THE TOPIC OF THE DISCUSSION: “ Children approach to a prevention of violence at school” SUPERVISOR: Dr. Ieva Kuginytė VILNIUS PEDAGOGICAL UNIVERSITY, VILNIUS, 2005 Violence at school is very actual problem not only in Lithuania also worldwide. There is a lot of prevention programmes at this moment witch could reduce such phenomenon spread. The aim of this paper is to evaluate pupils’ opinion to violence prevention. First part of this paper analyzes violence prevalence. The author gives violator and the victim characteristics and looks at violence reasons and results. The second part gives a view about Lithuanian prevention programmes and analyzes pedagogical prevention presumption. After this research author gives a conclusion that violence at school is evident in all forms and from different people. The main violators are older schoolchildren. The critical situation is when the violator and the educator is the same person. Schoolchildren say that the intervation of the third person ( police) is necessary in order to prevent violence and increase security at school. The main prevention tool, according to the children, is to educate how to act in any violence situation. Finally, the author gives some practical violence prevention at school recommendations which could improve the current situation and could possibly impact on further positive changes.

Limited research has examined desistance from intimate partner violence (IPV). In this thesis the aims are to explore the role that individual, social/environmental factors and subjective change (personal agency) play in the process of desistance from male perpetrated IPV, and to develop and examine a multifactorial theory of desistance from male perpetrated IPV. As research about desistance has tended to more prominent in the criminological literature and in relation to general offending and delinquency, the aim of the first part of this thesis was to undertake two critical reviews on desistance from violence and desistance from IPV. It was found that research in these areas has been neglected. It was concluded that a psychological approach to desistance is required whereby the findings are integrated into the models developed in the criminological literature, in order to develop a multifactorial theory of desistance. Specifically, it was found that pertinent to IPV, severity and frequency of violence was related to desistance and typology research indicated that personality characteristics might distinguish desisters from persisters. The nature of the dyad within which the IPV takes place was also found to be relevant specifically to the study of desistance from IPV and therefore, in need of further examination. In the empirical study, group comparisons on the Millon Clinical Multiaxial Inventory III subscales were conducted between a purposive sample of 37 desisters, 50 persisters and 49 controls. It was found that Cluster A and Cluster B disorders and disorders at a diagnostic level were more often reported in the groups that had used violence against an intimate compared to the control group. The rates and percentages of clinically meaningful traits and disorders were lower for the desisters than the persisters. Overall the desisters were more like the controls than the persisters across the personality traits and clinical syndromes measured. In the qualitative study, thematic analysis was conducted on data derived from interviews with 13 desisters, nine persisters, nine treatment facilitators and seven survivors. A conceptual model of desistance was developed that demonstrated desistance from IPV is a dynamic process that gradually unfolds over time. The model comprised three global themes: (i) The cycle of lifestyle behaviours (violent): ‘Old way of being’ (the experiences, behaviours and thinking of the men when they used violence); (ii) Catalysts for change (the triggers and transitions experienced that initiated change); and (iii) The cycle of lifestyle behaviours (non-violent); ‘New way of being’ (the experiences, behaviours and thinking of the men when they stopped using violence). The integrated findings illustrate that the path from persistence to desistance is neither linear, nor shared by all IPV offenders. A complex interaction between structure and agency characterised the process. Future research needs to adopt a longitudinal design to gain a clearer understanding of the temporal sequencing of events leading to desistance, and also to determine whether the characteristics that differentiated the groups studied change over time. In addition, it is proposed that individual assessment is required for each offender of IPV. Treatment could then be developed to meet individual needs, which may increase the effectiveness of rehabilitation for IPV perpetrators.

