Children and adolescents’ have a right to safety, which should be provided in their home and schools as well as in their broader community. A safe environment helps to promote their well-being, both emotionally and physically. In South Africa, many communities are characterised by high levels of community violence. Adolescents, especially, are at high risk of exposure to community violence as they tend to spend more time in the community than in previous life stages. Research indicates that community violence can be experience in three different ways, either by victimisation, which is a direct form of exposure to community violence and by witnessing or hearing about community violence, which are both indirect forms of community violence. Being exposed to community violence in any way can cause adolescents to experience, emotional, social, academic and physical difficulties. Gestalt theory, which formed the theoretical framework for the study, thus emphasises the holistic impact of community violence on adolescents. In addition, community violence negatively affects families and the entire community. This study focussed on adolescents’ experience of community violence. For this purpose, data were collected from young adults who experienced community violence during their adolescent years. The goal of the study was to explore and describe young adults’ perceptions of community violence experienced during adolescence. A qualitative study was conducted to gain information on the perceptions of a sample of young adults of community violence that they were exposed to during their adolescent years. The research findings are intended to inform social work practice, therefore, applied research was applicable. The instrumental case study research design guided the research, and data were collected by means of semi-structured interviews based on an interview schedule. Purposive sampling was used to select participants that had experienced community violence during their adolescent years, and snowball sampling were used to recruit 14 participants in Cloetesville, Stellenbosch. The research findings showed that the participants were directly and indirectly exposed to high levels of community violence. The participants described how this exposure affected them as adolescents, amongst others their emotions, freedom of movement in the community, trust in others, their social interaction and schoolwork, which still had an effect on them as young adults. However, high levels of community violence also affected the entire community. From the research findings, it is concluded that community violence can have detrimental effects on adolescents that could influence their current and future well-being and functioning. Recommendations for practice include creating awareness in communities about the harmful effects of community violence, and implementing preventive and supportive services for individuals, families and communities to minimise the risk of exposure to community violence and mitigate the effects thereof. It is recommended that future research focus on the effects of community violence on persons from different age groups, for example children in middle childhood and the elderly, as well as on interventions that will empower individuals, families and communities to deal with community violence. Key concepts: Community violence Types of community violence Effects of community violence Risk and protective factors in community violence Exposure to community violence / Mini Dissertation (MSW (Play-based Intervention))--University of Pretoria, 2021. / Social Work and Criminology / MSW (Play-based Intervention) / Unrestricted

<p>This study ultimately aimed to explore children&rsquo / s and adolescents&rsquo / perceptions of exposure to community violence. More specifically, the study investigated the meanings that adolescents assign to personal safety and security and the extent to which these assignations explain child and adolescent well-being. At a methodological level, the study followed a qualitative methodological framework and collected data from 14 adolescents between the ages of 14 and 15. Two focus groups were used to collect the data which consisted of seven participants each. Participants were purposively selected from a high school located in a low income community in Cape Town. Thematic analysis was used to analyse and interpret the findings and the study was framed using Bronfenbrenner&rsquo / s ecological framework and the theoretical perspectives of Bulhan&rsquo / s theory of violence, social identity theory, psychological theories, social learning theory, and social disorganization theory. Key findings indicated that the participants were exposed to violence, both through witnessing and being subjected to it within their school, home, and community. Some children perceived a lack of safety within the environments with which they interacted. Data further indicated that exposure to violence created feelings of insecurity, such as fear and anxiety. Similarly, exposure to violence was perceived to have various detrimental effects on the well-being of a child and adolescent. These effects included injury, poor academic performance, post traumatic stress disorder, anxiety, depression, fear, hopelessness, and many others. In addition to this, and based on these results, this study is significant because it taps into the realities faced by many children so that an awareness can be created and a safe space provided for these children to be children.</p>

<p>This study ultimately aimed to explore children&rsquo / s and adolescents&rsquo / perceptions of exposure to community violence. More specifically, the study investigated the meanings that adolescents assign to personal safety and security and the extent to which these assignations explain child and adolescent well-being. At a methodological level, the study followed a qualitative methodological framework and collected data from 14 adolescents between the ages of 14 and 15. Two focus groups were used to collect the data which consisted of seven participants each. Participants were purposively selected from a high school located in a low income community in Cape Town. Thematic analysis was used to analyse and interpret the findings and the study was framed using Bronfenbrenner&rsquo / s ecological framework and the theoretical perspectives of Bulhan&rsquo / s theory of violence, social identity theory, psychological theories, social learning theory, and social disorganization theory. Key findings indicated that the participants were exposed to violence, both through witnessing and being subjected to it within their school, home, and community. Some children perceived a lack of safety within the environments with which they interacted. Data further indicated that exposure to violence created feelings of insecurity, such as fear and anxiety. Similarly, exposure to violence was perceived to have various detrimental effects on the well-being of a child and adolescent. These effects included injury, poor academic performance, post traumatic stress disorder, anxiety, depression, fear, hopelessness, and many others. In addition to this, and based on these results, this study is significant because it taps into the realities faced by many children so that an awareness can be created and a safe space provided for these children to be children.</p>

