Made available in DSpace on 2016-05-17T16:51:51Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-11-25. Added 1 bitstream(s) on 2016-05-17T16:55:47Z : No. of bitstreams: 1 000863529.pdf: 1702274 bytes, checksum: 8c7bab708057cd63c5017ba32f43480a (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta tese investiga as dimensões dos dispositivos de controle social da juventude, de modo a descrever os efeitos da sociedade punitiva nos processos de produção do jovem e da jovem criminalizados/as e dos lugares instituídos para a punição, tendo como espaço privilegiado para descrição, as instituições para jovens do sexo feminino. Especificamente, procura-se identificar, examinar e mapear como se deu a passagem de um sistema tutelar-correcional-repressivo para uma política de Estado, em que se verificam diferentes modalidades punitivas, que demarcam a composição e distribuição dos sujeitos da punição sob a justificativa da gestão dos riscos. Como campo de análise, foram delimitados três períodos distintos na história da constituição do atendimento socioeducativo, desses últimos vinte anos, a saber: (1) o contexto de redemocratização do Brasil de defesa e reconhecimento de jovens como sujeitos de direitos - início da década de 1990 - promulgação e implementação do Estatuto da Criança e do Adolescente; (2) no processo de reconfiguração do Sistema socioeducativo de internação: municipalização e descentralização do atendimento no final da década de 1999 - 2010; (3) contexto de reafirmação das políticas de atendimento da Fundação CASA e processo de implementação do SINASE. Para o processo de construção dessa tese foram também priorizadas: a pesquisa de campo e as entrevistas semiestruturadas com as jovens e demais atores que compõem a estrutura do sistema socioeducativo. Em termos teóricos e metodológicos, busca-se, na produção internacional e nacional, a construção teórico- analítica sobre as políticas de governo que se estendem aos jovens e às jovens no sistema socioeducativo, com destaque para o estudo das tendências punitivas a partir de autores que defendem a tese de um processo atual de endurecimento punitivo, do surgimento de uma Cultura do Controle e de uma nova... / This thesis investigates the dimensions of social control devices of youth in order to describe the effects of a punitive society in the production processes of the young and young criminalized people and the set up places for punishment, considering the institutions for young women as privileged places for this description. The specific goal is to identify, examine and map the transition of a tutelary-correctional-repressive system into a state policy one, where there are different punitive forms, which delimit the composition and distribution of the subjects of punishment from the risk management justification. Three distinct periods in the constitution in the history of social and educational care of these last twenty years have been defined as an analytical field: (1) re-democratization context of Brazil, advocacy and recognition of young people as subjects of rights - the early 1990; (2) promulgation and implementation of the Statute of Children and Adolescents; (3) process of reconfiguring the socio-educational system of admission: municipalization and decentralization of care, the late 1999 - 2010, reaffirming the context of the CASA Foundation (Socio Foundation Care Centre for Adolescents) service policies and implementation of SINASE (National System of Socio-Education) process. For the constitution and analysis of this thesis, the following points were also prioritized: field survey, semi-structured interviews with young people and other actors that make up the structure of the socio-educational system. In theoretical and methodological terms, the theoretical and analytical construction on government policies that extends to young men and women in social-educational system is sought in the international and national production, especially the study of punitive trends from authors who defend thesis of an ongoing process of punitive hardening, the emergence of a culture of control and a new design in addition to the disciplinary...