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Submitted by Maria Aparecida (cidazen@gmail.com) on 2017-04-27T14:43:33Z No. of bitstreams: 1 Cristiane Fonseca.pdf: 717178 bytes, checksum: 2da23c1b94098b99ba656fb36d0732ac (MD5) / Made available in DSpace on 2017-04-27T14:43:33Z (GMT). No. of bitstreams: 1 Cristiane Fonseca.pdf: 717178 bytes, checksum: 2da23c1b94098b99ba656fb36d0732ac (MD5) Previous issue date: 2016-02-04 / The research aims to evaluate the limits and possibilities of the implementation of municipal policies of public security in Brazil from experience in São Luís – MA with reference to citizen security policies carried out in Bogota from 1995 to 2003, due to the achievement of results that echoed in several Latin American countries, including Brazil. Indeed, some municipalities began to assume its responsibility in the public safety issue and have developed policies in this area. The study attempts to present the theoretical referential, based on New Prevention, as proposed complementary to traditional formal control as well as the citizen security paradigm, first developed in Bogota, capital of Colombia. To fulfill this purpose, it chose to conduct a case study on the current structure of municipal administration focused on public safety. The conclusion of the study indicates the elements identified as facilitators of this process, as well as some points of difficulty in the implementation of municipal policies and communication between the agencies of the criminal justice system, and displays based on empirical and theoretical support, some possible ways to improving the experience of public safety municipalization in Sao Luis – MA. / A pesquisa objetiva avaliar os limites e possibilidades da implementação de políticas municipais de segurança pública no Brasil a partir da experiência em São Luís – MA tendo como referência as políticas de segurança cidadã realizadas em Bogotá no período de 1995 a 2003, ante o alcance de resultados que repercutiram em diversos países da América Latina, dentre eles o Brasil. Com efeito, alguns municípios brasileiros passaram a assumir a sua responsabilidade no tema segurança pública e desenvolveram políticas nessa seara. Procurouse apresentar o referencial teórico, fundado na Nova Prevenção, como proposta complementar ao controle tradicionalmente formal, bem como no paradigma segurança cidadã, desenvolvido primeiramente em Bogotá, capital da Colômbia. Para cumprir tal intento, optou-se por realizar um estudo de caso sobre a atual estrutura da administração municipal voltada para segurança pública. A conclusão do estudo aponta os elementos identificados como facilitadores desse processo, bem como alguns pontos de dificuldade na implementação de políticas municipais e na comunicação entre os órgãos do sistema de justiça criminal, e indica com base no aporte empírico e teórico, alguns caminhos possíveis para o aperfeiçoamento da experiência da municipalização da segurança pública em São Luís – MA.

A violência escolar é um fenômeno complexo, dinâmico e multicausal, que envolve estudantes, professores, famílias e comunidade, como protagonistas e/ou vítimas da violência. Entende-se que a escola não é a única responsável pela produção da violência. No entanto, dependendo da maneira como a instituição lida com os problemas e conflitos instalados nesse contexto pode gerar as situações de violência escolar. Trata-se de um fenômeno que também tem suas raízes em questões de ordem sociais e econômicas, exigindo, programas de prevenção multidimensionais, com ações intersetoriais. A justiça restaurativa é uma estratégia para o enfrentamento da violência escolar, utilizada em diversos ambientes regidos pelas interações sociais, pois possibilita maneiras de resolução de conflitos no ambiente escolar. Esse estudo qualitativo, em que foi utilizado o método da pesquisa-ação, teve como objetivo compreender as percepções dos professores de uma escola pública da rede estadual de educação básica de Ribeirão Preto/SP sobre violência escolar, e desenvolver uma ação educativa para sua prevenção. A pesquisa foi desenvolvida em uma escola, que está inserida em um complexo contexto socioeconômico e cultural, com histórico de violência e dificuldades na condução do processo de ensino-aprendizagem. Participaram dessa pesquisa 10 professores do ensino fundamental e do ensino médio. Como instrumento de coleta de dados, optou-se pela observação participante, grupo focal e questionário. Os dados coletados, foram submetidos à análise temática indutiva e apresentados em duas etapas: momento investigativo e momento educativo. Reconheceu-se dificuldades e problemas prevalentes no ambiente escolar, experiências de violência escolar entre professores e estudantes e as estratégias que eles utilizavam para a prevenção da violência escolar. A partir dos problemas identificados foi realizado o Círculo de Cultura, como ação educativa. Essa ação foi elaborada baseada no modelo dialógico de Paulo Freire, que permitiu abordar a compreensão dos professores sobre os conceitos de conflitos e de violência escolar, promovendo reflexões sobre as habilidades direcionadas à gestão construtiva de conflitos e prevenção da violência escolar. Discute-se com base nestes resultados qualitativos a relevância do desenvolvimento de ações intersetoriais, visando a implementação de mecanismos de enfrentamento da violência escolar. Entende-se que não existe um recurso simplista para a prevenção da violência escolar, pois cada sociedade possui características e conflitos próprios, sendo necessária uma investigação ampla para saber qual seria a melhor atuação em determinada realidade escolar, na perspectiva de uma abordagem global com implicações na estrutura escolar. Mas é importante destacar o papel da escola no ensino/aprendizagem da transformação positiva do conflito, possibilitando a aprendizagem de formas de resolução não-violentas e, consequentemente, contribuindo para a melhoria das relações humanas / nteractions, as it provides ways of resolving