Submitted by Maicon Juliano Schmidt (maicons) on 2015-07-08T13:07:43Z No. of bitstreams: 1 Cristiane da Silva.pdf: 656041 bytes, checksum: f54e215a353bd1fe33af95ef1363e3ca (MD5) / Made available in DSpace on 2015-07-08T13:07:43Z (GMT). No. of bitstreams: 1 Cristiane da Silva.pdf: 656041 bytes, checksum: f54e215a353bd1fe33af95ef1363e3ca (MD5) Previous issue date: 2014-06-26 / CNPQ – Conselho Nacional de Desenvolvimento Científico e Tecnológico / Este estudo utiliza de métodos econométricos para analisar o crime pela ótica da vítima e busca encontrar quais as características pessoais e municipais tornam mais propensas à atração do criminoso no Brasil. A partir de dados disponibilizados pela Pesquisa Nacional de Amostra por Domicílios de 2008 e de 2009, se estima modelos Probit para encontrar os determinantes da vitimização, e da propensão a registrar a ocorrência de três tipos de crime: furto, roubo e agressão física. Os resultados observados apontaram que o perfil do criminoso possui características contrárias ao perfil da vítima, ou seja, o indivíduo criminoso em geral possui baixa escolaridade enquanto o vitimado possui alta escolaridade. Os resultados encontrados mostram que o sexo e o estado civil dos indivíduos são características determinantes para a vitimização por estes crimes. O trabalho conclui que homens solteiros estão mais expostos a violência, o que corrobora com as teorias do estilo de vida e das atividades rotineiras na explicação da vitimização criminal. O trabalho ainda estuda o papel de outros fatores na explicação da violência no Brasil, tais como, rendimentos, idade e escolaridade e as condições macroeconômicas. / This study makes use of econometric methods to analyze crime from the perspective of the victim and seeks to find which personal and local characteristics trigger the attention of criminals in Brazil. From data provided by the National Research of Sample per Household of 2008 and 2009, Probit models are estimated to identify the reasons for victimization, and the likelihood to make a complaint of three types of crime: theft, robbery, and physical assault. Results show that the profile of the perpetrator features characteristics opposed to the profile of the victim, that is, the criminal generally has low education while the victim has high education. The findings also point that gender and marital status of individuals are crucial to victimization characteristics for such crimes. The study concludes that single men are more exposed to violence, which corroborates theories of lifestyle and routine activities in the explanation of criminal victimization. Besides that, the research takes into account the role of other factors in explaining violence in Brazil, such as, income, age and education, as well as macroeconomic conditions.

The abused-abuser hypothesis posits that a history of sexual victimization may increase the risk of engaging in sexually abusive behavior for some victims. Although many researchers have discovered a higher prevalence of childhood sexual abuse (CSA) in sex offenders in comparison with non-sex offenders, less research has considered how specific characteristics of prior sexual abuse may contribute to how these individuals sexually abuse others. For the present study, archival data were collected from 243 youths receiving residential treatment for sexually abusive behavior and self-reported data were collected from university students with no known history of sexual offending. The present study confirms disproportionally high rates of CSA in the sample of sexually abusive youth, compared to non-sexual abusers. Further, among the sample of sexually abusive youth, we examined the effects of sexual perpetrator characteristics and age of sexual victimization on victim choice, age at first sexual offense, and number of sexual offenses, number of arrests, and sexual victims. Results revealed associations between perpetrator characteristics and victim choice. Additionally, being sexually victimized by a male or a relative was significantly associated with a younger age of onset of sexually abusive behavior and a younger age of sexual victimization suggested a greater number of sexual victims. Implications and future directions will be explored.

The present study examined sexual assault victimization and loneliness as predictors of self-harm behaviors in a sample of 224 female college students. Results from conducting regression analysis indicated that both sexual assault victimization and loneliness were unique and significant predictors of self-harm behaviors. This pattern remained even after controlling for concomitant suicidal behaviors. Interestingly, in a post hoc analysis predicting suicidal behaviors, it was found that loneliness, but not sexual assault victimization, was the only unique and significant predictor after controlling for self-harm behaviors. Some implications of the present findings for understanding self-harm behaviors in female college students and the importance of controlling for suicidal behaviors in studies of self-harm behaviors (and vice versa) are discussed.