Magister Psychologiae - MPsych / This study ultimately aimed to explore children' and adolescents' perceptions of exposure to community violence. More specifically, the study investigated the meanings that adolescents assign to personal safety and security and the extent to which these assignations explain child and adolescent well-being. At a methodological level, the study followed a qualitative methodological framework and collected data from 14 adolescents between the ages of 14 and 15. Two focus groups were used to collect the data which consisted of seven participants each. Participants were purposively selected from a high school located in a low income community in Cape Town. Thematic analysis was used to analyse and interpret the findings and the study was framed using Bronfenbrenner's ecological framework and the theoretical perspectives of Bulhan's theory of violence, social identity theory, psychological theories, social learning theory, and social disorganization theory. Key findings indicated that the participants were exposed to violence, both through witnessing and being subjected to it within their school, home, and community. Some children perceived a lack of safety within the environments with which they interacted. Data further indicated that exposure to violence created feelings of insecurity, such as fear and anxiety. Similarly, exposure to violence was perceived to have various detrimental effects on the well-being of a child and adolescent. These effects included injury, poor academic performance, post traumatic stress disorder, anxiety, depression, fear, hopelessness, and many others. In addition to this, and based on these results, this study is significant because it taps into the realities faced by many children so that an awareness can be created and a safe space provided for these children to be children. / South Africa

Research has found that the prevalence of community violence exposure is relatively high among suburban and urban middle school-aged children. Exposure through witnessing and victimization has been related to antisocial behavior. Active coping has been related to fewer emotional and behavioral problems, whereas avoidant coping is related to conduct disorder. This study examines effects of community violence exposure on antisocial behavior problems (in terms of school infractions) and coping as a moderator of these negative effects of violence exposure. It was hypothesized that 1) there would be a main effect for community violence exposure such that adolescents with high levels of violence exposure (either as a victim or witness) would exhibit greater school misbehavior problems than those with low levels of exposure; 2) there would be main effects for coping such that children with high (vs. low) levels of active coping would exhibit fewer school misbehavior problems, and those with high (vs. low) levels of avoidant coping would exhibit greater school misbehavior problems.; 3) there would be an interaction effect such that children with high levels of violence exposure and high (vs. low) levels of avoidant coping and low (vs. high) levels of active coping would exhibit the greatest level of school misbehavior problems relative to all other groups. Seventy-eight ninth grade male and female students from a predominantly rural setting were recruited and grouped according to high and low self-reports of community violence exposure and active and avoidant coping strategies. School misbehavior was measured through school discipline records. Results indicated high prevalence rates of community violence exposure among school children in a rural setting, replicating previous findings and acknowledging violence exposure beyond at-risk and urban populations. Fifty-five percent reported being a victim of community violence and 86% reported witnessing community violence at least once in their lifetime. A significant interaction indicated that individuals with low levels of both active and avoidant coping exhibited more school infractions as well as more severe and aggressive types of infractions. In addition, for severity and aggressiveness, this interaction effect of coping on school misbehavior was strongest only in individuals with higher levels of community violence exposure. The results of this study provide support for the position that community violence exposure exists among school-aged children in urban and rural communities and this exposure negatively impacts the behavior of children when it is combined with poor coping. Coping appears to play a role in the difference observed among children who experience community violence in relation to school misbehavior. / Master of Science

