. There is the predominance of normative and excluding patterns, advices that individualize the issue and lack of critical reflection. [ABSTRACT FROM AUTHOR]

Bullying, rejection, and social exclusion are often considered key contributing factors in school shootings, but recent studies have questioned their importance. One weakness in the previous research is its almost exclusive focus on U.S. American perpetrators. Therefore, we examined files of inquiry pertaining to seven school shootings in Germany that occurred between 1999 and 2006, with special attention to information on peer and teacher relationships. At the time of the offense, all perpetrators but one had a number of friends and acquaintances and were by no means socially isolated. Most, however, showed changes in their friendship patterns and had problems with some peers. In only three cases was there evidence of single bullying incidents. All perpetrators had problems with teachers prior to the offense. Our findings question that the results from previous research also apply to other samples. Problems with teachers represent an important risk factor which has been neglected in the research so far. Changes in friendship patterns may likewise constitute a warning sign. Our findings require consideration when developing prevention and intervention measures. [ABSTRACT FROM AUTHOR]

A plethora of studies have appeared which argue that, prior to their attack, the perpetrators of school shootings had experienced intense conflicts and problematic relations (e.g. bullying) with peers and teachers, and were on the periphery of the schools' social life. This in turn resulted in the perpetrators' view of themselves as marginalized victims. However, methodological problems and inconsistencies mark many studies, and findings vary. In an attempt to clarify the role of perpetrators' negative social experiences with peers and teachers prior to their attack, we have undertaken a systematic search of the literature, including 35 international primary studies on school shootings. In selecting the studies we limited ourselves to ones which deal with at least two (Range: 2-39) cases in which a violent targeted attack was carried out by a current or former student who chose their school or university as the site of the attack. A total of 126 cases (128 perpetrators) from 13 countries (USA, Canada, Germany, Finland, Brazil, Argentina, Australia, Bosnia, Greece, Hungary, Netherlands, Sweden, and Thailand) were examined. The mean age of the perpetrators was 19 (Range: 6-62 years, SD = 8.72), and in 121 cases the perpetrators were males. Detailed information relating on the social dynamics that contributed to the attack was found in 67 case reports. Our analysis revealed that in 88.1% of cases the future perpetrator experienced social conflict within the school environment. A minority of perpetrators (29.9%) were physically bullied, while 53.7% experienced peer rejection, verbal and otherwise. Romantic rejection was only found in 29.9% of cases. Conflicts with teachers (43.3%) proved a decisive factor. In order to better understand the role of social dynamics in the developments leading up to school shootings, it is necessary to analyze the perpetrators' position within their social network and the ways in which they experienced interaction with their peers and others at the school. In addition we must obtain precise information on their views of themselves as victim over a period of time. [ABSTRACT FROM AUTHOR]

Although research has explored the effects of protective factors on fostering resiliency within individuals, the same level of inquiry has not emerged investigating the causes of why high-risk organizations are resilient to serious violent delinquency. One type of organization that seems particular appropriate for research inquiry is the school. Using a sample of 307 school principals from the School Survey on Crime and Safety, this study investigates how protective factors are individually and cumulatively related to resiliency against serious violence within schools. The findings indicate schools may be more reactive than proactive in their efforts to remain resilient. The theoretical and policy implications of these findings are discussed. [ABSTRACT FROM PUBLISHER]

The Caribbean region, per capita, is one of the most violent in the world. Trinidad & Tobago (TT), an economic powerhouse, has been bedeviled by violence. Unsurprisingly, school violence has escalated; however, there is a paucity of data. In this case study, I employed a critical peace education and postcolonial studies framework to examine how school violence is conceptualized. The research site--a product of postcolonial educational expansion--is a co-educational secondary school in TT, and is nationally stigmatized for its violent notoriety and persistent academic underperformance. Observations, 33 semi-structured interviews, and 9 focus groups/classroom discussions (with a total of 84 students) were conducted over a 7-month period in 2010, with a 3-week follow-up in 2013. My data illustrate how youth are the main analytic unit in the discourse around school violence; a discourse from which the structural role of the school is mostly omitted, as well as the lingering impact of a contemporaneously bifurcated educational system that was created during the colonial era. These omissions may serve to reinforce/perpetuate TT's class-stratified society; this constitutes discursive violence, but more specifically, as its iteration in this case study, postcolonial structural violence. Such discursive violence is both a neocolonial product and enabler of the structural violence that maintains educational inequity in TT. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including research on school violence in Trinidad and Tobago, relationships and world peace, and the use of dialectical discussions of conflict for peacebuilding education.

