A study was undertaken to examine the culture of violent behaviour, with a focus on socialisation provided by schools and educators. The role of teachers in addressing and preventing student antisocial and violent behaviour in school was explored. Participant observations and in-depth qualitative research interviews were conducted in United States public schools from September, 2000 through August, 2001. Analysis of recorded and transcribed data from initial interviews and observations revealed five socio-educational factors that precluded student antisocial behaviour. These factors included: teachers' theoretical/practical orientation; teachers' attributions for success and failure; the quality of the teacher-student relationship; the importance of home and community; and the level of support available to teachers. Preliminary interviews with five teachers and in-depth interviews with nine AfricanAmerican (Black) educators, from schools where violence was a serious problem were then conducted. Analysis of these qualitative interviews revealed four categories of educational dynamics that served to prevent violence, or moderate its severity: the teacher's qualities; the classroom context; the school context; and parental involvement and support. Within these four categories, nine specific factors were identified that served to prevent violent behaviour. These included: personal teaching efficacy; a caring teacher-student relationship; an academic activity orientation within the classroom; a sense of community within the classroom; obvious classroom ownership by the teacher; clear expectations that have been internalised by the students; support for teachers from administration; a supportive rather than threatening stance taken by police assigned to the school; and a high level of involvement by parents. The present study concluded that in addition to the socialisation fostered by a supportive, engaged classroom and school context, the teacher, acting with efficacy and caring, and working with parents and community, can prevent violent and antisocial behaviour. The study revealed patterns indicating that socio-educational measures are constructive means to respond to antisocial and violent behaviour. While sometimes justified as responses to antisocial and violent behaviour, reactive measures (like corporal punishment, student expulsion, and medication), may be less effective than socioeducational measures in instilling prosocial behaviour. Guidelines for the prevention of violent and antisocial behaviour are provided, with recommendations forfuture research. / Educational Studies / D. Ed. (Socio-Education)

Identification of aggression in Junior Primary school learners often becomes a difficult task due to the lack of appropriate measuring instruments. The assessment instruments used presently are unable to identify the subtypes of aggression. In order to address this limitation in the field of aggression, the present investigation was undertaken. A literature study was done where the concept aggression was defined and the relationship and differences between the subtypes of aggression (physical, verbal, reactive and proactive aggression) were examined. The factors that relate to aggression, namely, biological, personality, environmental and social, parental influence, frustration and media influences were identified. A reliable measuring instrument was developed to identify the four main subtypes of aggression in junior primary learners. The results of the empirical investigation indicated that there were significant positive correlations between the subtypes of aggression. Gender and intellectual potential do not appear to have a significant bearing on childhood aggression. The educational implications of the findings are discussed and guidelines regarding treatment of childhood aggression are given for both educators and parents. / Education Studies / M.Ed.

Les faits de violences conjugales constituent un phénomène social d’importance. Les auteurs de ces faits ne sont la plupart du temps, ni des monstres, ni des pervers, ni même des malades mentaux. Nous avons constaté que trois sortes de facteurs sont déterminants dans la population étudiée, celle de 400 personnes mises en cause pour faits de violences conjugales. Ces trois catégories de facteurs étaient les suivants : sociaux et culturels, les attentes et les attitudes de chaque partenaire au sein du couple et enfin les facteurs intrapsychiques. Pour les facteurs sociaux et culturels, nous avons mis en évidence la notion de déprivation psychosociale. Quant aux attitudes du conjoint au sein du couple, elles s’articulent autour d’une double tendance indépendance-dépendance. Pour les conjointes, nous avons mis en évidence des attitudes de maternalité. Enfin, l’ensemble des processus psychiques des auteurs de violences conjugales rencontrés, s’ordonnent dans une polarité narcissique-identitaire. Face aux violences conjugales, la société met en œuvre un processus judiciaire obéissant à un arsenal juridique de plus en plus nourri. Depuis