No description available.

The master thesis entitled Aggression and Violence towards Educators - from the Perspective of Secondary School Educators elaborates the problem of aggression and violence in school. The theoretical part contents a general description of the phenomena aggression and violence, further it focuses on school aggression, violence among pupils (bullying, cyber bullying) and other forms of school violence. The main research problems of the thesis are two forms of school violence: these are aggression and violence of students towards educators and aggression and violence of parents towards educators. The focus is concentrated on various forms of verbal and physical aggression exerted towards educators. Related to aggression and violence towards educators the thesis also attends to cyber-harassment and to a heavy form of school violence as is school shooting. In the empirical part of the thesis the aggression and violence aimed towards teachers, caused by students and their parents as well, are inquired in detail in the research. The research has been done at secondary schools chosen. Herein is analyzed whether educators consider the problem of aggression and violence towards their own personality as topical, whether they did meet some forms of such violence or whether they did face some forms of cyber bullying and...

In a midwest, rural, and high-poverty elementary school, teachers expressed concerns about difficult student behaviors in their classrooms. It was important to address the problem because student misbehavior disrupts the learning of all students in the classroom. To provide information to the school that could inform possible interventions, a survey was conducted that measured the perceptions of 24 classroom teachers about concerning student behaviors, their methods of dealing with such behaviors, their needs for further support, and their confidence in dealing with difficult student behaviors. The conceptual frameworks that guided this study were the behaviorist theories of Watson and Skinner. The survey responses were analyzed using descriptive statistics. A Mann-Whitney U test was conducted for each of the survey questions to determine whether any statistically significant differences between the survey responses of independent variable groups of grade level (Kindergarten-3 and 4-6) and teacher experience (novice and veteran teachers). Findings showed only 1 statistically significant difference between the Grades K-3 and 4-6 teachers' use of books and published materials to deal with concerning student behavior. A professional development initiative was created that will use professional learning community groupings already present in the school for teachers to research and implement changes to their professional practices in dealing with concerning student behaviors. This study may lead to an improved learning environment for teachers and students, an enhanced school reputation, and further parental and community support.

Thesis (M. A. (Criminology and Criminal Justice)) -- University of Limpopo, 2022 / The purpose of this study was to analyse violence towards educators in the selected high schools in the Mankweng policing area. This was done by identifying factors contributing to school violence, assessing consequences of violence on victims of violence and determining measures that can be applied to effectively prevent, combat and investigate this scourge. This qualitative study applied the explanatory research design to recruit participants using non-probability sampling techniques, specifically purposive and snowball sampling respectively. Eighteen (18) participants were selected for this study, comprising of Six (06) educators from each of the Three (03) selected high schools of Mankweng policing area. Data were collected using semi-structured face-to-face interviews and documentary studies. Based on the transcribed data, themes were extracted and analysed using inductive Thematic Content Analysis (TCA). This study established that there are factors that contribute to the occurrence of school violence; victims are affected by school violence (I.e. Be it social, psychological and physical); and that there are measures that may reduce the occurrence of these violence. Findings of the research indicate that factors such as demographic location, substance abuse, peer pressure, gang groups are the causes of violence, leading to victims facing consequences such as depression, anxiety attacks and early retirement. For recommendations, this study provides that the community get involved in reducing school violence, the DBE should provide pro-active and re-active measures to combat violence, enforce a strong collaboration between stakeholders and enforce legislative framework implemented about workplace safety.

