The purpose of this study was to gather information and statistics for determining and explaining the perceptions of teachers, administrators, and other professional staff with reference to the benefits and the need for promoting school safety and prevention of student violence. The collection and analyses of survey data served to provide relevant information about nine essential components of effective school safety programs (Dusenbury et al., 1997). This study determined and explained differences in perceptions reported by the participants regarding current conditions of school safety and participation and value of safe schools staff development training. In addition, this study sought to determine and explain perception differences as reported by the respondents from schools of different sizes, grade levels and environments related to perceived degree of criminal activity in the areas in which students lived when the current safety conditions, staff development participation and value of the staff development training were considered. A descriptive, non-experimental research design was selected and data was gathered using a 30-item survey. Both descriptive and inferential statistics were employed to analyze the data. Conclusions, derived through data investigation, indicated safe schools staff development was occurring in central Florida school districts and that educators felt a need for this training. However, all the nine essential components of effective school safety programs Other professional staff, followed by administrators and then teachers, was shown to be most cognizant of the need for school safety training. While administrators felt their schools were safe, they recognized the need for safe schools training, and in fact, participated in more hours of staff development in a 12-month period than did teachers or other professional staff. All three categories of educators participated in safety training that involved two particularly important areas that stressed developing connections to home, school, and community, and creating violence-prevention programs early in students' lives. These two areas of common staff development emphasis and participation appeared to support building stronger linkages between the home and school. Educators from very large schools, schools whose students live in high areas of crime, and middle and high schools, more than others, reported believing in safety training for their faculty and staff. Educators from middle and high schools grades combined, more than others, were shown to recognize the value of safe schools staff development training. These conclusions led to several implications and recommendations for future staff development in the areas of school safety and student violence prevention.

A review of the related literature sets the criteria for development and implementation for this violence prevention program. Specifically the project concentrates on needs assessment, project development and implementation, teacher inclusion and in-service, life experiences, long term commitment and incentives. Also included as part of this anti-violence project are teacher surveys, lesson plans, sample schedules, and evaluation forms for needs assessment evaluation.

The Prothrow-Stith violence prevention curriculum for high school students was adapted and presented to middle school students. An adaptation in materials, reading level and administration should not adversely effect the outcome of program participation, as the concepts that form the foundation of this curriculum are applicable to all ages. The essential question addressed in this study is as follows: Is the adapted curriculum effective? The evaluation instrument used for both pretests and posttest showed three distinct sections that were composed of general knowledge statements; statements that indicated an attitudinal predisposition toward violence; and statements that indicated a behavioral predisposition toward violence. After factor analysis the general knowledge section showed three grouping factors: factual knowledge, murder knowledge and alcohol knowledge. Factor analysis of the attitude section yielded two factors: a positive attitudinal predisposition toward violence and a negative predisposition toward violence. Seven hypotheses were tested. The analysis showed in a significant difference between the pretest and posttest for all respondents as an increase in factual knowledge; a decrease in negative attitude predisposition toward violence; and, a decrease in behavioral predisposition toward violence. There was a significant difference between the participating schools; there was no significant difference between the ages; and, results for females differed significantly from those for males. The findings imply that the adaptation of the Prothrow-Stith high school violence prevention curriculum is effective with lower grades. Designers of violence prevention, problem solving, peace making, conflict resolution and other prevention programs could look to the results of this evaluation when considering the factors that influence general knowledge, attitude and behavior toward violence. Differences between the sexes indicate an opportunity to tailor interventions and prevention strategies that stress the positive aspects of resolving conflict with peaceful, non-aggressive approaches. More detailed examination of the age differences may yield information about the influences that strengthen the quality of resilience or that indicate shifts in attitude and behavior in younger children.