A especificidade desta investigação é a compreensão das violências no ambiente escolar como promotoras de medo e insegurança entre os professores, tornando a escola um espaço permeado pela cultura do medo. O foco do olhar do pesquisador são as violências na escola, entendidas como violências praticadas pelos alunos. A investigação foi realizada no Centro de Educação de Jovens e Adultos “Benedito Sant’Ana da Silva Freire” – CEJA, em Sinop, Mato Grosso, a partir de novembro de 2011 e no decorrer do ano de 2012. Os sujeitos da investigação foram oito alunos do Ensino Fundamental, tidos pela escola como alunos violentos, nove professores em sala de aula e na gestão, bem como doze familiares de todos os alunos envolvidos. A abordagem metodológica da pesquisa trilha por caminhos fenomenológicos, pautados pela abdicação de quaisquer tipos de julgamentos a priori e a posteriori, tanto dos sujeitos como de suas ações. Procura-se exercitar a “mostração” do fenômeno tal como ele é e tal como se apresenta. Para tal, Oficinas de Literatura de Cordel foram procedimentos de aproximação através das produções dos alunos em versos rimados sobre suas vidas e sua escola. O sociólogo francês Michel Maffesoli e a sua Sociologia da Compreensão dão suporte teórico a este estudo, sendo a violência entendida como integrante da dinâmica social, como um misto de criação e destruição presentes nas variadas formas de se expressar as paixões. Os três aspectos da violência apontados por Maffesoli, a violência dos poderes instituídos, a violência anômica, a violência banal, foram as bases de análise ao observado e vivido no percurso da pesquisa, no que se refere aos sujeitos (alunos) desta investigação, enquanto protagonistas e vítimas das violências. Fica evidente no estudo; (1) a cultura do medo presente na escola; (2) a divergência entre os docentes do que seja ou não violência; (3) os alunos rotulados de violentos que não se veem como tais; (4) a profunda identificação dos jovens com suas tribos; (5) as violências como resultados de afetos partilhados em comum; (6) a astúcia dos jovens para driblar as instituições normativas; (7) a fragilidade das famílias em relação às tribos juvenis; (8) O Centro de Educação de Jovens e Adultos “Benedito Sant’Ana Freire como uma escola que apesar das adversidades é uma escola acolhedora e inclusiva. / The specificity of this research is the understanding of violence in the school environment as promoter of fear and insecurity among teachers, making the school a space permeated by the culture of fear. The focus of the look of the researcher is the violence at school, understood as acts of violence committed by the students. The investigation was carried out in the Centre of Adult and Youth Education "Benedito Sant'Ana da Silva Freire"- CEJA, in Sinop, Mato Grosso, from November 2011 and during the year of 2012. The subject of the investigation were eight elementary school students, taken by the school as violent students, nine teachers in the classroom and in management, as well as twelve families of all students involved. The methodological approach of phenomenological ways trail research, guided by the abdication of any kinds of judgments a priori and a posteriori, both of the subjects as their actions. Seeking to exercise the "sample" of the phenomenon as it is and as it stands. For this end, Cordel (string) Literature workshops were approach procedures through the students' productions in rhymed verses about their lives and their school. The French sociologist Michel Maffesoli and his sociology of Understanding support this theoretical study, being violence understood as part of social dynamics, as a mixture of creation and destruction present in varied ways to express the passions. The three aspects of the violence targeted by Maffesoli, the violence of the powers, anomie violence, banal violence, were the basis of analysis of the observed and lived in the course of research, as regards subjects (students) this investigation, as protagonists and victims of violence. It is evident in the study; (1) the culture of fear present in school; (2) the divergence among teachers than whether or not violence; (3) students designated as violent that they don’t perceive themselves as such; (4) the deep identification of young people with their tribes; (5) the violence as results of affections shared in common; (6) the astuteness of youth to circumvent regulatory institutions; (7) the fragility of the families in relation to juvenile tribes; (8) the Centre of Adult and Youth Education "Benedito Sant'Ana Freire as a school that in spite of adversity is a welcoming and inclusive school.