conflicts in the school environment. This qualitative study, using the action-research method, aimed to understand the perceptions of the teachers of a public school of the state school of basic education of Ribeirão Preto / SP on school violence, and to develop an educational action for its prevention . The research was developed in a school, which is inserted in a complex socioeconomic and cultural context, with a history of violence and difficulties in conducting the teaching-learning process. Ten primary and high school teachers participated in this research. As an instrument of data collection, we opted for participant observation, focus group and questionnaire. The collected data were submitted to thematic thematic inductive and presented in two stages: investigative moment and educational moment. Difficulties and problems prevalent in the school environment, experiences of school violence between teachers and students and the strategies they used for the prevention of school violence were acknowledged. From the problems identified, the Culture Circle was carried out as an educational action. This action was elaborated based on the dialogical model of Paulo Freire, which allowed to approach the teachers\' understanding of the concepts of conflict and school violence, promoting reflections on the skills directed to the constructive management of conflicts and prevention of school violence. Based on these qualitative results, the relevance of the development of intersectoral actions is discussed, aiming at the implementation of mechanisms for coping with school violence. It is understood that there is no simplistic resource for the prevention of school violence, since each society has its own characteristics and conflicts, and a broad investigation is necessary to know what would be the best performance in a certain school reality, in the perspective of a global approach with implications in the school structure. But it is important to highlight the role of the school in the teaching / learning of the positive transformation of the conflict, enabling the learning of non-violent forms of resolution and, consequently, contributing to the improvement of human relations

The aim of this study was to understand how social workers perceive and understand violence and threats of violence from clients, and how it effect their working environment. It seems that the respondents understand the violence and threats of violence from clients as a result of the clients background problems, vulnerability, dependency and from “the reason" that the client is currently in the contact with the organization. How respondents interpret the client´s behaviour based on the above-mentioned factors, seem to determine how the respondents perceive and define the violence and threats of violence by clients directed against them. Interestingly enough, although all respondents in the study experienced violence and threats of violence from clients, none of them perceived themselves as exposed at work. The answer to this is consensual. The respondents argue that they “knew what they got into" and thus violence and threats of violence from clients can be considered as part of the work, that the social workers must be aware of in order to work within the organization.   A further aim of this study was to examine how the social workers views the matter of who’s responsible for the threats and violent incidents and how to "best" encounter the violence and threats of violence within the organization. The respondents argue that it is when the social workers communicate in a wrong way, use their power or give "bad decisions" to the clients that most threats and violent incidents occur. The role that the respondents construct for themselves can be understood as they need to ,in their professional role "withstand a little bit" of violence and threats of violence from clients. The respondents then becomes mainly responsible for the threats and violent incidents, because they communicated in a wrong way, used the "unnecessary" exercise of power, or gave "bad decisions" to clients. The clients responsibility is then reduced due to the fact that the client merely reacts to how the respondent acted towards the client. The key element in the prevention of violence and threats of violence seems to be the way the respondents builds relations to the client. However, it also appears that the respondents expect a certain amount of violence and threats of violence from clients. Violence and threats of violence therefore run the risk of becoming something that the respondents get used to and sometimes expect, and something that they to some extent can protect themselves from, but never fully avoid or prevent.

Background: Threats and violence are a major problem in healthcare that negatively affects both staff and patients. Acute Psychiatric wards are one of the most affected workplaces in healthcare and where work on threat and violence prevention is highly relevant. Violent preventive theories and concepts exist as developed research like the Bergenmodel, Deescalation and low-impact arousal. Aim: The aim is to describe the nurse's experience of the working group's application of threat and violence prevention measures in emergency psychiatric care. Method: The study is a qualitative interview study with a descriptive approach. Results: Three themes were identified - Prophylaxis measures, avert escalation and preserve knowledge. Crucial to the violence prevention work in emergency psychiatric care was to seek for respectful tone in encounters with patients to avoid escalating a suspected threatening situation. Knowledge, experience and training together with good cooperation inthe working group can lead to reduced situations of violence as staff is given the opportunity to experience safety and security. Conclusion: Adequate care with a focus on communication and professional encounter together with solid training is important for the working group's ability to work with violence prevention.