In 2013, the U.S. Department of Education published revised guidelines for emergency response planning for colleges and universities in the United States. These guidelines reflect the collective work of numerous government intelligence, law enforcement, and preparedness agencies that have taken into account the past successes and failures of schools in response to natural disasters and man-made disasters such as cyber hacking and targeted violent incidents on campuses. With a collective enrollment of over 20 million students annually and valuable physical resources such as libraries, stadiums, and medical centers at institutions of higher education (IHE), an effort to identify the current safety personnel, practices, and services was conducted. The purpose of this research was to identify areas of IHE compliance with the government guidelines and to identify differences, if any, by school enrollment size and region of the country. A cross-sectional design was used to describe compliance with the government guidelines and examine the differences based on a random sample drawn from all accredited 4- year public colleges and universities (n=708) in the United States. A sample of 17% of all eligible institutions was selected (n=120), and a 70.8% response rate was obtained (n=85). Directors of public safety were interviewed by telephone and reported information regarding their school’s availability of mental health counseling, crime prevention programs, emergency communications plans, emergency operations plans, and personnel training. The major findings of this study revealed that only 64 (75%) schools offered disaster response presentations to new students and staff, while 9 (11%) reported that their written emergency operations plans were not available to their communities, and that only 53 (62.4%) offered presentations regarding cyber-security and safeguarding online information. This study also revealed that 40 (47%) of the respondents either did not have or did not know if their school had an emergency operations plan for dealing with database theft, and 55 (64.7%) either did not have or did not know if there was a plan in place to safeguard the private contact information used in their emergency communications systems. With an estimated 300,000+ college students annually studying abroad, only 44 (51.3%) respondents reported offering travel safety presentations to their communities. Few differences were identified based on enrollment or regional location. The implications are discussed within the context of increasing national trends of gun violence, armed civilians and officers on campuses, cyber hacking, and increased participation by students and researchers traveling abroad.

Peer aggression and bullying are significant problems for children in American schools. While a large body of research has been conducted in this area, none to date has examined the combined roles of temperament (behavioral activation system, or BAS, and behavioral inhibition system, or BIS), and empathy in predicting participation in bullying interactions. Previous research has found that low empathy facilitates aggressive behavior, while high empathy inhibits it, and has linked poor emotion regulation to conduct disorders. Thus, if these factors can predict behaviors towards peers, they may also predict (independently and in combination) involvement in bullying, specifically the roles assumed in those interactions - that is: bully, victim, bully-victim (a child who is both bully and victim), or defender/protector. The present study tested 226 middle school students on a measure of empathy (Interpersonal Reactivity Index), and a measure of temperament (BIS/BAS Scales). The students also completed a Peer Nomination Inventory to identify children who were aggressive toward others, victimized by peers, and/or protected peers from bullies. Although not all predictions were supported, results showed that certain sub-components of empathy, such as empathic concern (affective empathy) and personal distress (a measure of emotion regulation) predicted the behavior of "pure bullies" (bullies who are not themselves victimized), but not of other aggressive children such as bully-victims. High BAS drive and low BIS were significant predictors of aggressive behavior, and BAS reward responsiveness predicted protective behavior. Victimized children had higher fantasy (ability to identify with fictional characters) and lower perspective-taking (cognitive empathy) skills, and tended not to have overlapping characteristics and behaviors with protective children. / These characteristics did not interact significantly with each other or with age, gender, ethnicity, or SES of students. It was concluded that pure bullies lack affective empathy, and victims lack cognitive empathy. That is, empathy is multidimensional and empathy deficits vary in type, but all lead to some form of socioemotional impairment. Furthermore, aggressive victims are a unique sub-group of children with unique characteristics. / by Chantal M. Gagnon. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.

A plenitude of media and research reports suggest that aggressive behaviour amongst the youth is becoming more confrontational, violent and common place. Factors spawning violence in schools are numerous and complex and include socio-economic and political inequities. This study not only reflects on the nature and scope of violence in schools, but focuses specifically on teachers as victims of violence. A broad based definition of violence has been used to include both insidious and physical forms of violence against teachers. In the first phase of data collection, the quantitative method was used to gather information via questionnaires. In the second phase, narrative stories were developed from semi-structured interviews using the qualitative methodology. Both these methodologies have been used in a complementary manner to give depth and enhance the meaning of the data. The analysis indicates that the prominence and pervasiveness of violence against teachers is staggering. The absence of effective structures, mechanisms and policies to stem the tide of violence has further aggravated the problem. The potential for conflict within the school context is underpinned by tension created by transient values. The youth do not have a core set of values that give direction to the decisions that they make. The consequence of this gap is unpacked in the "Core Values-Vacuum (CV2) Theory" that has been proposed in an attempt to understand violence in schools. The study concludes with the idea that there is no single factor that can explain violence in schools. However, the major causes and impact of violence identified provides a foundation for the conceptualisation of future safety and security initiatives in schools. / Theses (Ph.D.) - University of KwaZulu-Natal, Durban, 2006.