A especificidade desta investigação é a compreensão das violências no ambiente escolar como promotoras de medo e insegurança entre os professores, tornando a escola um espaço permeado pela cultura do medo. O foco do olhar do pesquisador são as violências na escola, entendidas como violências praticadas pelos alunos. A investigação foi realizada no Centro de Educação de Jovens e Adultos “Benedito Sant’Ana da Silva Freire” – CEJA, em Sinop, Mato Grosso, a partir de novembro de 2011 e no decorrer do ano de 2012. Os sujeitos da investigação foram oito alunos do Ensino Fundamental, tidos pela escola como alunos violentos, nove professores em sala de aula e na gestão, bem como doze familiares de todos os alunos envolvidos. A abordagem metodológica da pesquisa trilha por caminhos fenomenológicos, pautados pela abdicação de quaisquer tipos de julgamentos a priori e a posteriori, tanto dos sujeitos como de suas ações. Procura-se exercitar a “mostração” do fenômeno tal como ele é e tal como se apresenta. Para tal, Oficinas de Literatura de Cordel foram procedimentos de aproximação através das produções dos alunos em versos rimados sobre suas vidas e sua escola. O sociólogo francês Michel Maffesoli e a sua Sociologia da Compreensão dão suporte teórico a este estudo, sendo a violência entendida como integrante da dinâmica social, como um misto de criação e destruição presentes nas variadas formas de se expressar as paixões. Os três aspectos da violência apontados por Maffesoli, a violência dos poderes instituídos, a violência anômica, a violência banal, foram as bases de análise ao observado e vivido no percurso da pesquisa, no que se refere aos sujeitos (alunos) desta investigação, enquanto protagonistas e vítimas das violências. Fica evidente no estudo; (1) a cultura do medo presente na escola; (2) a divergência entre os docentes do que seja ou não violência; (3) os alunos rotulados de violentos que não se veem como tais; (4) a profunda identificação dos jovens com suas tribos; (5) as violências como resultados de afetos partilhados em comum; (6) a astúcia dos jovens para driblar as instituições normativas; (7) a fragilidade das famílias em relação às tribos juvenis; (8) O Centro de Educação de Jovens e Adultos “Benedito Sant’Ana Freire como uma escola que apesar das adversidades é uma escola acolhedora e inclusiva. / The specificity of this research is the understanding of violence in the school environment as promoter of fear and insecurity among teachers, making the school a space permeated by the culture of fear. The focus of the look of the researcher is the violence at school, understood as acts of violence committed by the students. The investigation was carried out in the Centre of Adult and Youth Education "Benedito Sant'Ana da Silva Freire"- CEJA, in Sinop, Mato Grosso, from November 2011 and during the year of 2012. The subject of the investigation were eight elementary school students, taken by the school as violent students, nine teachers in the classroom and in management, as well as twelve families of all students involved. The methodological approach of phenomenological ways trail research, guided by the abdication of any kinds of judgments a priori and a posteriori, both of the subjects as their actions. Seeking to exercise the "sample" of the phenomenon as it is and as it stands. For this end, Cordel (string) Literature workshops were approach procedures through the students' productions in rhymed verses about their lives and their school. The French sociologist Michel Maffesoli and his sociology of Understanding support this theoretical study, being violence understood as part of social dynamics, as a mixture of creation and destruction present in varied ways to express the passions. The three aspects of the violence targeted by Maffesoli, the violence of the powers, anomie violence, banal violence, were the basis of analysis of the observed and lived in the course of research, as regards subjects (students) this investigation, as protagonists and victims of violence. It is evident in the study; (1) the culture of fear present in school; (2) the divergence among teachers than whether or not violence; (3) students designated as violent that they don’t perceive themselves as such; (4) the deep identification of young people with their tribes; (5) the violence as results of affections shared in common; (6) the astuteness of youth to circumvent regulatory institutions; (7) the fragility of the families in relation to juvenile tribes; (8) the Centre of Adult and Youth Education "Benedito Sant'Ana Freire as a school that in spite of adversity is a welcoming and inclusive school.

