A research report submitted to the Faculty of Arts, University of the Witwatersrand, Johannesburg, in partial fulfilment for the degree of M. A. (Clinical Psychology). / The Impact of political violence on the psychological well-being of civilian populations has received much attention. both locally and internationally. In South Africa, the effects on black children of having witnessed or experienced violence has been extensively researched; however. the impact on white children, albeit that the majority of them are removed from the immediacy of the violence, has not been investigated.(Abbreviation abstract) / Andrew Chakane 2018

A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Arts in Social Work in the field of Occupational Social Work, September 2017 / School violence over the years has been on an increase. It has been particularly known and researched that learners have been affected by such a persistent phenomenon (Burton & Leoschut, 2013). Notably, teachers themselves are increasingly becoming victims of school violence. It has been said that much of the school violence stems from the violent nature of society; violence in society being complex in nature (Mncube & Harber, 2012). Limited research has been directed towards exploring victimisation of teachers by their learners, hence the interest in the topic. In order for one to gain knowledge and insight in this topic, the qualitative approach and a case study design was used. The unit of analysis consisted of 5 high school teachers within the Johannesburg South Region. Snowballing, which is a type of non – probability sampling was used to identify participants. A semi – structured interview scheduled was used as a data gathering tool, during the face – to face interviews. The thematic content analysis was used to analyse the data collected, so as to find common themes and topics relevant to the study. As predicted, the study helped in gaining insights in understanding the consequences of school violence and bullying on teachers. It helped in understanding teachers’ experiences of school violence and the consequences it has in the workplace. Additionally, it assisted in gaining insight on what may contribute towards the creation of a healthier work environment. / XL2018

A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology), 2017 / The growing epidemic of bullying is one that warrants urgent deference. When considering the repercussions of this issue in the South African context specifically, it is essential that a high level of criticality is taken into account. This is mainly due to South Africa’s rich historical background and the country’s urgency to protect and respect the basic human rights of all individuals in the country (Centre for Justice and Crime Prevention; and the Department of Basic Education, 2012). According to our Bill of Rights, “everyone has the right to be free from all forms of violence, on the part of either the government or other sources; not to be tortured in any way; and not to be treated or punished in a cruel, inhuman or degrading way” (CJCP & DBE, 2012). Any act or behaviour which goes against these essential human rights thus results in grave ramifications such as the infringement of human rights. The purpose of this study was thus to investigate the prevalence, nature, and intervention surrounding the issue of bullying in South African high schools. More specifically, this study aimed to explore the possible differences between the prevalence, nature, and intervention in government/public and private high schools. In addition, the possible differences between gender and the issue of bullying were further investigated. The study employed the Revised Olweus Bully/Victim Questionnaire in order to find possible associations between the two independent variables (type of school and gender); and the issue of bullying. The total sample comprised of 358 grade eight to eleven learners from one private school and one government school in Johannesburg. The statistical analyses were done by means of frequencies and cross-tabulations using the chi-square statistical test with school type and gender as independent variables. The overall results on the prevalence of bullying indicate that 27.7% of high school learners have experienced bullying in school. Neither the type of school nor the gender of the learner was found to have a significant impact on the prevalence of bullying. In addition, the current study found that verbal bullying is most commonly experienced by the learners, followed by social bullying. Common areas for bullying behaviour are the playground and the classroom (with and without the teacher present). Boys have been found to partake, as well, as experience bullying more than girls. Teacher and learner intervention are commonly reported, whereas adult intervention is not seen as a means of support for learners. / XL2018

Thesis (M.A.(Industrial Psychology)--University of the Witwatersrand, Arts Faculty, 1996 / At a primary level the current study sought to investigate the post-traumatic stress responses of a sample of black township residents who were victims and witnesses of continuous civil violence [Abbreviated abstract. Open document to view full version]

A dissertation presented in partial fulfilment of the requirement for the Masters of Arts Degree in the Political studies Department, Faculty of Humanities at the University of the Witwatersrand , Johannesburg, March 2017 / The emergence of xenophobic violence is linked directly to the dissemination and development of certain ideas and perceptions. This paper will examine perceptions of xenophobic violence held by university students looking particularly at the University of the Witwatersrand. The research attempts to understand the perceptions and understandings of the university students, and how they conceptualize their individual perceptions in the context of university unrest and university transformation. These perceptions will be discussed and analysed through individual interviews in conjunction with questioners. Questions of perceived identity and the evolution of identity will be tackled in an aim to fully understand these perceptions. This focus on the tertiary institution serves to increase the analysis of xenophobic violence through the analysis of perception and debates. The dominant discourse around xenophobia is often focused on how the xenophobic attacks occurred and what drove the xenophobic attacks. However, there is limited focus on what drives xenophobia and the discourse that emerges in the xenophobic attacks. This paper will provide an analysis of this discourse to develop an understanding of the origins of xenophobic mentalities and the differing perceptions of foreign nationals held by university students. / XL2018

Thesis (MPA) --University of Limpopo, 2011

D. Tech. Education / Safety and security in schools is not only a South African issue, but a global challenge too. Learners and educators are assaulted and killed on school premises in the province despite the presence of a plethora of educational legislation. This study investigates how safety and security is managed in schools in the Province of KwaZulu-Natal.

M. Tech. Education / This ethnographic study investigated the nature of bullying in selected primary schools in the Pretoria inner city as experienced by learners, parents, teachers and principals. A review of the existing literature formed the basis for the offered description of the phenomenon. The work examined concise definitions of bullying, including the existence of bullying, the effects of bullying, the perceptions of learners who are bullied, the frequency of bullying, the School Management Team's reaction to incidents of bullying, the school policy on bullying, teachers' experience of bullying of learners, the parents' experiences of bullying of their children and how other countries handle bullying. The research describes various forms of bullying, reasons for bullying, the effects of bullying and measures against bullying.

Gender-based violence is a violation of human rights and includes acts that result in / Thesis (Ph.D.) - University of KwaZulu-Natal, Durban, 2006.

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.