As school districts integrate evidence-based prevention programs into their daily regime, they may struggle with implementing these programs with fidelity. This is a multi-method, multi-source, retrospective explanatory study of the implementation factors associated with program installation and partial implementation of an evidence-based violence prevention program, Second Step, in six elementary schools within a large urban school district. The goals of this study were to provide a better understanding of (a) the factors that support implementation of evidence-based programs in K-12 public schools, (b) the factors that constrain implementation, and (c) how developers and researchers might facilitate the application of research to practice. Schools that identified as implementing Second Step school-wide (Level 1) were matched to schools that identified as implementing in individual classes or grades (Level 2). Matching of paired schools was done through statistical peer grouping using statistical cluster analysis to identify groups of similar schools to help support the internal validity of the study by controlling for external variables that might affect implementation factors associated with program installation and partial implementation differently between the schools (Dunavin, 2005). This present study used a variety of data collection methods, including principal, counselor, and teacher interviews, school staff focus groups, an implementation checklist, and document reviews. Propositions and their indicators were proposed. Data were collected to determine the extent schools were implementing two of the stages identified by Fixsen et al. (2005), program installation and initial implementation. Raters were trained to rate the responses of the interviewees and focus group participants to test whether responses supported the propositions proposed, were against the proposition, or showed no evidence either way. Those scores were averaged and comparisons were made between matching Level 1 schools that identified using the program school-wide, and Level 2 schools that identified as using in individual classrooms and grades. T-tests were completed to examine the interview and focus group ratings and the checklist. There were no significant differences between schools implementing school-wide and those implementing in particular classrooms or grades accept for two proposition indicators. There was evidence that school staff received training on the Second Step curriculum and there was evidence that Second Step was delivered school-wide. However, the t-test results were opposite of what was predicted. Whether a school implemented school-wide or in individual classes or grades, schools were challenged by their competing priorities. Conditions that lead to fidelity in prevention program were often adapted to better meet the everyday life of the schools. School staff understood the importance of fidelity, but no school provided the program as designed. Staff suggests that with programs designed with flexibility and clear recognition of school culture, they might better be able to implement programs as designed.

Since its inception in April 2011, “SlutWalk” has grown from a Toronto-based rally and march against victim-blaming and sexual violence into a globalized movement spanning six continents. Given that its mainstream visibility is unprecedented for any contemporary feminist movement, SlutWalk represents a unique opportunity to examine representations of feminist politics in the Canadian mainstream news media. Drawing on the theoretical and methodological tools of feminism and cultural studies, I offer a contextualized reading and discourse analysis of the representations of SlutWalk across print, radio, and televisual media during its first nine months of press. On the surface, the media portrays SlutWalk in a fair and positive light, taking seriously its messages about police accountability, victim solidarity, and women’s liberation as key tenets for ending victim-blaming. Nonetheless, these “fair” messages are constituted by and constitutive of neoliberal, white supremacist, and postfeminist discourses of the “reality” of sexual violence, which undermine intersectional feminist efforts to eradicate sexual violence. I argue that mainstream media representations of SlutWalk reproduce a watered-down version of feminism and a decontextualized understanding of sexual violence that resonates most with white, heteronormative, educated women. Overall, I suggest that the mainstream visibility of SlutWalk is possible only insofar as its representations steer clear of any substantive critique of patriarchal violence as it articulates with racism, heterosexism, and institutional violence. Average media consumers of stories about SlutWalk are most likely afforded a sense that “managing” sexual violence and “liberating” women might be achieved within the existing status quo and through a sole focus on (white) women. In conclusion, I reiterate the need for intervention and engagement with the mainstream reproduction of discourses about feminism, and offer suggestions for how this might be achieved. / Thesis (Master, Kinesiology & Health Studies) -- Queen's University, 2012-09-18 16:05:33.045

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

This study explores how traditional conflict resolution mechanisms were used to transform the conflict between the Dinka and Nuer communities in Wunlit, south Sudan in 1999. Various people perceived, experienced and played different roles in the process. Through story telling and the sacrifice of a white bull, the two communities entered a covenant which still holds four years later. The merger of previously antagonistic liberation movements with strong Dinka and Nuer constituencies, respectively, two years after Wunlit is seen by some as a dividend of Wunlit. People-centred peacemaking processes can be credited for contributing to enduring peace. / Thesis (M.Com.)-University of Natal, Durban, 2003.

