Survivors of intimate partner violence often suffer from a number of serious aftereffects, but current prevalent treatments lack effectiveness for this population. Along with typical trauma symptoms such as avoidance and constriction, other common challenges unique to survivors include a loss of sense of self, negative self-appraisal, and a lack of self- efficacy. Therapeutic Assessment is well-suited to this population due to its potential for helping clients to replace distorted beliefs about the self with more adaptive ones, engaging clients as equals, and helping clients to form cohesive life narratives. The proposed study will measure the effectiveness of this approach with three to five subjects using a time-series design. Subjects will provide daily ratings of their personal experiences evaluating five areas of concern, three to be shared across subjects and two tailored to the priorities of each specific participant. The resulting indices will be tested using Simulation Modeling Analysis (SMA), controlling for autocorrelation using the Lag 1 correlation, to see whether statistically significant changes occur in the desired directions. / text

Mokytojas yra svarbiausias švietimo paslaugų teikėjas. Nuo jo kvalifikacijos, sociokultūrinio pasirengimo priklauso ne tik teikiamų paslaugų kokybė, bet ir konkrečios švietimo institucijos realios galimybės deramai atlikti savo funkcijas. Niekas kitas taip gerai nejaučia ir nemato, kuo gyvena, kaip auga, vystosi ir bręsta mokinys mokykloje, kaip jo mokytojas. Todėl mokytojo vaidmuo šiuo atveju yra labai svarbus. Deja, gyvenime yra ir kita pusė, kuri tiesiog šaukte šaukia, kad šiandien mokytojai nesijaučia saugūs dirbdami mokykloje. Šio baigiamojo magistrinio darbo tikslas buvo išsiaiškinti smurto prieš mokytojus ypatumus šiuolaikinėje mokykloje, išnagrinėti kaip ir kodėl pasireiškia smurtas prieš mokytojus. Tikslui pasiekti buvo iškelti tokie uždaviniai: pateikti smurto sampratą ir išanalizuoti sociologines nusikalstamo elgesio teorijas, aptarti smurto pasireiškimo formas, aptarti smurtą prieš mokytojus skatinančius veiksnius, aptarti smurto prieš mokytojus atsiradimo ir gyvavimo prielaidas švietimo institucijoje bei remiantis atlikto tyrimo duomenimis nustatyti mokinių, tėvų ir mokytojų požiūrį į smurtą prieš mokytojus ir galimas prevencines priemones. Darbe buvo iškeltos tokios hipotezės: 1. Mokinių smurtas prieš mokytojus yra realiai egzistuojanti socialinė problema. 2. Mokytojai bendrojo lavinimo mokyklose patiria smurtą iš mokinių ir nesijaučia saugūs savo darbo vietoje. 3. Tėvai toleruoja vaikų smurtinį elgesį prieš mokytojus. 4. Dauguma moksleivių smurtą prieš... [toliau žr. visą tekstą] / A teacher is the main source of education services. Quality of such services and actual abilities of particular educational institution to function properly depend on teacher’s qualification and social-cultural readiness. No one else can feel and see what makes schoolchildren tick or how they grow, develop and mature at school but their teacher. Hence the role of teacher is of extreme importance in this case. However, there is a dark side of life, which rants and raves that teachers do not feel safe working at school today. The aim of the MA thesis was to find out peculiarities of violence against teachers in modern schools, analyze how violence against teachers expresses itself and why it is so. The following tasks were put in order to achieve the abovementioned goals: to present a conception of violence and analyze sociological theories of criminal behaviour, discuss expression forms of violence, subject factors stimulating violence against teachers, scrutinize premises of origin and existence of violence against teachers in educational institutions and, based on survey data, gathered by the author of the thesis, ascertain attitudes of schoolchildren, their parents and teachers towards violence against teachers and possible preventive measures to be taken. The following hypotheses were raised: 1. Schoolchildren’s violence against teachers is an actually existing social problem. 2. Teachers in secondary schools undergo violence from the part of schoolchildren and do not feel... [to full text]

Peer violence perpetration and victimization are the most common types of violence among youths (Swahn et al., 2008). This study determined the associations between peer violence attitudes and involvement in peer violence perpetration and peer violence victimization among boys and girls in high-risk urban community. Analyses were based on data from the 2004 Youth Violence Survey, administered to over 80% of public school students in grades 7, 9, 11, and 12 (N = 4131) in a high-risk urban community. Chi-square and logistic regression analyses were conducted to test the associations between attitudes and involvement in violent behaviors after controlling for demographic characteristics and potential confounders (e.g., child maltreatment, substance use, weapon carrying, and efficacy to avoid violence). Results show that among all youths, attitudes supporting boys hitting boys significantly increased the odds of peer violence perpetration (AOR: 1.48; 95% CI = 1.13, 1.95). However, stratified analyses for boys and girls show that attitudes supporting boys hitting boys increased the odds of peer violence perpetration for girls only (AOR: 1.57; 95% CI = 1.04, 2.37). The findings demonstrate associations between attitudes and actual involvement in violent behaviors, but they need to be further explored. Additional research is needed to determine how attitude modifications can be incorporated into youth violence prevention programs.