School violence is a growing problem throughout the world, although some nations exhibit higher rates of violence than others. This research examines the relationships between measures of strain and principals’ reports of school violence in schools across 39 nation-units derived from the 2007 Trends in International Mathematics and Science Studies survey. Using multilevel linear analysis, findings indicate that schools with larger eighth-grade sizes, fewer females, and greater resource shortages exhibit higher levels of violence across nations, in addition to higher national average school sizes and lower national levels of math achievement, lending support to strain theory. Interestingly, nations with higher gross domestic products (GDPs) and those that spend higher percentages of their GDP on education also exhibit higher levels of reported school violence, suggesting that potentially, the construct of school violence may be more socially acceptable to report and address in wealthier nations. [ABSTRACT FROM PUBLISHER]

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Traditional research on school violence has focused mainly on the later primary education grades and on secondary education, and has barely addressed the presence, characteristics, assessment, and intervention of interpersonal problems at early ages. The aim of this study was to construct and validate a questionnaire that identifies the onset and the most frequent forms of school violence in the first years of schooling in order to design effective prevention programs. The study participants were 195 children from the last year of preschool and the first stage of primary education. The research carried out demonstrates that the instrument, the Questionnaire for the Assessment of School Violence in the Preschool and Primary School (Cuestionario de Evaluación de Violencia Escolar en Infantil y Primaria, CEVEIP), has adequate psychometric properties. The instrument includes 27 self-report items that assess seven typologies of violence that occur in the school setting at early ages from three perspectives: observed violence, experienced violence, and perpetrated violence. The results reveal that violent behaviour of a low or moderate frequency and intensity, is present, beginning in the first years of schooling. These levels of violence could be better managed in the educational setting in order to enhance students personal development. [ABSTRACT FROM AUTHOR]

The state of the art in research on violence, aggression and conflict at school is reflected in this article, based on a document review and the construction of open, axial and selective categories using the relevance and opacity method. The review included 34 documents on research findings published in the last five years, which were tracked in scientific databases. The results show most of the research is focused on descriptive interests, using school children as the primary source of information. This makes it difficult to understand the dynamics that motivate these types of situations in the school environment [ABSTRACT FROM AUTHOR]

The article presents the findings of research on the conditions and factors associated with life at school. The purpose was to evaluate school life through a descriptive transversal study conducted at nine schools in five towns in Cundinamarca Colombia during 2011. The participants included 1091 students and 101 teachers. The instruments used included variables such as the climate at school, aggression, risk and support factors, self-esteem, family functionality and subjective well-being. The Precede Proceed educational model was used to diagnose life at school. The students said the climate at school is unsatisfactory and cited the existence of aggressive behavior (verbal and physical), destruction of materials, social isolation and sexual harassment. Standard approaches are used to resolve and address conflicts. Problems are caused by difficult students, lack of respect, discipline and intolerance on the part of teachers. The classroom is where aggression occurs most often. Friends and family intervene in solving conflicts. The teachers reported that students are vulnerable to drug and alcohol consumption, and parental support is not evident. The violence is independent of the type of facility, age, social or economic level, and family background (nuclear or non-nuclear). Unlike the students, the teachers have good selfesteem, family functionality and subjective well-being. [ABSTRACT FROM AUTHOR]

School violence has been a topic explored significantly in recent years educational research in Mexico, however, in contexts of extreme violence have not been shown the impact of structural violence, school and other community spaces. The article presents results of an investigation that aimed to reconstruct the impact of violence in the northwest region of Chihuahua, from the educational community (teachers, parents, students) in two towns in particular. In the manner of case studies and by using content analysis, we analyze the impact on the perception of increased violence from direct experience, the dynamic modification of the schools, the abandonment of public spaces and signaling of "new" actors, apparently outside the community, that appear a priori by their social status, as those responsible for violence. [ABSTRACT FROM AUTHOR]

The violence in schools is coming by the occurrence of various behaviors inconsistent and regulating cultural life in schools. The development of strategies and targeted educational pathways to citizenship, social participation, tolerance, do indiscipline in school they can help in the prevention of bullying attacks in the school context. The objective is had of describing on the violence, indiscipline and bullying in the schools, characterizing the involved subjects, so that parents and teachers can identify them and to take reasonable attitudes. For this present work, a bibliographical review was developed in books and scientific publications quoted at referenced databases. It is waited that the present work can explain the relationship among the violence forms in the schools, so that parents and teachers can find a solution for the conflicts. [ABSTRACT FROM AUTHOR]

El artículo discurre sobre la violencia en las escuelas de Argentina, con un enfoque en la región de Santa Fe durante el periodo 2003-2007. Las autoras comentan sobre el rol del gobierno argentino en la implementación de políticas para disminuir la prevalencia de violencia escolar. También se consideran las investigaciones realizadas por el gobierno argentino a principios del siglo 21 acerca de la violencia escolar.