les années quatre-vingt-dix, sont nés des dispositifs de prise en compte de ces auteurs. Le dispositif VIRAGE, né en 2002 à Saint-Etienne (Loire) par la volonté de deux structures, une associative et l’autre hospitalière, est un de ceux-là. Quels sont les effets et limites des groupes mis en place par ce dispositif ? Si les effets de tels groupes sur la récidive ne sont pas probants, par contre ils s’avèrent pertinents sur l’expression, les représentations, la reconnaissance des faits, la compréhension de la sanction, le renouage des liens notamment avec les enfants, l’ouverture à d’autres modes de communication.Les limites sont celles d’un dispositif ayant pour intention des changements. Ce dispositif que nous avons qualifié d’encadrement social, selon un modèle psycho-éducatif, ne doit pas être assimilé à un processus judiciaire car il changerait fondamentalement de positionnement. Nous proposons à la fin de la thèse un programme de prévention tenant compte de ces acquis. / Marital violence is one really important social phenomenon. The perpetrators in these facts are most of the time, neither monsters, nor perverts, nor mental patients. We had concluded that three kinds of factor are determinative for the study population, which consists of 400 persons accused for marital violence. These three categories of factors were following: social and cultural expectations and attitudes of each partner and finally intrapsychic factors. For the social and cultural factors we have highlighted the concept of psychosocial deprivation. Regarding the attitudes of the spouse, they revolve around double tendency of independence-dependence. For the spouses, we have highlighted attitudes of “maternalité”. Finally, all psychic processes in the perpetrators of the marital violence, which we had met, are organized in a polarity narcissistic identity. The society faced with marital violence implements a judicial system which follows and give more and more resources to this legal arsenal. In the nineties, the programmes were born considering the perpetrators of the marital violence. The programme VIRAGE is among them, founded 2002 in Saint-Etienne (Loire), because of wish of two structures, one association and one hospital. What are the effects and the limits of the groups? The effects of such groups on the recidivism aren’t convincing, but it turns out that they are relevant for the expression, for the representations, for the reconnaissance of the facts, for the understanding of sanction, for the renewal of the relations with children, for the openness to the other modes of communication. Those limits are a programme with the intention of changing. This programme we have described as social support, according to a psycho-educational model, should not be comparable to a judicial system as it will change fundamentally positioning. We propose one program for prevention at the end of the thesis.

LIMA, João Miguel Diógenes de Araújo. Um "mundo" de projetos culturais para jovens em periferias: violência, valores morais e pedagogias de intervenção. 2014. 210f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Sociologia, Fortaleza (CE), 2014. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-06-08T11:39:15Z No. of bitstreams: 1 2014_dis_jmdalima.pdf: 2428285 bytes, checksum: 0d7df7ae3eff93ca09db7499934c56dd (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2015-06-08T13:24:04Z (GMT) No. of bitstreams: 1 2014_dis_jmdalima.pdf: 2428285 bytes, checksum: 0d7df7ae3eff93ca09db7499934c56dd (MD5) / Made available in DSpace on 2015-06-08T13:24:04Z (GMT). No. of bitstreams: 1 2014_dis_jmdalima.pdf: 2428285 bytes, checksum: 0d7df7ae3eff93ca09db7499934c56dd (MD5) Previous issue date: 2014 / This research aims to understand the ways in which projects for youth in urban peripheries narrated by violence are organized and legitimized, in interactions with coordinators and participants of cultural projects in the neighborhoods of Greater Bom Jardim area in Fortaleza, Northeast Brazil. For over 20 years, cultural projects have been conducted as modes of pedagogical intervention among children and youth living in the outskirts of Brazilian cities. Proposed under the perspective of social vulnerability and violence prevention, cultural practices feature as means of transmission of moral and citizenship values. Accounts by youth considered successful are the most common showcase of such initiatives, spread by the media and, thus, understood in this analysis as “narratives of transformation”. In 2012, fieldwork focused on five cultural projects proposed by Greater Bom Jardim residents and awarded by a financing bid held by the Ministry of Culture and the National Program of Public Safety with Citizenship. In the everyday dynamics of projects, the relation between cultural practices and moral values among project coordinators and teachers became noticeable. Following these same agents in events and demonstrations against violence, connections among professional and institutions of the so-called “social field” stood