<p>Violent crime has proven to have profound negative effects, particularly on those living within communities where violence is a dominant feature. The victims often tend to be adolescents, who, while striving for a better future, are often quite vulnerable to its effects. The present study addresses this important social phenomenon which faces the youth of South Africa. There is a growing need to understand the manner in which the ever-increasing exposure of adolescents living in communities which have high rates of violence affects its victims as well as determine those factors which could provide resiliency against those devastating effects. Moreover, this study focuses on adolescents&rsquo / sense of hope as a resiliency factor. The purpose of this research study was to ascertain adolescents&rsquo / understanding of and the meaning they give to exposure to community violence and the extent to which that exposure affects their sense of hope. In this qualitative study, data was collected by means of two, one hour focus groups comprising a total of 14 participants, 14-15 years of age, residing in a community with high rates of violence. The format of the discussion was semi-structured and conducted in English. Various theories were used in order to better describe the information, such as the social learning theory, feminist theory and Bronfenbrenner&rsquo / s ecological model, but the epistemological framework utilized was social constructionism. Ethical principles such as confidentiality and obtaining informed consent were strictly adhered to. The information received from the participants was analyzed using Braun and Clarke&rsquo / s (2006) thematic analysis and presented in two thematic categories with corresponding themes discussed accordingly</p>

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Violence in schools is one of the most challenging issue facing educators, policy makers, learners, parents and the community at large. Sometimes it takes place without educators and parents being aware of it and in most cases, learners specifically girls are reluctant to report their experiences of violence. Because the entire community is continually searching for ways to curb this problem in schools, it is hoped that this study may offer some general insights. The primary aim of this research was to explore the perceptions of violence of educators and learners of their school and the perceptions of learners of measures taken by educators to curb violence in their school. The secondary aim was to develop guidelines in the form of recommendations, which would be useful to policy makers, educators, parents, learners and the entire community at large. In this study qualitative design was used and the case study method was employed. Purposeful sampling technique was used in selecting the educators for interviews and the learners for focus group interviews. Groups of six learners were chosen for focus group interviews and in the case of educators, five were selected. In the process of data analysis the researcher applied Marshall and Rossman's approach. The results showed that only a few educators were able to describe the concept of violence and no learner was able to describe the concept violence. With regards to corporal punishment, the research revealed that some educators are in favour of corporal punishment while others are not in favour of corporal punishment. From the study, it was noted that the following forms of violence are experienced in the school namely, violence in the form of corporal punishment, physical violence in the form of bullying and fighting, sexual violence as gender-based violence, verbal violence and violence in the form of stealing belongings. Furthermore the research revealed that learners were not in favour of measures used by educators to curb violence in the school more specifically corporal punishment and suspension or expulsion. As a matter of fact, it is important for the entire community to address the problem of violence in the schools. Several recommendations have been made to encourage the community to curb violence in its schools such as the Government, Ministry 0f Education and Culture, educators training institutions, school management, educators and learners should address the problem of violence in order to curb its spread in the schools. / Thesis (M.Ed.) - University of KwaZulu-Natal, 2004.