This study examined the dynamics of school violence and the role of school leadership in reducing it in two Umlazi township schools. A case study was conducted in two secondary schools in Umlazi township. The aim of the study was to explore how school leaders (School Governing bodies, School Management Teams, educators, learners and parents) help schools to reduce violence. This qualitative study was set in the interpretivist paradigm. The research tools compromised of semi-structured interviews, documents analysis and observations. The two theories which underpinned this study were violent and non-violent theories. A review of international and national literature around school violence revealed that some of the challenges of learner-indiscipline encountered by South African schools were being experienced world-wide. The findings of this research were a revelation to me that violence in schools and in the community has escalated to such an extent that it has become an access problem for some learners in many schools in South Africa (SAIRR, 2008). I had a privilege of experiencing first-hand what secondary school educators, managers and parents encountered and dealt with on a daily basis. It is evident that learner indiscipline is on the increase; educator’s teaching time is being consumed in dealing with discipline issues; educators are becoming frustrated and demoralised; the tribunal hearings are not regarded as an effective structure by educators, learners and parental involvement is lacking as parents seems to have abdicated the responsibility for their children’s behaviour and education to the school management and educators. Further, the SGB play a limited role in the activities of the school due to their incapacity and lack of empowerment. Some of the recommendations based on the findings are that schools must involve all stakeholders in the formation of the Code of Conduct policy. The contents and procedures outlined in the policy must be communicated to all stakeholders and there must be consistency in its application. Stakeholders must formulate innovative strategies to engage parents to actively participate in the activities of the school. The Department of Education must fulfil its obligation to capacitate parents and other stakeholders. An empowered SMT and SGB will make a greater contribution to the elimination of school violence. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.