out. In the course of two years, combining ethnography and research on the Internet, analysis focused on the ways in which agents, practices and institutions constitute a “world” of cultural projects for youth in peripheries. Coordinators help to legitimize this “world” as they construct visibility and reputations, social networks and the spread of moral values for youth. Questions emerged as the author took part in the implementation of a project in the same neighborhood. Furthermore, initiatives proposed by youth for youth were studied through participant observation, interview and the collective production of a zine, which enabled to encounter a positive perception of the notion of youth protagonism. A new generation of project coordinators is in the making as youth enroll in workshops for project elaboration and foster social networks with youth throughout town, which suggest the extension of these practices. Thus, as the “world” of cultural projects for youth in peripheries is consolidated and its support mechanisms become more complex, paradoxes arise and contribute with relevant questions for the ways projects and public policies for youth are monitored and evaluated. / Esta dissertação tem como objetivo compreender as formas de organização e de legitimação de projetos em periferias narradas pela violência, acompanhando proponentes e jovens participantes de projetos culturais nos bairros do Grande Bom Jardim, em Fortaleza. Há mais de 20 anos, projetos culturais têm sido realizados como uma modalidade de intervenção pedagógica junto a crianças e jovens moradores de periferias urbanas no Brasil. Acionadas sob a perspectiva da vulnerabilidade social e da prevenção à violência, práticas culturais são tomadas como um meio de transmissão de valores morais e de cidadania. A vitrine dessas iniciativas são os relatos considerados exitosos de jovens participantes, divulgados pela mídia e compreendidos, nesta análise, como “narrativas de transformação”. Em 2012, foram tomados como campo de pesquisa cinco projetos culturais propostos por moradores dos bairros do Grande Bom Jardim e premiados por um edital do Ministério da Cultura e do Programa Nacional de Segurança Pública com Cidadania. No cotidiano dos projetos, destacou-se a relação entre as práticas culturais e os valores morais dos proponentes e professores. Acompanhando esses mesmos agentes em eventos e atos de denúncia de violência, foram apreendidas as conexões entre profissionais e instituições do chamado “campo social”. Ao longo de dois anos, aliando pesquisa etnográfica e na Internet, foram analisados os modos como as relações entre agentes, práticas e instituições constituem um “mundo” de projetos culturais para jovens em periferias. Proponentes ajudam a legitimar esse “mundo” a partir da construção de visibilidade e de suas reputações, redes sociais e a difusão de valores morais sobre juventude. Essa análise é também problematizada a partir da participação deste autor na implantação de um projeto no bairro. Ademais, foram conhecidas iniciativas de jovens para jovens através de observação participante, entrevista e criação coletiva de um zine, que possibilitaram compreender uma percepção positivada da noção de protagonismo juvenil. Uma nova geração de proponentes desponta por meio de cursos de elaboração de projetos e de redes sociais entre jovens na cidade, o que sugere a continuidade dessas práticas. Desse modo, na medida em que o mundo dos projetos culturais para jovens em periferias se consolida, seus mecanismos de sustentação se complexificam, instaurando paradoxos e contribuindo com questões pertinentes para se pensar formas de monitoramento e avaliação de projetos e políticas públicas de juventudes.

Made available in DSpace on 2016-06-02T19:46:18Z (GMT). No. of bitstreams: 1 4325.pdf: 1500225 bytes, checksum: 64be71b0ec4469671c2d55e8c76a847d (MD5) Previous issue date: 2012-03-06 / The Women's Police Stations were created to combat and prevent violence against women, enabling act in time to prevent the occurrence or worsening damage to individuals development. However, some observational studies, as well as research conducted with violence women victims, show that the police attendance is unsatisfactory, pronounced by patriarchal customs, which contributes to women do not give continuity to the complaint of a crime committed against them, keeping the violence perpetuation. Therefore, it is socially and scientifically relevant to study surrounds` reality of the civil police and the challenges faced by it. This study aimed to elicit and characterize police officers´ beliefs on violence against women and their conceptions of such violence and the attendance to violence victims. The study included 20 police officers from a medium-sized city in the interior of Brazil. The following instruments were used for data collection: a) Questionnaire on beliefs about domestic violence and b) Questionnaire on the conceptions of police officer about violence against women and the attendance to violence victims. The instruments were applied