[pt] Dois são os objetivos fundamentais da presente pesquisa: 1) gerar inteligibilidades sobre como as experiências de um grupo de alunos-professores-profissionais da educação com a violência na escola são reconstruídas em discurso; 2) entender como esse fenômeno é articulado discursivamente com a dimensão da (con-)vivência interpessoal que, mesmo inscrita no tecido institucional da escola, o transcende, humanizando as relações intersubjetivas constritas pela racionalidade do Estado (WEBER, 1994) - sendo tal âmbito da vida humana denominado aqui de afetividade. Com tal ambição em mente, inicio a jornada investigativa ora sintetizada com dois expedientes: a demarcação do alicerce epistemológico-metodológico a dar sustento à investigação pretendida e a apresentação do contexto social e biográfico de florescimento da pesquisa. Segue-se a proposição de um modelo teórico que intenta reconstituir conceitualmente o problema da violência escolar em sua natureza multifacetada, desde suas causas mais amplas, externas aos muros da escola, até suas distintas conformações assumidas a partir da sua integração a esse espaço (AQUINO, 1996). Adiante, articulo tal teorização à supramencionada noção de afetividade, a qual é forjada a partir de um diálogo entre uma concepção de afeto assentada na totalidade subjetiva da experiência (VYGOTSKY, 1994; ZAPOROZHETS, 1977; MERLEAU-PONTY, 1994) e um quadro explicativo acerca da inter-relação de controle e racionalização entre o Estado, em sua acepção moderna, e a sociedade por ele tutelada (WEBER, 1994; FOUCAULT, 2004). Tendo construído uma visão holística do objeto de interesse do estudo aqui sumarizado, passo ao esforço de sediá-lo em um arcabouço teórico que lhe envolva em uma compreensão de linguagem-discurso coerente com os objetivos fundadores do trabalho. Julgo encontrar tal suprimento em uma zona de interseção entre a Linguística Aplicada (MOITA LOPES, 2013; FABRÍCIO, 2018) e a Linguística Sistêmico-Funcional (HALLIDAY, 1994), cunhada a partir de uma explicitação dos pontos de convergência e complementariedade entre ambas. Ancorado na rede de articulações teórico-metodológicas que dá estofo à primeira parte da tese, dedico os três capítulos seguintes à construção do empreendimento analítico que Dois são os objetivos fundamentais da presente pesquisa: 1) gerar inteligibilidades sobre como as experiências de um grupo de alunos-professores-profissionais da educação com a violência na escola são reconstruídas em discurso; 2) entender como esse fenômeno é articulado discursivamente com a dimensão da (con-)vivência interpessoal que, mesmo inscrita no tecido institucional da escola, o transcende, humanizando as relações intersubjetivas constritas pela racionalidade do Estado (WEBER, 1994) - sendo tal âmbito da vida humana denominado aqui de afetividade. Com tal ambição em mente, inicio a jornada investigativa ora sintetizada com dois expedientes: a demarcação do alicerce epistemológico-metodológico a dar sustento à investigação pretendida e a apresentação do contexto social e biográfico de florescimento da pesquisa. Segue-se a proposição de um modelo teórico que intenta reconstituir conceitualmente o problema da violência escolar em sua natureza multifacetada, desde suas causas mais amplas, externas aos muros da escola, até suas distintas conformações assumidas a partir da sua integração a esse espaço (AQUINO, 1996). Adiante, articulo tal teorização à supramencionada noção de afetividade, a qual é forjada a partir de um diálogo entre uma concepção de afeto assentada na totalidade subjetiva da experiência (VYGOTSKY, 1994; ZAPOROZHETS, 1977; MERLEAU-PONTY, 1994) e um quadro explicativo acerca da inter-relação de controle e racionalização entre o Estado, em sua acepção moderna, e a sociedade por ele tutelada (WEBER, 1994; FOUCAULT, 2004). Tendo construído uma visão holística do objeto de interesse do estudo aqui sumarizado, passo ao esforço de sediá-lo em um arcabouço teórico que lhe envolva em uma compreensão de linguagem-discurso coerente com os objetivos fundadores do trabalho. Julgo encontrar tal suprimento em uma zona de interseção entre a Linguística Aplicada (MOITA LOPES, 2013; FABRÍCIO, 2018) e a Linguística Sistêmico-Funcional (HALLIDAY, 1994), cunhada a partir de uma explicitação dos pontos de convergência e complementariedade entre ambas. Ancorado na rede de articulações teórico-metodológicas que dá estofo à primeira parte da tese, dedico os três capítulos seguintes à construção do empreendimento analítico que lhe dá substância. Assim, na primeira etapa da empresa analítica em questão, apresento o conjunto de procedimentos e arranjos realizados ao longo do processo de geração e delimitação do corpus a ser aqui examinado. Além de tais decisões metodológicas, introduzo e justifico no mesmo capítulo o ferramental analítico organizado com o fim de mediar meu encontro com os dados produzidos. As duas seções posteriores são dedicadas ao diálogo com os dados, momento em que recortes de minhas conversas com os quatro coconstrutores deste estudo – Michelle, Gisele, Adriano e Gustavo – são interpelados à luz do arcabouço de