Previous studies on violence among students have tended to assume that continuing violence is brought on only by perpetrators' total control over victims. However, this paper explores the process through which the victims' affirmative acceptance of violence contributes to the continuity of violence. For this purpose, this paper introduces a new concept, "violence as rite of passage," and examines a case of violence in a delinquent multiage group at a junior high school that was obtained through a retrospective semi-structured interview with a man in his twenties. In this case, the informant belonged to a delinquent multiage group which had a certain level of control over public order at school. Though he suffered constant violence by senior boys in the group, he took their abusive behavior as essential to keeping public order and accepted it positively. The main reason was that suffering violence made him feel a strengthening of his sense of self-esteem, as follows. Firstly, he was beaten by senior boys in public as a representative of students in the same grade as himself, and this fact assured them that he was their leader. Secondly, he withstood violence by keeping his legs and never crying at anytime: his courageous behavior evoked much admiration among the group members. By examining this case from a perspective of violence as rite of passage, it is found that victims accepted violence positively and contributed to the maintenance of a violent culture at the school because the suffering of violence committed by the perpetrators led to benefits for the victims. The finding in this paper advances our understanding of how violence among students continues. [ABSTRACT FROM AUTHOR]

Copyright of Aposta is the property of Aposta and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Diversitas (17949998) is the property of Universidad Santo Tomas, Facultad de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

High school delinquency, adolescent behaviors ranging from repeated school misconduct to being arrested, is a critical concern in the United States. Though widely believed that reputation is related to adolescent behavior, few studies have addressed the relationship between adolescent reputation and delinquency. Using the National Educational Longitudinal Study: 88 (NELS), the current study examined adolescents’ individual characteristics, reputation enhancement, peer affiliation, parent involvement, and school delinquency. Results showed that peer affiliation and school bonding had strong indirect effects on high school delinquency through reputational constructs. Practice implications for school settings are included. [ABSTRACT FROM PUBLISHER]

We examine the impact of school violence on immigrant populations internationally. To do so we apply three-level models to 2007 TIMSS data to investigate the extent to which immigrant students are affected by school violence, and whether school- and educational-system levels of immigration and violence are related to achievement. We find that, despite some variability across education systems around the world, a persistent pattern emerged: immigrant students are differentially affected by violence. School climate is associated with immigrants' outcomes in most educational systems. We discuss policy-relevant implications for academic achievement in an increasingly globalized world. [ABSTRACT FROM AUTHOR]

Behaviour in schools is an emotive topic and one of enduring political interest and sensitivity. The media often portrays schools as violent and dangerous places and young people as ever more unruly. This paper explores findings from a recent large-scale national study on behaviour and focuses on the data from primary and secondary school students within this study. The comments and suggestions offered by students move beyond a discussion of behaviour to focus on the broader questions of participation, engagement and meanings of active citizenship in school. [ABSTRACT FROM AUTHOR]

Despite possible negative effects, many children do not tell their teachers when they have been bullied. This study examined junior school pupils' (N = 294) reports of instrumental, emotional and validation social support received after disclosing being bullied to teachers, and associations with intentions to disclose in the future. Overall, participants reported receiving modest to high levels of social support. The three social support variables accounted for a significant proportion (16.3%) of the variance in intentions to disclose. Each of them also emerged as significant non unique predictors (i.e. not controlling for their shared variance), and validation social support did so even after controlling for the influence of the other two types. These effects were stronger for boys than for girls, and some varied by age. Findings are discussed in terms of outcome- expectancy theory and practical implications. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study tested five hypotheses related to the accuracy of students' perceptions of school norms for aggression and nonviolent problem-solving strategies with two cohorts ( ns = 852 and 968) of 6th-grade students in 12 schools. Students consistently overestimated peer normative support for aggression and underestimated peer normative support for nonviolent problem-solving strategies. This effect remained significant in tests of moderation by gender, ethnicity, and aggression level. Tests for moderation by the degree of provocation (e.g., if a student was hit first) and a test measuring actual norms from eighth graders and perceived norms from seventh graders suggested that the discrepancy was not due to self-serving bias or social desirability. Longitudinal analysis found that the discrepancy remained through 8th grade. The discrepancy between actual and perceived norms has implications for risk and violence prevention, which are discussed. [ABSTRACT FROM AUTHOR]