at two different times. Through instruments were made qualitative and quantitative analysis. The quantitative analysis was obtained with descriptive methods. Qualitative analysis was obtained through defined categories. The outcomes showed that the majority of responses police to the statements of the first questionnaire pointed to a low percentage of inappropriate responses, however, the police officers who participated in the survey had specific beliefs about violence against women with high rates of inadequacy, including blaming the victim for staying in abusive relationship, misconceptions about the effects of violence on child development, blaming the victim for the violence. Although, participants had adequate view with respect to some beliefs, such as: conceptions about women deserve to be beaten and physical abuse to be more threatening than psychological abuse. The beliefs in which police officers had higher rate of inadequate responses can directly affect the attendance to violence women victims. The outcomes also showed domestic violence is most often seen by participants as physical aggression, although the participants demonstrated a good knowledge about the different practices of violence. Additionally, the policemen pointed out some challenges for them to meet the victims of violence, such as lack of training, staff shortages and weakened emotional state of employees who can produce an insufficient treatment. The concluding remarkes points to the need for better training for professionals regarding the issues of violence against women, as well as the development, implementation and evaluation of training courses for such professionals, aiming to fill this gap in their formation. / As Delegacias de Defesa da Mulher foram criadas para combater e prevenir a violência contra a mulher, e assim, consequentemente, intervir a tempo de evitar a ocorrência ou agravamento de danos ao desenvolvimento dos indivíduos. Porém, alguns estudos observacionais, bem como pesquisas realizadas junto às mulheres vítimas de violência, evidenciam que o atendimento nestas delegacias é insatisfatório, marcado por costumes patriarcais, colaborando para que as mulheres não dêem continuidade à queixa de crime praticado contra elas, o que contribui com a perpetuação da violência. Desta forma, é social e cientificamente relevante estudar a realidade que cerca o policial civil e os desafios enfrentados por ele. O presente trabalho teve como objetivo identificar e caracterizar as crenças de policiais civis a respeito da violência contra a mulher e as suas concepções acerca de tal tipo de violência e do atendimento que prestam às vítimas. Participaram do estudo 20 policiais civis da circunscrição de uma cidade de médio porte no interior do Brasil. Foram utilizados os seguintes instrumentos para coleta de dados: a) Questionário sobre Crenças a Respeito de Violência Doméstica e b) Questionário sobre as concepções do policial civil acerca da violência contra a mulher e do atendimento que prestam às vítimas. A aplicação dos instrumentos ocorreu em dois momentos distintos. Por meio dos instrumentos, foram feitas análises quantitativas e qualitativas. A análise quantitativa foi obtida usando-se métodos descritivos. A análise qualitativa foi obtida a partir das categorias definidas. Os resultados obtidos indicaram que a grande maioria das respostas dos policiais civis às afirmações do primeiro questionário apontou para baixa porcentagem de respostas inadequadas, porém, os policiais civis que participaram da pesquisa apresentaram crenças específicas a respeito da violência contra a mulher com altas taxas de inadequação, incluindo culpabilização da vítima pela permanência na relação violenta, concepções errôneas sobre os efeitos da violência no desenvolvimento da criança e concepções que culpabilizam a vítima pela violência. Contudo, os participantes apresentaram visão mais adequada com relação a algumas crenças, tais como: concepções sobre as mulheres precisarem ou merecerem apanhar e o abuso físico ser mais ameaçador do que o abuso psicológico. As crenças nas quais os policiais civis apresentaram taxa mais elevada de respostas inadequadas podem afetar diretamente o atendimento oferecido por eles às mulheres vítimas de violência. Os resultados também indicaram que a violência doméstica é mais frequentemente vista pelos participantes como agressões físicas, apesar dos participantes demonstrarem um bom conhecimento acerca das diferentes práticas de violência. Adicionalmente, os policiais civis apontaram alguns desafios enfrentados por eles ao atenderem as vítimas de violência, como a falta de capacitação, escassez de funcionários e debilitado estado emocional dos funcionários, que pode produzir um atendimento insuficiente. Como considerações finais aponta-se a necessidade de uma melhor formação aos profissionais no tocante a questões da violência contra a mulher, bem como a elaboração, realização e avaliação de cursos de capacitação para tais profissionais, visando preencher esta lacuna na formação dos mesmos.