Tyrimo aktualumas. Mokykloje kiekvienas vaikas turėtų jaustis reikšmingas ir saugus. Tačiau, realybėje būna priešingai. Įgyvendinant optimaliausias vaikų smurtavimo problemų sprendimo galimybes, svarbiausias vaidmuo tenka ugdymo institucijoms. Pedagogai turi informacijos apie vaikus, kurios neturi tėvai ir kitos institucijos, nes pedagogai dažniausiai pirmieji gali pastebėti pavojaus ženklus. Tačiau, mokytojai ne visada pajėgūs suteikti kokybišką pagalbą visiems vaikams. Todėl į smurto prevencinę veiklą mokykloje yra būtina įtraukti visą ugdymo įstaigos personalą, o svarbiausia pačius vaikus. Tyrimo objektas – vaikų įtraukimas į smurto prevenciją mokykloje. Tyrimo tikslas - teoriškai pagrįsti ir empiriškai ištirti vaikų įtraukimo į smurto prevenciją mokykloje būdus, priemones. Tyrimo instrumentas – interviu socialiniams pedagogams (dalyvavo 4 socialiniai pedagogai), anketinė apklausa mokiniams (dalyvavo 138 mokiniai) ir mokytojams (dalyvavo 74 mokytojai). Tyrimo metodai: teoriniai, empiriniai, statistiniai. Išanalizuoti kokybinio ir kiekybinio tyrimo rezultatai rodo, kad Joniškio rajono mokyklose stipriausiai pasireiškia psichologinės vaikų tarpusavio smurtavimo formos, kurias įtakoja smurtinis elgesys šeimoje, psichologinės problemos, vaiko charakterio savybės bei socialinių įgūdžių stoka. Kovojant su smurtu, mokykla numato ir realizuoja prevencinės veiklos priemones (akcijos kovai su smurtu, psichologo ir socialinio pedagogo organizuojamos paskaitos), kuriose įtraukiama... [toliau žr. visą tekstą] / The relevance of research. At school every child should feel important and safe. Reality, however, shows the contrary. Implementing most optimal possibilities of solving children violence problems educational institutions are the ones that play the crucial role. Educators dispose of the information about children not available to their parents or other institutions being the first to notice danger signs. Educators, however, are not always able to provide quality assistance to all children. Therefore violence prevention activity at school should involve the whole staff of educational institution, and most importantly the children themselves. The object of research – involvement of children into violence prevention at school. The objective of research – to give theoretical grounding and empirical investigation of methods and measures of involvement children into violence prevention at school. The instrument of research – an interview for social pedagogues (4 social pedagogues participated), a questionnaire survey for schoolchildren (38 schoolchildren participated) and for teachers (74 teachers participated). The methods of research: theoretical, empirical and statistical. The results of qualitative and quantitative research analysis demonstrate that psychological violence forms that are influenced by violent behaviour in the family, psychological problems, child’s character properties and lack of social skills are most widely expressed in Joniškis district schools. In the... [to full text]

Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-08-30T12:00:07Z No. of bitstreams: 1 DissNPP.pdf: 1061175 bytes, checksum: 62d8ab20e0bc6e21dd4f127d69635289 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-09-06T18:09:33Z (GMT) No. of bitstreams: 1 DissNPP.pdf: 1061175 bytes, checksum: 62d8ab20e0bc6e21dd4f127d69635289 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-09-06T18:09:48Z (GMT) No. of bitstreams: 1 DissNPP.pdf: 1061175 bytes, checksum: 62d8ab20e0bc6e21dd4f127d69635289 (MD5) / Made available in DSpace on 2017-09-06T18:14:30Z (GMT). No. of bitstreams: 1 DissNPP.pdf: 1061175 bytes, checksum: 62d8ab20e0bc6e21dd4f127d69635289 (MD5) Previous issue date: 2017-02-20 / Não recebi financiamento / This dissertation naimed to analyze the discourses about violence in the programs of the State Department of Education of São Paulo - SEESP - who se purpose is to avoid violence in school settings. Two questions guide dour research: Why are there so many programs created to avoid violence? In which way these programs understand violence and what are their conceptions of school, youth and society? We conducted a documentary research on the different material sand official texts for each program. The analysis of the discourses was based on the archaeological and genealogical method of Michel Foucault. We verified that the different discourses, with their statements, presented common conceptions about violence, youth and society, contradicting our initial hypothesis. However, despite the unity of the discourse on violence, the different programs did not dialogue among themselves. Were alized that statements presented the school as a victim external violence, and actions aimed at prevention are also located outside school, especially in partnerships with institutions of the Secretariat of Public Security and with the Judiciary Branch. In this way, educational activities to avoid and control violence are rarely discussed. The discourses of social vulnerability and risk are constantly being used to characterize young people who need measures of prevention, assimilation and control to avoid violence. The discourses do not address society, but rather the community that must be integrated into the school as a form of violence prevention. We did not observe in the discourses solutions aimed at the democratic management of conflicts and violence, although in the discourses democracy and citizenship are always tooken as an ideal that are desirable and that violence can avoid. We also verify that, progressively, SEESP is abandoning the discourse of prevention and violence combat in favor of discourses of conflict mediation. / Esta dissertação teve por objetivo analisar os discursos sobre a violência presente nos programas da Secretaria da Educação do Estado de São Paulo -SEESP- destinados a prevenção da violência em meio escolar. Duas indagações orientaram a nossa investigação: Por que tantos programas destinados a prevenção da violência? O que estes programas entendem por violência e quais são as suas concepções de escola, juventude e sociedade? Como hipótese de pesquisa, acreditávamos que encontraríamos visões muito diferentes de sociedade, juventude e escola em cada programa. Fizemos uma pesquisa documental nos diferentes materiais e textos oficiais destinados a cada programa. A análise dos discursos foi fundamentada no método arqueológico e genealógico de Michel Foucault. Verificamos que os diferentes discursos, com seus enunciados, apresentavam concepções comuns sobre violência, juventude e sociedade, contrariando assim a nossa hipótese inicial. Todavia, apesar da unidade do discurso sobre a violência, os diferentes programas não dialogavam entre si. Observamos que enunciados constroem a escola como vítima da violência externa, e as ações destinadas à prevenção também estão localizadas fora da escola, especialmente nas parcerias constante com órgãos da Secretaria da Segurança Pública e com o poder judiciário. Dessa maneira, as atividades educativas para prevenção e controle da violência são pouco discutidas. Os discursos da vulnerabilidade social e do risco são constantemente acionados para caracterizar a condição dos jovens que precisam de medidas de prevenção, assimilação e de controle para não desenvolverem atos violentos. A comunidade que deve integrada à escola como uma forma de prevenção a violência. Não observamos nos discursos soluções voltadas para a gestão democrática dos conflitos e da violência, embora nos discursos a democracia e a cidadania são sempre apontadas como um ideal que se quer conquistar e que a violência pode impedir. Verificamos também que, progressivamente, a SEESP está abandonando o discurso da prevenção e de “combate” a violência em favor dos discursos da mediação dos conflitos.