Made available in DSpace on 2016-06-02T19:46:07Z (GMT). No. of bitstreams: 1 2294.pdf: 2951635 bytes, checksum: 610c81c21213dee86650b3f2b4cef9ab (MD5) Previous issue date: 2009-02-09 / Universidade Federal de Minas Gerais / The school context was pointed out as favorable in regards to violence prevention efforts. However, Brazilian studies revealed the existence of violence in the schools, in spite of the absence of valid instruments, and most studies without strict scientific methods. In addiction, these studies did not evaluate different violence risk schools, and few investigated its contributing factors. The present study encompasses two parts. Study 1 had as objectives: (a) to develop and conduct the apparent validity of an instrument to assess school violence, and (b) to develop and perform a pilot test of an instrument aimed at assessing school employees` perception about how a school violence prevention program should be. Study 2 characterized the violence experienced in three schools with diverse risk indicators, according to multiple informants, as well as the perception of the staff about school violence prevention, using the instruments developed in Study 1. Participants involved 706 students, from grades 5-8th, 88 employees of three public schools of Curitiba (Southern Brazil) and six researchers in the area of violence. The instruments were efficient and had good acceptance by the participants. Violence rates in the schools were high regardless of the risk that they were exposed to. Antecedents to aggressive behaviors were examined (i.e. to students victims the most frequent motive for aggressions was violent play). It was also shown that the most common modality of violent behaviors, according to victimized students, was name calling. Consequences to aggressive behaviors by students were also indentified, and the most frequent alternative in this regard was nothing happened . In general, students pointed out that the higher risk school did not differentiate from the intermediate risk school or from the minor risk school, although the minor risk school was more associated with violence than the intermediate risk school. According to staff, the higher risk school was more violent, followed by the intermediate school. The higher risk school was more associated with substance abuse by students, the existence of gangs, drug dealing, and possession of weapons. Staff considered relevant to prevent violence in the schools, but only the higher risk school employees declared it to be more important than other objectives. Psychologists and police officers, followed by parents, were the most frequent sources indentified in terms of involvement with school violence prevention programs. In conclusion, the present study was able to characterize how school violence presents itself, and to investigate contributing variables to the problem. Nevertheless, it is important to replicate the study, and to perform other steps in terms of validation of the instrument, as well as covering the aspects needed for intervention studies, in accordance with the literature. / O contexto escolar foi apontado como favorável para a realização de prevenção de violência. Contudo, estudos brasileiros apontaram a existência de violência em escolas, ainda que com instrumentos não validados e, em sua maioria, sem seguirem todos os preceitos científicos. Além disso, não deliberadamente avaliaram escolas com diferentes graus de risco para a violência e poucas investigaram fatores contribuintes. Essa dissertação se divide em dois estudos. O estudo 1 teve como objetivos: (a) criar e realizar a validação aparente de um instrumento que avaliasse violência escolar e (b) criar e aplicar em teste piloto um instrumento que investigasse a percepção de funcionários sobre um programa de prevenção de violência escolar. O estudo 2 caracterizou a violência vivenciada em três escolas com indicadores de risco diferenciados, de acordo com múltiplos informantes, e investigou percepções de funcionários sobre prevenção de violência escolar, tendo utilizado dos instrumentos desenvolvidos no estudo 1. Participaram da pesquisa 706 alunos, de 5ª. a 8ª. séries, 88 funcionários de três escolas públicas da cidade de Curitiba e seis pesquisadores da área de violência. Os instrumentos foram eficientes e tiveram boa aceitação do público-alvo, foram altos os índices de violência na escola independentemente do risco a que a escola estivesse exposta. Delinearam-se condições antecedentes a comportamentos agressivos (por exemplo, os alunos vítimas referiram que o motivo mais freqüentemente para as agressões foram brincadeiras violentas). Revelou-se, também, a topografia dos comportamentos violentos, por exemplo, para os alunos vítimas a forma de vitimização mais comum foi xingamentos e/ou apelidos. Aludiu-se, também, condições conseqüentes aos comportamentos agressivos dos alunos, como a alternativa nada aconteceu ser a mais assinalada. Em geral, os alunos apontaram que a escola mais exposta a riscos (Escola MAR) não se diferenciou da escola exposta a risco intermediário (Escola INR) e da menor risco (Escola MER), porém a Escola MER foi mais violenta que a INR. Para os funcionários, a escola MAR foi a mais violenta, seguida pela INR e esta pela MER, sendo que a escola MAR estava mais relacionada ao abuso de substâncias por alunos, gangues, tráfico de drogas e porte de armas. Os funcionários consideraram relevante prevenir violência, porém somente na escola MAR este objetivo foi mais importante que outros. Nas três escolas, profissionais que são de fora da escola, seguido pelos pais, foram os mais citados como quem deveria realizar prevenção. Em conclusão, o estudo traçou um panorama da violência escolar e investigou variáveis contribuintes, porém seria importante replicá-lo, realizando outras etapas da validação dos instrumentos e abordando os aspectos percebidos em estudos de intervenção.

This explorative study investigated bullying in a sample of schools in Lesotho from the learner’s perspective. A review of the existing literature formed the basis for the offered description of the phenomenon. The work examined concise definitions of bullying, school violence, victim and bully. The research described various forms of bullying, reason for and possible intervention strategies. The quantitative research method was applied, which included an analysis of the data obtained from a questionnaire containing 33 close-ended questions divided into six sections: general information; observation of bullying; experience of bullying; impact of bullying; participation in bullying activities and reasons for bullying and measures against it. The questionnaires were distributed among 1 373 learners from Lesotho public schools which were used for the study. The research was brought to a conclusive end with a proposal for school bullying intervention strategies in Lesotho public schools. / Criminology / M.A. (Criminology)

This explorative study investigated bullying in a sample of schools in Lesotho from the learner’s perspective. A review of the existing literature formed the basis for the offered description of the phenomenon. The work examined concise definitions of bullying, school violence, victim and bully. The research described various forms of bullying, reason for and possible intervention strategies. The quantitative research method was applied, which included an analysis of the data obtained from a questionnaire containing 33 close-ended questions divided into six sections: general information; observation of bullying; experience of bullying; impact of bullying; participation in bullying activities and reasons for bullying and measures against it. The questionnaires were distributed among 1 373 learners from Lesotho public schools which were used for the study. The research was brought to a conclusive end with a proposal for school bullying intervention strategies in Lesotho public schools. / Criminology and Security Science / M.A. (Criminology)