A especificidade desta investigação é a compreensão das violências no ambiente escolar como promotoras de medo e insegurança entre os professores, tornando a escola um espaço permeado pela cultura do medo. O foco do olhar do pesquisador são as violências na escola, entendidas como violências praticadas pelos alunos. A investigação foi realizada no Centro de Educação de Jovens e Adultos “Benedito Sant’Ana da Silva Freire” – CEJA, em Sinop, Mato Grosso, a partir de novembro de 2011 e no decorrer do ano de 2012. Os sujeitos da investigação foram oito alunos do Ensino Fundamental, tidos pela escola como alunos violentos, nove professores em sala de aula e na gestão, bem como doze familiares de todos os alunos envolvidos. A abordagem metodológica da pesquisa trilha por caminhos fenomenológicos, pautados pela abdicação de quaisquer tipos de julgamentos a priori e a posteriori, tanto dos sujeitos como de suas ações. Procura-se exercitar a “mostração” do fenômeno tal como ele é e tal como se apresenta. Para tal, Oficinas de Literatura de Cordel foram procedimentos de aproximação através das produções dos alunos em versos rimados sobre suas vidas e sua escola. O sociólogo francês Michel Maffesoli e a sua Sociologia da Compreensão dão suporte teórico a este estudo, sendo a violência entendida como integrante da dinâmica social, como um misto de criação e destruição presentes nas variadas formas de se expressar as paixões. Os três aspectos da violência apontados por Maffesoli, a violência dos poderes instituídos, a violência anômica, a violência banal, foram as bases de análise ao observado e vivido no percurso da pesquisa, no que se refere aos sujeitos (alunos) desta investigação, enquanto protagonistas e vítimas das violências. Fica evidente no estudo; (1) a cultura do medo presente na escola; (2) a divergência entre os docentes do que seja ou não violência; (3) os alunos rotulados de violentos que não se veem como tais; (4) a profunda identificação dos jovens com suas tribos; (5) as violências como resultados de afetos partilhados em comum; (6) a astúcia dos jovens para driblar as instituições normativas; (7) a fragilidade das famílias em relação às tribos juvenis; (8) O Centro de Educação de Jovens e Adultos “Benedito Sant’Ana Freire como uma escola que apesar das adversidades é uma escola acolhedora e inclusiva. / The specificity of this research is the understanding of violence in the school environment as promoter of fear and insecurity among teachers, making the school a space permeated by the culture of fear. The focus of the look of the researcher is the violence at school, understood as acts of violence committed by the students. The investigation was carried out in the Centre of Adult and Youth Education "Benedito Sant'Ana da Silva Freire"- CEJA, in Sinop, Mato Grosso, from November 2011 and during the year of 2012. The subject of the investigation were eight elementary school students, taken by the school as violent students, nine teachers in the classroom and in management, as well as twelve families of all students involved. The methodological approach of phenomenological ways trail research, guided by the abdication of any kinds of judgments a priori and a posteriori, both of the subjects as their actions. Seeking to exercise the "sample" of the phenomenon as it is and as it stands. For this end, Cordel (string) Literature workshops were approach procedures through the students' productions in rhymed verses about their lives and their school. The French sociologist Michel Maffesoli and his sociology of Understanding support this theoretical study, being violence understood as part of social dynamics, as a mixture of creation and destruction present in varied ways to express the passions. The three aspects of the violence targeted by Maffesoli, the violence of the powers, anomie violence, banal violence, were the basis of analysis of the observed and lived in the course of research, as regards subjects (students) this investigation, as protagonists and victims of violence. It is evident in the study; (1) the culture of fear present in school; (2) the divergence among teachers than whether or not violence; (3) students designated as violent that they don’t perceive themselves as such; (4) the deep identification of young people with their tribes; (5) the violence as results of affections shared in common; (6) the astuteness of youth to circumvent regulatory institutions; (7) the fragility of the families in relation to juvenile tribes; (8) the Centre of Adult and Youth Education "Benedito Sant'Ana Freire as a school that in spite of adversity is a welcoming and inclusive school.