Thesis submitted in fulfilment of the requirements for the degree Master of Education in the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014 / This study aimed to determine learners' understanding and experiences of the different types of bullying and to examine the extent of bullying and roles they have been exposed to in various types of bullying. The research question was: What are primary school learners. understanding and experiences of bullying? Literature indicates that bullying can be executed in direct and indirect forms (Olweus, 1993:10; Boulton et al., 2002:354; Hunter & Boyle, 2002:324; Piskin, 2003:556; Lee, 2004:9). Direct bullying can be defined as relatively open attacks on a victim (Boulton et al., 2002:354) that are carried out face to face and may include pushing, kicking and fighting (Lee, 2004:10). Indirect bullying can be defined as being more subtle and less direct (Boulton et al., 2002:354) and will include behaviour such as social isolation and exclusion from a group. This study used the Olweus Intervention Method (1995), which offers a theoretical framework that could help the researcher find meaning in respect of the roles of the bully, victim and bystander. Urie Bronfenbrenner.s ecological theory (Bronfenbrenner,1998:993-1027) of human development was used as a lens for understanding bullying. Bronfenbrenner places child development within four different interacting levels, for example, the microsystem, mesosystem, exosystem and macrosystem (Sigelman & Schaffer, 1995:87). The researcher used a mixed-method research design as it could provide a better understanding of how learners understand their experiences of bullying . whether they were the victim, bully or witness. The total sample comprised 296 Intermediate Phase learners. The study began with a quantitative method, testing the understanding of concepts, and using a questionnaire for learners, and thereafter concluded with a qualitative method comprising a small number of learners (interviews with a focus group), exploring their experiences of bullying. The quantitative data was analysed by means of descriptive statistics to present simple summaries about the sample and the measures. The responses were recorded in frequency tables and percentages were calculated to determine general trends. The qualitative data was systematically organised into themes and patterns to bring meaning to the themes by telling a story. Information obtained from respondents was treated as highly confidential and the research findings were presented with integrity. The results indicated that most learners have not been exposed to bullying as victims, although a high number of incidences were reported. Older boys were mostly involved in incidences of physical violence. Of significance is the fact that the main kind of bullying was that of emotional bullying. Table 4.7 shows that mostly boys are teased (37.0%), while Table 4.16 shows teasing others mostly occurs between learners of the same age (30.4%). On the other hand, Table 4.17 reveals that mostly girls are prone to spread rumours about others (17.5%) of the same age as themselves (26%) and fall prey to this type of emotional bullying.

Abstract Sustainability is a catchword for contemporary concerns of environmental and societal vulnerability. Scholars, policymakers, designers, and educators alike find themselves knotted increasingly within fabrics of sustainability, approached as an object of concern in education and technoscientific projects. In relation, scholars drawing from posthuman and new materialist thinking have begun to re-imagine sustainability. Considering human subjectivity as part of the world in its ongoing, reiterative becoming has introduced new possibilities to rethink responsibility in and for sustainable change. This research is rooted in my engaged practices of participatory design and education on violence, violence prevention, and non-violence, which form the empirical research terrain of this study. This dissertation includes four articles that inquire into the practices in question by exploring possibilities for nurturing non-violence—and by scrutinising responsible participatory practices in design. This synopsis re-engages with the results presented in the articles mentioned and participates in calls to rethink sustainability. In order to reconsider sustainability in and for practices of sustainable change, I develop theoretical thinking based on response-ability and touch, as discussed by Karen Barad and Donna Haraway. Through a diffractive, affirmative engagement with sustainability in the engaged practices of change-making, I aim to unfold the affordances of feminist (new) materialist renegotiations of ethics and responsibility, in order to inform responsible participatory practices of change-making and, in particular, change towards non-violence. This research offers insight into the intricate ways sustainability reconfigures in and through practices of change-making in participatory design, education, and everyday engagements for non-violence. I begin by proposing a thinking and practice of response-able engagement. Then, through the