The relationship between exposure to violence and aggression has been examined by many researchers. It has been reported that physically abused children and children from violent communities have more aggressive behavior than non-abused peers or peers from non-violent communities (Dodge et al., 1990; Dodge, 1993; Miller et al., 1999). In addition, it has been reported that children who are physically abused have social information processing deficits. However, the relationship between community violence exposure and aggression has yet to be fully explored. The present study proposed an underlying mechanism (i.e., social information processing deficits) that could be mediating the relationship between exposure to community violence and subsequent aggressive behavior. This study also looked at aggression more specifically and categorized the sample into reactive and proactive aggression. Thirty-nine children, aged 7-13 years, from a mostly rural setting were recruited to participate in this study. Self-report measures of community violence exposure, social information processing deficits (i.e., hostile or instrumental biases), and aggression (i.e., reactive or proactive) were included while controlling for child abuse potential and conflict in the home. The hypotheses of this study were not supported. Instead, the results supported a relationship between child abuse potential, social information processing biases, and aggression. Child abuse potential remained significant throughout the analyses, which suggests that it plays a larger role in the manifestation of aggressive behavior in children than does community violence exposure. Overall, the findings from this study are consistent with Dodge's work and has implications for treating children who are aggressive. / Master of Science

The primary objective of the current study involved examining the influence of psychopathy on aggression and antisocial behavior. Reports of parental attachment, peer relationships, and exposure to community violence were examined as potential moderators of these relationships. Parental attachment styles and peer delinquency were also assessed with respect to the outcomes. A total of 172 students at a Midwestern college participated. Parental attachment, peer attachment, and exposure to community violence were not significant moderators between psychopathy and the outcome variables. Peer delinquency and exposure to community violence were both predictors of aggression; however, only peer delinquency was a predictor of antisocial behavior. Moreover, there was a significant group difference between those with secure attachment and the other attachment styles with respect to scores for aggression. These findings have implications for prevention and intervention strategies for the community. However, potential problems with data collection and experimental design are discussed. Additional research needs to be performed to determine directional and causal mechanisms of the relationships found in this study.

Magister Psychologiae - MPsych / Community violence has been found to have profound negative effects on the lives of those exposed to it daily. The victims often tend to be adolescents, who, while striving for a better future, are often quite vulnerable to its effects. The present study focuses on the perception’s parents hold of their adolescent’s sense of safety and future aspirations in a community with high levels of violence. The data was collected by means of semi-structured interviews with participants residing in a community prone to violence. The researcher purposively sampled eight participants and conducted interviews in both English and Afrikaans.

Somatic complaints of children in primary care settings often go unexplained despite attempts to determine a cause. Recent research has linked violence exposure to stress symptomatology and associated somatic problems. Unknown, however, is whether specific physical symptom complaints can be attributed, at least in part, to violence exposure. Urban African-American 6- and 7-year-old children (N = 268), residing with their biological mothers, recruited before birth, and without prenatal exposure to hard illicit drugs participated. Children and mothers were evaluated in our hospital-based research laboratory, with teacher data collected by mail. Community violence exposure (Things I Have Seen and Heard), stress symptomatology (Levonn), and somatic complaints (teacher-and self-report items) were assessed. Additional data collected included prenatal alcohol exposure, socioeconomic status, domestic violence, maternal age, stress, somatic complaints and psychopathology, and child depression, abuse, and gender. Community violence witnessing and victimization were associated with stress symptoms (r= .26 and .25, respectively, p < .001); violence victimization was related to decreased appetite (r = .16, p < .01), difficulty sleeping (r = .21, p < .001), and stomachache complaints (r = .13, p < .05); witnessed violence was associated with difficulty sleeping (r = .13, p < .05) and headaches (r = .12, p < .05). All associations remained significant after control for confounding. Community violence exposure accounted for 10% of the variance in child stress symptoms, and children who had experienced community violence victimization had a 28% increased risk of appetite problems, a 94% increased risk of sleeping problems, a 57% increased risk of headaches, and a 174% increased risk of stomachaches. Results provide yet another possibility for clinicians to explore when treating these physical symptoms in children.

This thesis sought to aid children in coping with community violence. As violent crimes terrorize communities near and far, children are hearing about them. Children might learn about this violence on the news or by overhearing adults' discussions. Regardless, this thesis sought to help students navigate a world that may be anxiety filled. This thesis includes an exploration of bibliotherapy and discussions of the use of books in a therapeutic manner to delve deeper into its profound effects. The topics of this thesis surround social-emotional learning, which is also investigated and explained. The benefits of combining bibliotherapy and social-emotional learning are evident in the findings of this thesis which identified helpful books. By watching read-alouds, analyzing their content, and choosing books that aligned with the goal of this thesis, nine books were selected for inclusion. Bitmoji Book Bags were created for each of the nine books. These Bitmoji creations contain links to book talks, read-alouds, discussion prompts, activities, and more for students and their parents. The format of these Bitmoji Book Bags is digital, so that the links can be easily exchanged with parents, community members, and educators as a resource for when community violence occurs.