Magister Artium (Psychology) - MA(Psych) / The subculture of gang violence has become a most feared phenomenon in many povertystricken communities in South Africa and especially in the Western Cape. The gang violence that is prevalent in these communities affects mostly the adolescents, who are supposed to be ‘the leaders of tomorrow’. The purpose of this research study was to focus on adolescents in a community where gang violence is rife and in turn reveals their perceptions on gang violence, what the causes of gang violence are and how they are affected by it as expressed in their own words. The researcher establishes the significance and necessity of focusing on adolescents as influenced by gang violence through a phenomenological exploration of their lives. The position that is developed affirms that adolescents are adversely affected by gang violence both from a behavioral and cognitive standpoint. The dire extent of gang violence on these adolescents’ lives is illustrated by using Fanon’s six dimensions of violence. Furthermore various theoretical hypotheses are provided to explain the or igin of gang violence in comparison to the explanations expressed by the adolescents themselves from the interviews conducted. The study is concluded with recommendations extracted from relevant literature as well as comments expressed by the participants of this study. The main limitation within this study was the lack of research outputs within the South African context on the topic of how gang violence affects adolescents who are not gang members. The rich information produced by this study in conducting in-depth interviews with adolescents makes this study significant. / South Africa

Magister Artium - MA / The study analysed the politics of resistance in Manenberg placing it within the over arching mass defiance campaign in Greater Cape Town at the time and comparing the strategies used to mobilize residents in Manenberg in the 1980s to strategies used in the period of the 2000s. The thesis also focused on several key figures in Manenberg with a view to understanding what local conditions inspired them to activism. The use of biographies brought about a synoptic view into activists lives, their living conditions, their experiences of the apartheid regime, their brutal experience of apartheid and their resistance and strength against a system that was prepared to keep people on the outside. This study found that local living conditions motivated activism and became grounds for mobilising residents to make Manenberg a site of resistance. It was easy to mobilise residents on issues around rent increases, lack of resources, infrastructure and proper housing. / South Africa

This study was an evaluation of the Abeyance Alternative Schools Program (AASP) in the Brevard County Public School System, which consisted of three sites located in the north, central, and south areas of the county. The purpose was to investigate the effect that the AASP had on expellable, felony suspension, or community control students who had transitioned back to their home schools after participation in the AASP. Pre- and post-data in the areas of attendance, discipline, and grades were compared to ascertain if students' performance had improved after AASP participation. Further, the study examined if any particular AASP site demonstrated more student success, and if so, what factors may have contributed to this success. The study was conducted in Brevard County, Florida, the ninth largest school system in Florida. The research population included 113 students who were returning to their home schools after spending a minimum of four months in the AASP. It was noted that this was a small research group and a delimitation of this study. The data collected were primarily from students' cumulative files and the school system's mainframe computer. Data were nominal in nature and descriptive statistics as well as Pair-Wise T-Tests were utilized to compare pre- and post-data. A semi-structured interview with five AASP site administrators, five counselors, and seven teachers was also conducted to determine program differences among sites and offer suggestions for improvement of the AASP. An overall analysis of the total population data revealed that students were classified as "Improved" in the area of academic performance only. Further, it was established that students attending the North Area AASP showed improvement in attendance and discipline while students attending the South Area AASP showed improvement in grades. The following conclusions were reached: (a) Alternative programs must embrace the research-based characteristics of successful programs to maximize success for all students; (b) Alternative schools should conduct evaluations of incoming students and develop individual education plans based on students' .academic and social problems; and (c) The AASP should be funded to provide adequate numbers of computers and other innovative materials. Recommendations for further research were made.