idea of touchable matters, I foreground how the co-constituted conditions of ethically sustainable response become reconfigured in the designerly, the researcherly, the pedagogical, and other everyday practices, challenging for a shift to a new mode of entangled response-ability for sustainable change and towards non-violence. / Tiivistelmä Kestävyys on aikaamme läpileikkaava, sosiaalisiin ja ekologisiin epäkohtiin tarttuva haaste, joka yhdistää tutkijoita ja muita toimijoita moninaisina jaetun huolen ja interventioiden kohteina myös koulutuksellisissa ja teknotieteellisissä projekteissa. Posthumanistinen ja uusmaterialistinen ajattelu on haastanut ymmärryksiä kestävyydestä asettamalla inhimillisen toimijuuden erottamattomaksi osaksi maailman jatkuvia tulemisen ja tuottumisen prosesseja. Painopiste kestävyyden, muutoksen ja niihin liittyvien vastuullisuuksien tarkastelussa on siirtynyt arkisten käytänteiden moniulotteisiin kietoutuneisuuksiin. Väitöstutkimukseni sisältää neljä artikkelia, jotka perustuvat kahteen empiiriseen kokonaisuuteen. Työni aineisto on tuotettu tutkimalla työpaikkakiusaamiseen liittyvän osallistuvan suunnittelun vastuullisia käytänteitä sekä väkivaltaa, väkivallan ehkäisemistä ja väkivallattomuutta käsittelevää akateemista koulutusta. Väitöskirjaan sisältyvissä artikkeleissa olen tarkastellut pyrkimyksiä kohti väkivallattomuutta sekä muutokseen sitoutuneita ja siihen moninaisesti kietoutuvia käytänteitä. Työni yhteenveto-osassa työstän artikkeleissa esitettyjä osallistumista, refleksiivisyyttä, välittämistä ja väkivallattomuutta käsitteleviä tuloksia diffraktiivisesti. Työstämisen teoreettis-käsitteellisenä kumppanina toimivat Karen Baradin ja Donna Harawayn kosketusta ja vastuullisuutta käsittelevät keskustelut. Yhteenvedon tavoitteena on tarkastella feministisen (uus)materialistisen ajattelun mahdollisuuksia tuottaa uutta ymmärrystä kestävyydestä osana vastuullisia osallistuvia toimintatapoja muutoksen – ja erityisesti väkivallattomuuteen pyrkivän muutoksen – jokapäiväisissä käytänteissä. Kestävän muutoksen ja väkivallattomuuden mahdollisuudet tuottuvat osallistuvan suunnittelun, koulutuksen ja arjen käytänteissä moninaisin tavoin. Vastuullisuutta tarkastellessani esitän ajatuksen ”koskettavista kudelmista”, mikä kutsuu tunnistamaan, kuinka eettisen kestävyyden ja suhteisuuden mahdollisuudet ”kanssatuottuvat” arkisissa kohtaamisissa. Samalla se haastaa rakentamaan uudenlaista, tähän eettis-ontologiseen kietoutuneisuuteen sitoutunutta vastuullisuutta jokapäiväisissä suunnittelun, tutkimuksen, koulutuksen ja arjen pyrkimyksissä kohti kestävää muutosta ja väkivallattomuutta.

This research project explored teachers’ beliefs of violence prevention approaches and self-efficacy. Relevant research indicates the value of violence prevention and conflict resolution education as well as the importance of teacher support of such programs. Theories of decision-making and self-efficacy provide the foundation for the variables that were examined through use of a survey instrument developed by Dr. K. King and Dr. T. Kandakai. Participants were sampled from two Florida school districts. Independent variables included teacher background and experience indicators including demographics and teaching/training experience. Dependent variables were comprised of multiple indicators of outcome value, efficacy expectation, and outcome expectation. MANOVAs and ANOVAs were utilized to identify relationships between the independent and dependent variables. Among the statistically significant findings a theme emerged: training history including variety of training, specific topics, and the interaction effects of combinations of training impacted perceptions of self-efficacy and outcome expectation more significantly than other demographic and background characteristics. The results suggest that the provision of a variety of training for teachers may benefit violence prevention practice by increasing perceptions of efficacy which may lead to an increase in consistent and effective utilization of various conflict resolution education programs and strategies.

This project focuses on the impact of family preservation programs on family functioning through a qualitative follow up study of the Child Abuse Prevention Intervention and Treatment (CAPIT) program at Pacific Clinics in Yucca Valley, California. The results found that family functioning (particularly in areas of interpersonal skills and communication) had improved since completion of the program. Improvement was correlated with the service content of the program and with counselor characteristics. Due to limitations, including sample size (n=9), results cannot be generalized.

The purpose of this project is to develop a domestic violence consciousness raising-education program and a self-administered risk assessment for a population of community college nursing students. When the faculty became aware that attrition rates were rising and that a high number of requests to drop out of nursing school were disproportionately linked to recent incidences of domestic violence, a potential contributing cause of the high drop out rate was revealed.