Made available in DSpace on 2017-07-21T20:31:30Z (GMT). No. of bitstreams: 1 Nei Alberto Salles Filho.pdf: 2695349 bytes, checksum: 4ab714fe7fdafaac1b8fb3bc54c715a6 (MD5) Previous issue date: 2016-03-18 / This paper has as object of research the Education for Peace as an educational component of a Culture of Peace, from the perspective of the Complexity Theory by Edgar Morin. This is a qualitative, exploratory and theoretical research, based on published procedures. The central question of the research, we seek to answer is: What are the theoretical assumptions underlying the Education for Peace, as an educational component of a Culture of Peace, from the perspective of the Complexity Theory by Edgar Morin ? This issue is addressed from supported theoretical questions, such as: a discussion of the Culture for Peace from Edgar Morins´s thoughts, Education for Peace in the context of education in complexity, besides integrated aspects in the constitution of "Five pedagogies of Peace ", consisting of: Education of Human Values, Education of Human rights, Education of Conflicts solving, Education of eco-formation and Education of the Living together. Resulting from these issues, we drew the following research objectives: Build an analytical framework of Education for Peace as a pedagogical way for the Culture of Peace; Discuss the Culture of Peace in relation to the complexity paradigm proposed by Edgar Morin; Relate the Education for Peace to the whole discussion of education in complexity, showing the "seven knowledge for tomorrow's education", proposed by Edgar Morin; Propose an understanding of Education for Peace from the five interconnected components . In this referral, we analyzed the set of six works "Method" by Edgar Morin (2005, 2007, 2008, 2011, 2012, 2013) to understand his world, life, society and education view, which are examined in the sequence of the study. In addition, we analyzed and discussed a theoretical basis for the Education for Peace, especially from the Galtung studies (1994, 2006), Jares (2002, 2007), Rayo (2004) and Serrano (2002). Based on this discussion, the next step of this paper is for the theoretical construction of the "Five Pedagogy of Peace", dealt in their specificity and pedagogical aspects, relating them to the knowledge of education and the perspective of complexity. / Este trabalho tem como objeto de pesquisa a Educação para a Paz como componente educacional de uma Cultura de Paz, sob a perspectiva da Teoria da Complexidade de Edgar Morin. Trata-se de uma pesquisa qualitativa, exploratória, de caráter teórico, baseada em procedimentos bibliográficos. A questão central da pesquisa, que buscamos responder é: Quais os pressupostos teóricos que fundamentam a Educação para a Paz, como componente educacional de uma Cultura de Paz, sob a perspectiva da Teoria da Complexidade de Edgar Morin? Tal questão é tratada a partir de questões teóricas balizadoras, tais como: a discussão da Cultura de Paz a partir do pensamento de Edgar Morin, a Educação para a Paz na perspectiva da educação na complexidade, além de aspectos integrados na constituição das “Cinco Pedagogias da Paz”, constituídas por: Pedagogia dos Valores Humanos, Pedagogia dos Direitos Humanos, Pedagogia da Conflitologia, Pedagogia da Ecoformação e Pedagogia das Vivências/Convivências. Decorrente destas questões, traçamos os seguintes objetivos da pesquisa: Construir um referencial de análise da Educação para a Paz como caminho pedagógico da Cultura de Paz; Discutir a Cultura de Paz na relação com o paradigma da complexidade proposto por Edgar Morin; Relacionar a Educação para a Paz ao conjunto da discussão sobre a educação na complexidade, evidenciando os “sete saberes para a educação do futuro”, propostos por Edgar Morin; Propor um entendimento da Educação para a Paz a partir de cinco componentes interconectados, as “Cinco Pedagogias da Paz”. Neste encaminhamento, analisamos o conjunto de seis obras “O Método”, de Edgar Morin (2005, 2007, 2008, 2011, 2012, 2013) para entender sua perspectiva de mundo, vida, sociedade e educação, que são examinadas na sequência do estudo. Além disso, analisamos e discutimos uma base teórica para a Educação para a Paz, especialmente a partir dos estudos Galtung (1994, 2006), Jares (2002, 2007), Rayo (2004) e Serrano (2002). Com base nesta discussão, o próximo momento do trabalho é destinado à construção teórica das “Cinco Pedagogias da Paz”, tratadas em suas especificidades e aspectos pedagógicos, relacionando-as aos saberes da educação e à perspectiva da complexidade.