Ho, Man Yee. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 101-111). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledge --- p.iii / List of Tables --- p.vi / List of Figures --- p.vii / Chapter Chapter 1 --- Introduction --- p.1 / Historical Overview of Resilience Research --- p.3 / Definitions and Theoretical Models of Resilience --- p.4 / Definitions and Operationalization of Risk --- p.11 / Definitions and Operationalization of Adjustment Outcomes --- p.19 / Definitions and Operationalization of Protective Factors or Mechanisms --- p.23 / "Comparisons of Resilient, Maladaptive, Competent and Incompetent Adolescents" --- p.30 / Objectives of this Study and Hypotheses --- p.33 / Chapter Chapter 2 --- Method --- p.36 / Participants --- p.36 / Procedure --- p.37 / Measures --- p.37 / Chapter Chapter 3 --- Results --- p.42 / Overview --- p.42 / Bivariate Correlations among the Variables --- p.45 / Multiple Regression Analyses of Overall Violence Exposure --- p.48 / Multiple Regression Analyses of Community Violence Exposure --- p.52 / Multiple Regression Analyses of School Violence Exposure --- p.57 / Multiple Regression Analyses of Domestic Violence Exposure --- p.61 / Exploratory Analysis of Gender Effect on Adjustment Outcomes --- p.66 / "Multiple analyses of variance of Resilient, Maladaptive, Competent and Incompetent Adolescents" --- p.79 / Chapter Chapter 4 --- Discussion --- p.84 / Overall Exposure to Violence and Adjustment Outcomes --- p.84 / Specific Forms and Settings of Violence Exposure and Adjustment Outcomes --- p.86 / Personality and Adjustment Outcomes --- p.90 / Protective / Vulnerability Factor --- p.92 / Personality Profile of Resilient Adolescents --- p.95 / Limitations and Directions for Future Research --- p.97 / Chapter Chapter 5 --- Conclusions --- p.99 / References --- p.100 / Appendix --- p.112

Violent crime and trauma are very common within the society and students at the technikon are as exposed to these traumatic situations that characterize the broader national context as anybody. The purpose of this study was to explore therapeutic intervention techniques that can be used by the educational psychologist in assisting students suffering from post-traumatic stress. The phenomena of post-traumatic stress and post-traumatic stress disorder were studied with reference to the DSM IV classification and description. Traumatic events and stressors among students were outlined. A case study was conducted with a subject selected at the technikon who was suffering from post-traumatic stress due to earlier physical abuse and violence she experienced at home. The Trauma-100-Questionnaire was used to investigate the extent of the trauma and the results showed that the subject was involved with negative self-talk and employed ego defence mechanisms. An analysis of the subject's problem was done through the relations theory and various techniques from the literature study were implemented in therapy with the subject. / Educational Studies / M.Ed. (Guidance and Counselling)

Thesis (MA)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The goals of this study were to determine (1) the prevalence of exposure to non-sexual interpersonal violence in a random sample ru=203) of adolescents (14-20 years) from a disadvantaged, relative low socio-economic coloured community, (2) the prevalence ratio of the number of participants who were only witnesses (witnesses) versus the number who were victims (of which some might occasionally also have been witnesses) of non-sexual interpersonal violence, (3) the relationship between certain socio-demographic variables and exposure to non-sexual interpersonal violence in order to identify potential risk factors, and (4) to determine whether victims differed significantly from witnesses with regard to the incidence of post-traumatic stress disorder symptoms (PTSDS) and post-traumatic stress symptoms (PTSS) that do not meet the criteria for post-traumatic stress disorder. The sample consisted of Afrikaans-speaking coloured boys (!!=101) and girls (!!