Background: School killings attract immense media and public attention but psychological studies surrounding these events are rare. Objective: To examine the prevalence of posttraumatic stress disorder (PTSD) and possible risk factors of PTSD in 320 Danish high school students (mean age 18 years) 7 months after witnessing a young man killing his former girlfriend in front of a large audience. Method: The students answered the Harvard Trauma Questionnaire (HTQ), the Crisis Support Scale (CSS), and the Trauma Symptom Checklist (TSC). Results: Prevalence of PTSD 7 months after the incident was 9.5%. Furthermore, 25% had PTSD at a subclinical level. Intimacy with the deceased girl; feeling fear, helplessness, or horror during the killing; lack of expressive ability; feeling let down by others; negative affectivity; and dissociation predicted 78% of the variance of the HTQ total scores. Conclusion: It is possible to identify students who are most likely to suffer from PTSD. This knowledge could be used to intervene early on to reduce adversities. [ABSTRACT FROM AUTHOR]

School violence is a common problem that predicts serious maladjustment, being in the center interest of many researches. In order to better understand school violence, it is necessary to take into account the various perspectives on this phenomenon, the analysis of the various causes and the risk factors, identifying them representing a basic step in the development of coherent strategies prevention and programs. In turns, the article is analyzed both school violence etiology, prevalence and negative effects of this phenomenon and how the social worker and school counselors can contribute on prevention of violent cases in school. Also the article demonstrates the importance of connection and communication between school and students' families. [ABSTRACT FROM AUTHOR]

Copyright of Social Psychology / Psihologie Socială is the property of Alexandru Ioan Cuza University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This daily diary study followed, over a 2-week period, 252 beginning New York City public school teachers. Seventy percent were alternatively certified (New York City Teaching Fellows) and the rest, traditionally certified teachers. Alternatively certified teachers were more likely to experience stressors such as violent incidents and classroom management problems. No differences were found in exposure to stressors/difficulties such as problematic adults, student learning problems, and students experiencing emotional upset. Although differences in the rates of exposure to violent stressors could be explained by other factors (e.g., working in a low-performing school and years of experience), differences in the rates of occurrence of classroom management problems could not. Nevertheless, the high absolute rates of management problems and violence in both groups of teachers were striking and need to be addressed. The authors suggest measures to be taken to address the problem of retaining talented new teachers. [ABSTRACT FROM PUBLISHER]

The I am not scared project intends to identify the best European strategies to prevent and combat the bullying phenomenon and involve Secondary school and Vocational Education teachers, Directors Pupils, Parents and key policy makers in the field of education in a common reflection based on a Bottom-Up approach for a transnational sharing of the dynamics that can cause the emerging and consolidating of the bullying phenomenon and of the most effective strategies and behaviours to tackle it available at European Level. The present article will present the transnational discussion carried out among the teachers, supporting experts and key police makers, aimed at enhancing a peer to peer based knowledge exchange experience, on the theme of bullying prevention and tackling. [ABSTRACT FROM AUTHOR]

Rockport is an elite, all boys, day school in the northeast United States. It educates mostly white, wealthy, young men. Student researchers, faculty researchers and I collaborated to study bullying at Rockport using an approach to research known as participatory action research (PAR). In the process we also gained a better understanding of how privilege, especially gendered privilege, was socialized and (reproduced. The participatory research spaces that emerged in our project - grounded in the experiences of students, teachers, and administrators - facilitated critical awareness of self and context that Deutsch (2006) referred to as "awaking the sense of injustice." Over the course of a year, our research at Rockport collected data of local consequence and in doing so, built institutional momentum that has since become a school-wide and ongoing initiative to address bullying. As a result, this work was a form of counter-hegemonic action. [ABSTRACT FROM AUTHOR]

Psychosocial models of adolescent development have pointed to the importance of considering the interrelationship between relevant contexts (family, school and community) in understanding psychosocial adjustment. However, few studies have examined the combined influence of these contexts in the development of specific behavioral problems such as violent behavior in schools. The present study aims to explore the links between the perception of the family, school and community climate on school violence considering the role of subjective well-being and adolescent distress. To test these multiple relationships a sample of 1795 adolescents of both sexes aged between 11 and 18 has been used. Data were analyzed using a structural equation model, including a multi-group analysis for popular and rejected students in the classroom. The results support the expected relationships and the resulting model is equivalent for both sociometric status. The discussion considers the implications of these findings for intervention with adolescents from an individual and contextual perspective. [ABSTRACT FROM AUTHOR]