instrumentos de geração de saberes supramencionado. As análises flagram no devir das conversas uma pluralidade de movimentos de reconstrução discursiva de vivências em meio a episódios de violência na escola. A diversidade de experiências materializadas em palavras, vis-à-vis à variedade de expedientes linguístico-interacionais empregados na constituição de tais quadros narrativos, converge com o posicionamento de Vygotsky (1994) em defesa da plasticidade de cada um de nossos viveres no mundo, capazes de refratar qualquer evento objetivamente vislumbrado com um conjunto incomensurável de ângulos e colorações subjetivas. Ademais, ganha relevo ao longo do percurso analítico o papel de destaque desempenhado pela inter-relação entre axiologia e ideologia na reconstituição discursiva das experiências derramadas em palavras pelos participantes. Por fim, a tensão entre racionalidade e afetividade emerge em algumas histórias como um dos eixos de reedificação discursiva das vivências com a violência na escola, sendo atribuída centralidade ao segundo elemento desse binômio na determinação da natureza das relações interpessoais travadas no espaço da sala de aula. / [en] This study has two main objectives. The first one is to generate intelligibilities regarding how the experiences of a group of students-teacher-educations workers are reconstructed in discourse. The second one is to understand how this phenomenon is discursively articulated with the dimension of interpersonal relationship among people getting along in the school environment. Although still inscribed in the institutionality of school bureaucracy, this interpersonal contact transcends it, humanizing the intersubjective relationships constricted by State s dehumanizing rationality (WEBER, 1994). This realm of school social life here is denominated affectivity. With this end in mind, this investigative journey starts with the outlining of the theoretical-methodological foundation sustaining this inquiry as well as its social and biographic context of development. Next, there is the proposition of a theoretical model that aims to reconstruct conceptually the problem of school violence in its multifaceted nature, integrating its external factors to the set of different fashions this phenomenon assumes inside of the school environment (AQUINO, 1996). Further, this theoretical background is articulated to the notion of affectivity. This idea is forged through a dialogue between two elements. The first one is an understanding of affect grounded in the subjective wholeness of experience (VYGOTSKY, 1994; ZAPOROZHETS, 1977; MERLEAU-PONTY, 1994); the second one is an explanatory framework regarding the inter-relationship of control and rationalization between the State, in its modern definition, and the society ruled by it (WEBER, 1994; FOUCAULT, 2004). After the construction of a holistic view of our research object, it will be grounded on a theoretical framework of a discursive-linguistic model convergent with the general goals of this study. This terrain of support if found in an intersection zone between Applied Linguistics (MOITA LOPES, 2013; FABRÍCIO, 2018) and Systemic-Functional Linguistics (HALLIDAY, 1994), coined through making their points of convergence and complementarity explicit. Anchored on this network of theoretical-methodological threads, the three following chapters are dedicated to the construction of the core analytical work of this research. In the first step of this analytical enterprise, the set of procedures and arrangements developed during the process of generation and outlining of this study s corpus is presented. Besides those methodological decisions, the analytical toolkit mediating my encounter with the data is presented and justified in the same chapter. The following sections cover the dialogue with the data, in which my conversations with the four participants in this research – Michelle, Gisele, Adriano and Gustavo – are interpellated in light of the analytical framework previously mentioned. The analyses find among the interactions a plurality of movements of discursive reconstructions of experiences amid school violence episodes. The diversity of experiences materialized in words dialogues with the variety of linguistic-interactional elements employed in the constitution of those narrative frameworks. This network of elements converges with the emphatic stance taken by Vygotsky (1994) in defense of the plasticity of each of our living moments in the world, in their capacity of refracting objective situations with an unlimited array of subjective colors and angles. Furthermore, throughout the analytical course, the key role played by axiology and ideology in the discursive reconstitution of the experiences, transformed in words, by the participants also becomes relevant. Finally, the tension between rationality and affectivity emerges as a discursive rebuilding axis of the school violence experiences, being ascribed centrality to the second element of this binomial in the determination of the nature of the interpersonal relationships established in the classroom environment.