Background- Bullying victimization, both physical and electronic, has been associated with health risk behaviors such as smoking and substance use; and chronic conditions such as obesity, depression and sleep disorders. The purpose of this study was to examine the association between bullying victimization and risky sexual behavior. Failure to use condom in last sexual intercourse was used as an indicator of engagement in risky sexual activities. Methods- Data from the 2015 Youth Risk Behavior Survey (YRBS), a biennial nationally representative survey of 9-12 grade students (N=15,624) were used. After cleaning and re-coding the data set, a total of 5,037 students who reported ever having sex in their lifetime were included in the analyses. The explanatory variable included in the multiple logistic regression analysis was bullying victimization. Marijuana use and feeling of sadness or hopelessness in a row for two weeks or more during past twelvemonths were included as covariates. The analyses were adjusted for age and race, and odds ratios were stratified by gender. Results- No significant association was found between being a bullying victim at school property and not using condom in last sexual intercourse for both male (OR: 1.08, 95% CI: 0.71-1.65) and female (OR: 0.98, 95% CI:0.65-1.47) students. This finding was consistent for both male (OR: 1.80, 95% CI: 0.89-3.65) and female (OR: 1.04, 95% CI: 0.70-1.55) victims of electronic bullying. Failure to use condom in last sexual intercourse was found to be associated with male students who were sad or hopeless in a row for two weeks or more during past 12 months (OR: 1.49,95% CI: 1.13-1.96). Conclusions- Failure to use condom in last sexual intercourse was not found to be significantly associated with bullying victimization. Other risky sexual behaviors such as having multiple sex partners, use of protective methods other than condom and use of drugs or alcohol before engaging into sexual relationship should be examined in further studies.

Thesis (Ph. D. (Criminology)) --University of Limpopo, 2018 / Schools mirror the culture of violence that is endemic in our society. They have therefore become the focus of research on violence. However, much of our knowledge on violence that occurs in schools is on learners as victims of educator-on- learner and learner-on-learner violence; and as perpetrators of learner-on-learner because a great amount of research focuses only on these types of violence. Very little research has been done on teachers as victims of violence, and of learnerperpetrated violence, in particular. The little knowledge that is available indicates that objectionable behaviour, such as ill-discipline, class disruptions, and aggression and violent behaviour are aspects of interpersonal relationships that may cause teachers stress, burnout, job dissatisfaction, ill health, and lead to them quitting the teaching profession. This study investigated learner-perpetrated violence as a school and workplace violence. The results of this study, which are the outcomes of independently conducted qualitative and quantitative studies, confirm the parallel existence of learner-perpetrated violence and teacher stress and related ill health, behavioural reaction and organisational effects. The implications of these results are that the current legislation, the South African Schools Act, and regulations and policies associated with it, is inadequate in preventing the victimisation of teachers by learners, in their workplaces. Hence, this study recommends a model that can be implemented to prevent violence against teachers at a primary, secondary, and tertiary level. Learner violence is an occupational health and safety risk for teachers and needs to be handled in the same was as any other occupational health and safety hazard; hence the desire by teachers to be covered against violence at work under the Occupational Health and Safety Act. It is recommended that future research should focus on the incorporation of violence into the existing list of occupational hazard. This will force employers to take every step possible to prevent the victimisation of teachers in their workplaces. The reduction of incidents of violence against teachers has the potential of slowing teacher attrition down.

Teachers in elementary schools are often faced with countless disruptive bullying behaviors, which cause them to lose valuable classroom instruction time. In addition, bullying victims have shown a decline in academic success as compared to students who are not bullied. The purpose of this qualitative bounded case study was to explore teachers' understanding and awareness of bullying behaviors and policies at the elementary school level, particularly in an elementary school in a southeastern state that has experienced large increases in student disruptive behavior over the past 2 school years. Bandura's social cognitive theory served as the conceptual framework. Semi-structured interview data were collected from a purposeful sample of 8 certified teachers at the school who taught students in Grades 3 through 5 during the past 2 school years. Open and axial coding procedures were utilized to discover themes based on teachers' perceptions of bullying, interventions and regulations. The findings revealed that teachers struggled with recognizing bullying behaviors, were unsure of the policies and procedures related to reporting bullying incidents, and their confidence levels were low when handling bullying behavior. Findings reflected components of Bandura's social cognitive theory in that individuals with high levels of perceived competence were motivated to set goals and complete tasks. A professional development workshop was created to provide teachers with the necessary tools to assist them in recognizing, responding, and reporting bullying incidents. Positive social change might occur from promoting bullying awareness among teachers and creating a positive impact on teaching, student learning, and the overall school environment at the local level.