Šiame magistro darbe nagrinėjama smurto žiniasklaidoje poveikio nepilnamečiams prevencijos problema. Aptartos žiniasklaidos, smurto, agresijos sampratos. Nagrinėtos aiškinančios smurto žiniasklaidoje įtaką žiūrovų agresyvumui ir nusikalstamumui teorijos. Atliktas kriminologinis tyrimas. Aptartos Lietuvos ir kai kurių(JAV, Danijos, Nyderlandų) užsienio šalių smurto žiniasklaidoje poveikio nepilnamečiams prevencijos priemonės. / In this research work the problem of influence of violence over mass-media on a minor audienceand prevention of this influence is considered. In this work the numerous theories explaining influenceof violenceover a degreeof aggression and a crime rate of televiewers were considered. Theauthor counts five theories as the main. Research consistedof two stages. The topic of negative effects prevention isdivided into two parts and dealing with a problem of macro social (at national level) and micro social level (family or school).

Smurto prieš senyvo amžiaus asmenis kaip vieną pažeidžiamiausių visuomenės sluoksnių problemos tyrimas ir analizė yra sąlyginai nauja. Nors tarptautinė bendruomenė pripažino visuomenės senėjimo faktą ir smurto prieš senyvo amžiaus žmones problemos aktualumą, Lietuvoje moksliniuose darbuose ši problema nėra nagrinėta, taip pat nėra oficialios statistikos atskleidžiančios smurto prieš senyvo amžiaus žmones paplitimą. Ši situacija sąlygoja prevencinių priemonių taikomų kovojant su smurtu prieš senyvo amžiaus asmenis neefektyvumą ir Europos Sąjungos rekomendacijų netinkamą įgyvendinimą. Be to visuomenė dėl informacijos stokos lieka menkai informuota apie senyvo amžiaus žmonių padėtį, jų patiriamą smurtą, o tai sąlygoja tikrovės neatitinkantį minėtos problemos vertinimą. Magistro baigiamojo darbo tikslas – ištirti smurto prieš senyvo amžiaus žmones paplitimą Vilniaus rajone. Naudojant empirinius teisinių dokumentų analizės, matematinės statistinės analizės, anketinės apklausos ir teorinius apibendrinimo, indukcinį ir dedukcinį, lyginamąjį bei analizės ir sintezės metodus magistro baigiamajame darbe buvo patvirtinta kelta hipotezė, jog smurtas prieš senyvo amžiaus žmones Vilniaus rajone yra paplitęs, tačiau klaidingai suvokiamas ir vertinamas reiškinys. Šio smurto aukomis dažniausiai tampa senyvo amžiaus vyrai gyvenantys kaime kartu su vaikais. Senyvo amžiaus asmenų nuomonę dėl smurto ir jo prevencijos pagrinde formuoja žiniasklaidos priemonės. Magistro baigiamasis darbas... [toliau žr. visą tekstą] / Research on and analysis of violence against elders as one of the most vulnerable community layers is relatively new. Though international community has acknowledged the fact of aging society and the relevance of violence against elders, in Lithuania this problem is still not examined, there is no official statistic data on the prevalence of violence against elders. This situation determines the ineffectiveness of the measures on violence prevention and inaccurate implementation of European Union recommendations. What is more society still remains uninformed about the status of elders, violence against them and this causes inadequate evaluation of the problem. The goal of this Master‘s thesis is to analyze the prevalence of violence against elders in district of Vilnius. Empirical methods of legal document analysis, case analysis, mathematical statistical analysis, questionnaire survey and theoretical methods of induction, deduction, comparison, analysis and synthesis confirmed hypothesis that violence against elders in Vilnius district is widely prevalent, but mistakenly recognized and valuated phenomenon. Victims of this violence are usually elder men living in villages with their children. The opinion of the elders on violence and its prevention is mostly influenced by media. This Master’s thesis is divided into four parts, which are subdivided into smaller chapters. First part of this thesis examines the concept of violence in various fields of science, defines main... [to full text]