[pt] Todos os fenômenos que fogem ao controle do professor e da escola, da dispersão às chacinas, são expressões de violência? As muitas facetas da violência que atravessam o cotidiano das escolas têm desestabilizado as práticas pedagógicas e, ao mesmo tempo, têm sido desafiadas pela complexidade léxica e semântica que o termo abarca. Partimos do pressuposto que definir a violência escolar é, antes, afirmá-la como socialmente construída, discursada e culturalmente representada em sua própria designação. Mas é, neste sentido, que o termo é abordado/negociado nos cursos de formação docente? Se a violência escolar é iminente, como são formados, hoje, os futuros professores ante tal desafio? A pesquisa visa contribuir com uma reflexão sobre estas questões. Temos como objetivo apreender os discursos disputados sobre o conceito e as práticas de enfrentamento da violência nos cursos de licenciatura. Traçamos um diálogo entre o estatuto do pensamento proposto por Hannah Arendt e alguns pesquisadores da psicologia do desenvolvimento, tais como Deluty, Del Prette, Vinha, Leme e Vicentin, com o intuito de colaborar com a fundamentação de propostas de enfrentamento dos comportamentos agressivos e submissos que se expressam ante conflitos interpessoais. Quanto ao recorte conceitual do termo violência social, baseamo-nos em estudos de Velho, Da Matta, Maffesoli, sobressaltando as contribuições de Hannah Arendt. Quanto ao recorte conceitual do termo violência escolar nos aportamos teoricamente em Debarbieux, Itani, Charlot, Arroyo, Abramovay e Candau. Foi realizada uma pesquisa qualitativa em três Instituições de Ensino Superior (IES) cariocas: PUC-Rio, UFRJ e UERJ. Analisamos, num primeiro momento, os currículos e ementas dos cursos de filosofia e sociologia destas três IES. Posteriormente, baseada na metodologia da análise de conteúdo de Bardin, entrevistamos dezoito licenciandos e dois professores visando ratificar a operacionalização dos conteúdos curriculares apregoados. Algumas considerações foram levantadas: (1) a indistinção conceitual dos termos violência e outros utilizados como, dele, sinônimo pode torná-lo categoria segregadora de um grupo rotulado como violento-infrator; (2) as novas facetas da violência que surgem contemporaneamente nas escolas corroboram as fragilidades das categorias do público a qual a escola hoje busca atender; (3) a problemática da violência se inter-relaciona com a crise da autoridade docente quando esta não se distancia de um agir autoritário; (4) a escassez de discussão sobre a violência escolar evidente nos cursos de formação docente fomenta o descaso com o tema e pode, ainda, constituir-se como um dos fatores propulsores da taxa de 75 porcento de abandono nos cursos de licenciatura, segundo o INEP. Ficou clara, por fim, a urgência das IES assumirem e enfrentarem as desestabilizações provocadas pela questão da violência e que o fomento de um espaço/tempo exclusivo à prática do pensamento nas escolas pode constituir-se como uma possibilidade de seu enfrentamento. / [en] Are all phenomena that go beyond teacher s and the school s control, from dispersion to mass killings, are these expressions of violence? Many of the facets of violence crossing routine school life have destabilized pedagogical experience and at the same time, have been challenged by the lexical and semantic complexity comprised by the term. We assume that defining school violence, means in reality affirming it as socially constructed, addressed and culturally represented in its own designation. But is it, in the sense that the term is approached /negotiated in the courses of teachers training? If school violence is imminent, how are future teachers trained, today, in light of such challenge? The research has as an objective to contribute with deeper thinking about such questions. We have as objective to get the disputed discourses about the concept and the practices of coping with violence in undergraduate courses. We traced a dialogue between the statute of thought