This study sought to understand what the schools do to promote the culture of nonviolence. In asking the question, "How do school work to develop a culture of nonviolence?" I produced data through the exploration of the activities and practices implemented in school. The critical question and sub question posed in the study were, firstly, how do school work to promote the culture of nonviolence? Secondly, how does the SMT do to promote the culture of nonviolence? Thirdly, how do teachers manage their teaching and learning activities to promote the culture of non-violence? Fourthly, how do learners experience the different activities and practices that the school adopts to promote the culture of nonviolence? Using Satyagraha theory as the theoretical lens for the study, I offer an understanding on how the school as a site offers the potential to promote nonviolence. Using a participatory research approach, I used one secondary school in ILembe District to participate in this study. The data sources used to produce the data included the individual interviews, focus group interviews, photo voice, classroom conversations and observations. The findings of the study show that within the physical environment of the school, different stakeholders attempt to actively adopt non-violent ways within the particular and common spaces of the school to develop in learners the capacity to differentiate between personal and societal forms of violence. The findings signal the need of a stronger partnership with other systems of the society such as the family system, social service, police service, media and the public at large since learners learn different forms of personal and social violence from different spaces and through different relations. The school is one system of a larger system and the study shows that it can not predict, control or remove the forms of violence that play out outside of the school and in individuals who choose to think and act in violent ways. Learners and teachers also bring violence to school. This study promotes the perspective that there are activities and strategies needed to be done inside and outside the classroom to promote non-violence, but this can be easily undermined in the absence of support mechanisms and structures at multiple levels outside of the school. While the school, through different strategies and practices such as morning assembly and surveillance mechanisms can help learners to differentiate between personal and societal forms of violence although some learners and teachers within the school still act in a violent way. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

Background: It is estimated that one in ten children witness domestic violence. It is of importance that children grow up in a safe environment. When they grow up with domestic violence they can lose very important skills which can be hard to gain back. Children respond to domestic violence in different ways depending on their age. Aim: The aim of this study was to enlighten children's experiences of domestic violence in their home. Method: An analysis was made of four quantitative and eight qualitative articles to create this literature review. Result: Four themes emerged in the result; A reckless vulnerableness, Entrenched emotions, A deprived childhood and Need of help and support. All of the themes enlightens in different ways what children experiences when witnessing domestic violence. Conclusion: Children who have been witnesses of domestic violence are in great need of support and help so they are able to the events they have witnessed. When the nurse meet these patients, that possibly have been victims of domestic violence, is it of great importance not to neglect the children who might have been involved. It is important that the nurse who meets the exposed children have an open attitude so the children can speak out about what they have been through

This study used multiple regression analysis to determine which of the Riggs and O'Leary's (1989) background-situational model variables best predict the pattern of dating violence in heterosexual Batswana college students' relationships. The background variables included in the study are (a) exposure to interparental violence, (b) gender-role attitudes, and (c) acceptance of aggression as a response to conflict. One situational variable-the partner's use of aggression is included in this study. This situational variable was included because of its central role in the background-situational model and because Riggs and O'Leary (1989) identified it as a potentially important situational predictor of dating aggression. Although the variables selected for use in this study are far from exhaustive, the use of restricted models has been identified as a useful heuristic in the study of interpartner aggression (O'Leary, 1988). The use of multiple regression procedures in this study can be expected to yield a more comprehensive understanding of the factors that are associated with the likelihood of Batswana college students to engage in dating violence. It also permits for the study of the predictive power of variables within the context of other more or less powerful predictors.The study's sample were 135 female and 118 male undergraduate students recruited from a university in Botswana. Participants ranged in age from 18 to 25 years old, were unmarried, were involved in a heterosexual dating relationship or had been involved in one such relationship in the past. Participants completed a set of questionnaires, including the revised Conflict Tactics Scales, the parents' version of the Conflict Tactics Scales, the partners' version of the Conflict Tactics Scales, the Attitudes Toward Women Scale, and the Attitudes About Dating Violence Scale. The combination of exposure to interparental violence, gender-role attitudes, acceptance of aggression as a response to conflict, and partners use of aggression, with demographic variables held constant, was significant and accounted for 89% of the variance in participants' perpetration of dating violence. Results indicated that partner's use of violence is a strong predictor of dating violence perpetration. Implications from this study are offered. / Department of Counseling Psychology and Guidance Services

Victim offender overlap is a relatively new area of research with most studies having focused on applying this concept to the study of assault and homicide. Research in intimate partner violence has found that there exists a group of victim offenders or individuals who are involved in initiating, sustaining, and engaging in intimate partner violence as both victims and offenders (Johnson & Ferraro, 2000; Steinmetz, 1980). This Master’s thesis explored the concept of victim offender overlap in connection to intimate partner violence (IPV). Bivariate analyses were conducted using Paul C. Friday, Vivian Lord, M. Lyn Exum, and Jennifer L. Hartman’s (2003-2005) data, Evaluating the Impact of a Specialized Domestic Violence Police Unit in Charlotte, North Carolina. The findings suggest that there is a separate group of individuals involved in intimate partner violence who are both victims and offenders. Furthermore, the three groups (offenders only of IPV, victims only of IPV, and victim/offenders of IPV) were found to be different across gender, past criminal involvement, and future criminal activity as predicted. Suggestions for future research and the implications of the findings are discussed.