=102) between the ages of 14 and 20 years predominantly from low-income families who lived in municipal sub-economic housing, and who attended two high schools in Macassar. The measuring instruments comprised a customised socio-demograhpic questionnaire, the Child Exposure to Community Violence Scale which measures exposure to non-sexual interpersonal violence as witnesses and victims and the Child and Adolescent PTSD Checklist to assess the incidence ofPTSDS and PTSS. In order to identify potential risk factors for exposure to violence, the relationship between , exposure to violence and the socio-demographic variables of age, gender and presence/absence of a parent as primary caretaker was investigated. It was found that all participants were exposed to non-sexual interpersonal violence as either witnesses (37.9%) or victims (62.1 %). In contrast to findings of other studies, the majority of participants were victims themselves and not only witnesses. Older adolescents (17-20 years) were, in comparison with younger ones (14-16 years), significantly more exposed to non-sexual interpersonal violence as both witnesses and as victims. Older adolescents were thus more at risk for exposure to interpersonal violence. No statistically significant relationship was found between exposure to non-sexual interpersonal violence, either as witness or as victim, and the variables of gender and presence or absence of a parent as a pnmary caregiver. The incidence of reported PTSDS and PTSS, which was significantly related to exposure to non-sexual interpersonal violence, was relatively high. Thirty adolescents (15%) met the diagnostic criteria for post-traumatic stress disorder, 131 (65%) presented with one or more prominent PTSDS and a further 186 (90%) reported PTSS. Victims reported significantly more PTSS than witnesses. / AFRIKAANSE OPSOMMING: Die doelstellings van hierdie studie was om (1) die voorkoms van blootstelling aan nieseksuele interpersoonlike geweld by 'n ewekansige steekproef Ct:l:=203) adolessente (14 tot 20 jaar oud) van twee plaaslike hoërskole in 'n benadeelde, relatief lae sosio-ekonomiese Kleurlinggemeenskap te bepaal, (2) die voorkomsratio van die aantal deelnemers wat slegs waarnemers was (waarnemers) versus die aantal wat slagoffers was (van wie sommige per geleentheid ook waarnemers kon gewees het) van nie-seksuele interpersoonlike geweld te bepaal, (3) die verband tussen sekere sosio-demografiese veranderlikes en blootstelling aan nie-seksuele interpersoonlike geweld te bepaal ten einde potensiële risiko-faktore te identifiseer, en (4) om vas te stelof waarnemers beduidend van slagoffers verskil het ten opsigte van die voorkoms van post-traumatiese-stresversteuring-simptome (PTSVS) en post-traumatiese-stres-simptome (PTSS) wat nie voldoen aan die kriteria van posttraumatiese- stresversteuring nie. Die steekproef het bestaan uit Afrikaanssprekende kleurlingseuns (n= 101) en -dogters (n=102) tussen 14 en 20 jaar oud uit oorwegend lae-inkomste gesinne in sub-ekonomiese munisipale behuising en wat leerders was aan twee hoërskole in Macassar. Die meetinstrumente het 'n doelmatige sosio-demografiese vraelys, die Child Exposure to Community Violence Scale om blootstelling aan nie-seksuele interpersoonlike geweld as waarnemers en as slagoffers te meet, en die Child Adolescent PTSD Checklist om die voorkoms van PTSVS en PTSS te bepaal, ingesluit. Ten einde potensiële risiko-faktore vir blootstelling aan geweld te identifiseer, is die verband tussen blootstelling aan geweld en die sosio-demografiese veranderlikes van ouderdom, geslag en die teenwoordigheid/afwesigheid van 'n ouer as pimêre versorger ondersoek. Daar is bevind dat al die deelnemers, hetsy as waarnemers (37.9%) of slagoffers (62.1 %), aan nie-seksuele interpersoonlike geweld blootgestel was. In teenstelling met die bevindings van ander studies was die meerderheid van die deelnemers self slagoffers van geweld en nie net waarnemers daarvan nie. Ouer adolessente (17-20 jaar) was, in vergelyking met jongeres (14 tot 16 jaar), beduidend meer aan interpersoonlike geweld, beide as waarnemers en as slagoffers, blootgestel. Ouer adolessente was dus 'n hoër risikogroep vir blootstelling aan interpersoonlike geweld. Geen statisties beduidende verband is tussen die veranderlikes van geslag en die teenwoordigheid van 'n ouer as primêre versorger en blootstelling aan nie-seksuele interpersoonlike geweld as óf slegs waarnemer óf slagoffer gevind nie. Die voorkoms van gerapporteerde PTSVS en PTSS, wat 'n beduidende verband met blootstelling aan nie-seksuele interpersoonlike geweld getoon het, was relatief hoog. Dertig adolessente (15%) het voldoen aan die diagnostiese kriteria van post-traumatiese stresversteuring, 131 (65%) het met een of meer prominente PTSVS gepresenteer en 'n verdere 186 (90%) het PTSS gerapporteer. Slagoffers het beduidend meer PTSVS en PTSS as waarnemers gerapporteer.