proposed by Hannah Arendt and some researchers of Developmental Psychology, such as Deluty, Del Prette, Vinha, Leme and Vicentin, aiming to collaborate with core foundation of proposals of how to face aggressive and submissive behaviors, expressed by interpersonal conflicts. Regarding the conceptual cutout of the term social violence, we have relied on studies of Velho, Da Matta, Maffesoli, emphasizing Hannah Arendt s contributions. As to the conceptual cutout of the term school violence, we dock theoretically in Debarbieux, Itani, Charlot, Arroyo, Abramovay e Candau. A qualitative research was performed in three Higher Education Institutions in Rio de Janeiro: PUC-Rio, UFRJ e UERJ. At first, we analized the curricula and the syllabus of the Philosophy and Sociology Courses of those three institutions. Subsequently, based on Bardin s methodology of analysis of content, we interviewed 18 undergraduate students and 2 teachers, aiming to confirm the real operation of the contents proclaimed. Some considerations were raised: (1) the lack of distinction between the terms violence and others, employed as its synonyms, may make it part of a segregated category of a group labeled as violent offender; (2) the new facets of violence that arise contemporaneously in schools, corroborate the weaknesses of the public in which the school presently seeks to meet. (3) the problem of violence is interrelated to teachers authority crisis when it is not far from an authoritarian act; (4) the lack of discussion about violence in schools, evident in the teachers training courses promotes the neglect of the subject and may also constitute as one of the propelling factors for the index of 75 percent of drop put in the undergraduate programs, according to INEP. Finally, it became clear, the IES s urgency for assuming and facing the destabilization provoked by the question of violence and the promotion of a space and time dedicated for the practice of thought in schools may constitute a possibility of this confrontation.

Prior literature has investigated the connection between school shootings and factors of familial trauma and mental health. Specifically, experiences related to parental suicide, physical or sexual abuse, neglect, marital violence, or severe bullying have been associated with a propensity for carrying out a mass shooting. Given prior research has shown common histories among school shooters, it follows that a person's violent tendencies can be revealed by their previous communications with others, thus aiding in predicting an individual's proclivity for school shootings. However, previous literature found no conclusions were drawn from online posts made by the shooters prior to the mass shootings. This thesis applies NVivo-supported thematic analysis and Natural Language Processing (NLP) to study school shootings by comparing the online speech patterns of known school terrorists versus those of non-violent extremists and ordinary teenagers online. Findings indicate that out of all the possible NLP indicators, conversation, HarmVice, negative tone, and conflict are the most suitable school shootings indicators. Ordinary people score eight times higher than known school shooters and online extremists in conversation. Known shooters score more than 14 times higher in HarmVice, than in both ordinary people and online extremists. Known shooters also score higher in negative tone (1.37 times higher than ordinary people and 1.78 times higher than online extremists) and conflict (more than three times higher than ordinary people and 1.8 times higher than online extremists). The implications for domestic violence prediction and prevention can be used to protect citizens inside educational infrastructure by linking the flagged accounts to the schools or colleges that they attend. Further research is needed to determine the severity of emotional coping displayed in online posts, as well as the amount of information and frequency with which weapons and killing are discussed.