Sexual assault (SA) has been associated with various negative psychological consequences for survivors. Recent studies have shown an association between the history of sexual assault and sexual dysfunction among female survivors of sexual victimization. Specifically, sexual assault survivors experience difficulties with aspects of sexual functioning, sexual satisfaction, and sexual self-schemas (Rellini & Meston, 2011). The purpose of the present study was to examine the relationship between sexual victimization severity and sexual functioning and sexual satisfaction. In addition, we tested a sequential mediational model in which sexual self-schema followed by depressive and PTSD symptoms would mediate the relationship between sexual victimization severity and sexual satisfaction and sexual functioning. Seventy-three female college students with a history of sexual victimization were asked to complete a series of self-report questionnaires designed to assess the history of sexual victimization, sexual functioning, sexual satisfaction, sexual self-schemas and psychological distress levels (i.e., depression and posttraumatic stress disorder symptom severity). Results revealed no significant associations between severity of sexual victimization and sexual satisfaction and sexual functioning. Additionally, our sequential mediational models, in which sexual self-schema followed by depressive and PTSD symptoms would mediate the relationship between sexual victimization severity and sexual satisfaction and functioning were non-significant. Our findings may have been limited due to the lack of variability in sexual victimization severity. Future studies further investigating the role of sexual self-schema, depression, and PTSD on sexual functioning and sexual satisfaction among sexual assault survivors are warranted.

The memory of the battle of Okinawa was shaped by politics. The memory of the battle for Okinawans emphasizes war crimes committed against them and the devastating impact that was inflicted upon their peaceful island. Their emphasis on sole victimization led to other Okinawan narratives being either downplayed or outright denied. To remove American bases off their island, gain recognition for Japanese atrocities plus reparations, the Okinawans portrayed themselves as a peaceful people that were the sole victims of the battle of Okinawa. The United States glossed over the crimes committed by the Japanese on Okinawa and Asia to use Japan as a bulwark against what they perceived as communist aggression in Asia. To solidify this new alliance, the United States promoted reconciliation instead of punishment. In doing so, they willingly forget atrocities committed by the Japanese against Asian nationals. Americans also remember the battle in conjunction with the dropping of two atomic bombs and to justify their morally superior position to the Soviet Union, promote a more complex picture of the decision to use the bombs. This included discussing how Okinawa changed the American leader’s perspectives on a mainland Japan invasion. As a result, has become increasingly difficult to separate Okinawa and the bombs because of their temporal closeness. The Japanese tend to remember the battle as a heroic last stand and emphasize sacrifice to inspire future generations partly out of fear that Japanese youth have gone soft, ultimately demonstrating that Japan has not fully come to terms with her memory of the Second World War.

Bullying behaviors can have lasting adverse consequences for teachers, victims, offenders, and bystanders. Teachers are often not prepared with the knowledge required for appropriate interventions. The purpose of this study was to understand teachers' perceptions of bullying in one of the largest urban school districts in the United States. Guided by Bronfenbrenner's ecological systems theory, which holds that individuals impact and should be impacted by various environmental systems around them, the study was focused on teachers' understanding of detection and intervention of bullying in the school setting. A qualitative single case study design was used. Fifteen urban, middle school teachers who reported having experience with bullying behaviors were recruited using purposive sampling. Data were collected through 60-minute, individual, semistructured interviews and a review of documents pertaining to bullying. Data were analyzed employing Braun's and Clarke's thematic analysis. All data were examined for patterns or commonalities across the various sources for emergent themes. The themes that emerged are signs of bullying, difficulty in identifying bullying, confidence in identifying bullying, initial steps to intervene, confidence in intervening, school policies and initiatives, perceptions of regulations and initiatives, and need for education and training. Teachers' perceptions may reflect an understanding of school bullying that involves a range of factors, including individual, school, community, and familial elements. Results of this study may support social change by serving as a basis for professional development for preparing teachers to recognize and intervene in school bullying, thereby allowing students to learn in nonthreatening school environments.

Female delinquency and adult female incarceration rates increased from the 1980s until the early 2000s. Many of these women and girls have been victimized, and their unresolved victimization issues may have led them to criminal behavior which may not be adequately addressed in the juvenile and criminal justice systems. The theoretical framework for this study consisted of 3 developmental theories (pathways, trauma, and addiction theories) that facilitated an understanding of the impact of victimization and criminality in these women and girls' lives. Florida's Department of Juvenile Justice implemented changes to address the victimization issue in the 10 female gender-specific programs in the state. The purpose of this study was to investigate the extent of that implementation by examining whether those programs use gender-specific interventions and if so, whether they address victimization issues. This quantitative descriptive study investigated the correlation between remedial programming, victimization remediation, and the delinquency facility quality improvement (QI) rating in Florida's gender-specific delinquency programs for girls. Using a checklist questionnaire to gather information on programming content and archival data that reported the state QI ratings, a Fisher's Exact Test was used to determine the relationship between the dependent variable and the independent variable. The results indicated that there was no relationship between the QI ratings and victimization intervention. This study's implication for social change includes the use of findings for future programming and empirical strategies, including victimization interventions. These strategies may decrease future recidivism rates for female delinquents and adult criminality.