In this paper, we analyze the results of an assessment of the current situation of gender violence in different scenarios, in Sonora, Mexico, based on data from the National Survey on the Dynamics of Household Relation-ships (2006). Violence more frequently reported by women was that of community. Mobbing and bullying occur in smaller proportions. The results suggest the need of expanding areas of analysis in Endireh to enhance its ability to identify violence in different settings. [ABSTRACT FROM AUTHOR]

This randomized controlled study examined disciplinary outcomes for 201 students who made threats of violence at school. The students attended 40 schools randomly assigned to use the Virginia Student Threat Assessment Guidelines or follow a business-as-usual disciplinary approach in a control group. Logistic regression analyses found, after controlling for student gender, race, school level, and threat severity, that the 100 students in the threat assessment group schools were more likely to receive counseling services (odds ratio [OR] = 3.98) and a parent conference (OR = 2.57), and less likely to receive a long-term suspension (OR =0.35) or alternative school placement (OR = 0.13) than the 101 students in the control group schools. Implementation fidelity was associated with decreased long-term suspension (OR = 0.73). These results provide strong empirical support for the use of student threat assessment in primary and secondary schools. [ABSTRACT FROM AUTHOR]

Abstract: Purpose: Research has revealed that school-based activities are related to youth violence at school; however, the intersection of gender, race, and ethnicity in this relationship remains uncertain. Methods: This study utilizes data from the Education Longitudinal Study of 2002 and incorporates multilevel modeling techniques to examine the intersectionality of gender, race, and ethnicity in the relationship between school-based activities and youth victimization at school. Results: Racial and ethnic minority male involvement in school sports is linked to an increase in school-based victimization, while White American male involvement in school sports is associated with a decrease in school-based victimization. On the other hand, school sports appears to be an insulating factor against victimization for girls regardless of their race or ethnicity. Conclusions: This research underscores the importance of understanding the intersection of gender, race, and ethnicity when examining youth violence. [Copyright &y& Elsevier]

Introduction: of bullying are common in field of medicine. However, the extent of this problem remains unknown. Bullying among students and professionals has been studied in developed countries, but has received limited, practically, no attention in India. This study was thus planned with an aim to know the prevalence and the perceptions of bullying by the post-graduate dental college students of Andhra Pradesh, India. Objectives: This study aimed to find out bullying practices experienced by the students and the sources of bullying. To assess the extent of reporting of bullying faced at the workplace. Materials and Methods: A descriptive cross sectional study was conducted among post-graduate students of five randomly selected dental colleges of A.P. The students, belonging to 2, 3 years of the course were approached to fill in a self-administered questionnaire to record details regarding bullying practices, sources of bullying and the extent of reporting to the respective authorities. Results: A total of 156 post-graduates participated in the study. Bullying was experienced by 79% of them during their training. Pressure to overwork (69.9%) and threat to professional status (60.3%) were the most prevalent forms of bullying. Main source for bullying was the department staff (89.1%) followed by administrative staff (16%). Only 34% of prevalent bullying was being reported to authorities and no anti bullying policies and measures are in vogue at present in the dental colleges. Conclusions: The prevalence of bullying is high and it acts as a chief stress or among the post-graduate dental students. [ABSTRACT FROM AUTHOR]

Vandalism is a concept that contains destruction, defeatism and violent. The school vandalism which is the most harmful type of vandalism in the case of its effects and results is felt in whole education system with its social, psychologial, financial and legal aspects. As a result of financial losses resulting from vandalism the healthy functioning of educational processes deteriorates and depending on this the productivity and the motivation of all school stakeholders decrease. Despite of all the drawbacks of school vandalism is not perceived as a serious problem in our country. It is required to inform educational institutions about the struggle against school vandalism that is not given enough interest because of a limited number of research in our country. In this study, it is aimed to increase the level of awareness about vandalism of all stakeholders in our educational system by emphasising on causes, types, hazards and control methods of the school vandalism. [ABSTRACT FROM AUTHOR]

Despite increased interest in studying school violence, much less attention has been given to examining students' fear of experiencing this violence. A better understanding is important, because fear of victimization can generate negative academic consequences for the individual student and larger school environment. To explore students' fear, our study takes a cross-national approach and compares the United States and Israel. Previous victimization experience is universally associated with fear at school.With regard to other correlates, greater similarities are found between U.S. and Israeli-Jewish students than for either group with Israeli-Arab students. Our study also examines students' fear while traveling to school. Here, similarities are found among all students. Girls and students victimized at school report being fearful more often while traveling to school than boys and students who were not victimized. Explanations for our findings are discussed as well as possible implications for future policy and research. [ABSTRACT FROM AUTHOR]