La pérennité des programmes contre la violence scolaire nécessite la mise en oeuvre adéquate des mesures de prévention universelle et la mobilisation de l’ensemble de l’équipe-école. Une étude exploratoire par Levasseur et al. (2019) avait rapporté des différences de perceptions sur trois dimensions de mise en oeuvre (socialisation, prévention et intervention) et trois facteurs de mobilisation (leadership de la direction, vision commune et sentiment d’efficacité personnelle) selon la fonction occupée par le personnel scolaire (enseignants, personnel éducatif autre et personnel de soutien). Ce mémoire visait à répliquer l’étude de Levasseur et al. (2019) à des fins confirmatoires avec un plus grand échantillon en comparant les perceptions du personnel scolaire des dimensions de mise en oeuvre et des facteurs de mobilisation selon la fonction occupée et en explorant les liens entre les perceptions des dimensions de mise en oeuvre et les facteurs de mobilisation selon la fonction. Pour ce faire, les perceptions des dimensions de mise en oeuvre et des facteurs de mobilisation ont été mesurées chez 1688 membres du personnel de 66 écoles primaires québécoises. Les résultats montrent que les groupes se sont distingués au niveau multivarié pour la prévention, l’intervention, le leadership de la direction et le sentiment d’efficacité personnelle. Des liens directs ont été observés pour l’ensemble du personnel sauf entre le leadership de la direction et la prévention pour le personnel éducatif autre. Ces résultats soutiennent l’importance d’une approche différentiée selon la fonction occupée pour cibler les groupes nécessitant davantage d’accompagnement et de soutien. / The sustainability of school violence programs requires the proper implementation of universal prevention measures and the mobilization of the entire school. An exploratory study by Levasseur et al. (2019) had reported differences in perceptions on three implementation dimensions (socialization, prevention, intervention) and three mobilization factors (principal’s leadership, shared vision of needs and solutions, self-efficacy to intervene) depending on the role held by school personnel (classroom teachers, other instructional staff, support staff). The purpose of this dissertation was to replicate the Levasseur et al. (2019) study for confirmatory purposes with a larger sample by comparing school personnel’s perceptions of the implementation dimensions and mobilization factors by staff’s roles and exploring the relationships between perceptions of the implementation dimensions and mobilization factors by staff’s roles. To this end, the perceptions of the implementation dimensions and mobilization factors were measured in 1688 staff members from 66 Quebec elementary schools. Results indicated that the groups differed at the multivariate level for prevention, intervention, principal’s leadership, and self-efficacy to intervene. Furthermore, direct relationships between implementation dimensions and mobilization factors were observed for all school personnel except for principal’s leadership and prevention for other instructional staff. These results support the importance of a differentiated approach by staff’s role to target groups of school personnel in need of further guidance and support.

No description available.

El simple hecho de estar expuestos a la violencia en los diferentes contextos en que se desenvuelve el estudiante adolescente ya sea como víctima u observador puede llegar a moldear su personalidad, lo que conlleva a causar daño físico y psicológico. El presente estudio tiene como objetivo identificar la relación entre la exposición a la violencia y los rasgos de personalidad en estudiantes de una institución educativa pública de Chiclayo. La investigación tiene una muestra de 125 estudiantes del 3er y 4to grado de secundaria. Ésta se desarrolló mediante un diseño de tipo no experimental, transversal y correlacional utilizando dos instrumentos para medir ambas variables: El cuestionario CEV adaptado al contexto peruano por Moreano (2018) y el Inventario EPI de Eysenck estandarizado al contexto peruano por Valera (2016). Los resultados indican que existe una relación significativa entre la exposición a la violencia y los rasgos de personalidad en estudiantes de nivel secundario. / The simple fact of being exposed to violence in the different contexts in which the adolescent student develops, whether as a victim or observer, can mold his or her personality, which leads to physical and psychological harm. The present study will aim to identify the relationship between exposure to violence and personality traits in students of a public educational institution in Chiclayo. The research will have a sample of N students in the 3rd and 4th grades of secondary school. It will be developed through a non-experimental, cross-sectional and correlational design using two instruments to measure both variables. The CEV questionnaire adapted to the Peruvian context by Moreano (2018) and the Eysenck EPI Inventory standardized to the Peruvian context by Valera (2016). The results could indicate that there is a significant relationship between exposure to violence and personality traits in high school students.