This study will describe Boston Medical Center's (BMC) Community Violence Response Team (CVRT) a program that provides mental health services to victims of interpersonal violence. Though these services are offered to all traumatic injury patients regardless of specific injury type, CVRT patients are almost exclusively victims of gunshot and stab wounds. This study focuses specifically on this patient population. CVRT counselors work in close collaboration with members of BMC's Violence Intervention Advocacy Program, as well as physicians and staff of the Emergency and Trauma departments. While many hospitals have violence intervention programs (VIPs), BMC is one of the first hospitals in the country to integrate mental health services into the hospital-based model of violence intervention and violent injury prevention. It is planned to conduct anonymous recorded interviews of people who have been through the violence intervention programs and received mental health services. A professionally licensed member of CVRT will screen the patient database for potential interview subjects. Subjects will be chosen based on when and for how long they were involved with our programs, as well as other factors such as injury type and language spoken. The subjects' anonymity will be protected and risks minimized as much as possible throughout the screening and interview process. Interview data will be examined for trends among the clients served. This will be a first look at evaluating CVRT, which was launched in 2011. The purpose of this study is to provide feedback on BMC's novel model for an integrated hospital-based violence intervention program and mental health services program for victims of interpersonal violence. The patient's perspective on these programs will provide valuable insight on this approach to violence intervention. The benefits of this model will be explored to identify any ways in which violence intervention services at BMC might be improved. Outcomes of the assessment of study data will be used to generalize the model for adaptation in other trauma centers. In addition, it is anticipated that this study will demonstrate the importance of seamless, integrated collaboration between community advocates of hospital-based intervention programs and trained professionals dedicated to providing mental health care to this vulnerable patient population and their families. It is hypothesized that BMC's integrated model for violence programming makes it easier for patients to take advantage of mental health services. This ease of access and comfortable transition from advocacy interventions to mental healthcare may translate into better long-term outcomes for patients. More patients may also use mental health services with this model than with a model that requires patients to access mental health services at another facility. A detailed explanation of BMC's programs complete with patients' experience will inform other institutions which may choose to adapt this integrated model to their practices. Finally, this pilot study will inform future research on violent injury patients and their treatment. This research has the potential to improve recovery and quality of life for future violent injury patients at BMC and other trauma centers.

Magister Administrationis - MAdmin / Post-apartheid local government in South Africa has significant responsibilities in terms of redressing the socio-economic imbalances of the past, including basic service delivery and fostering local economic development. In meeting the socio-economic and material needs of communities, local government is also required to be democratic by enhancing various forms of public participation in governance and through the election of community representatives for local decision-making. So far as participation is concern, Cornwall (2002), distinguishes between two forms of mechanisms for public participation to include; ‘invited spaces’ (authorized participation) and ‘invented spaces’ (unauthorized participation). In the context of local government in South Africa, invited spaces include elections ward committees and public consultation around the annual budget and integrated development planning (IDP) process. While, invented spaces include protest, civil society engagement with the state and social movement activities. However, the last ten years has revealed that, the promise of effective, responsive and inclusive local governance has not been fulfilled. Rather local government has proven to be unresponsive as revealed by increasing protests over poor service delivery, as well as formal assessments of local government performance. In this context of poor state performance and unresponsiveness, substantial literature points to civil society as a source for deepening democracy and active citizenship. This thesis explores one version of this idea by examining two civil society programmes in the impoverished and gang-ridden community of Manenberg in Cape Town. More specifically this thesis examines the security programme of the Proudly Manenberg Organisation (PMO) and the infrastructure development programme of the Violence Prevention Through Urban Upgrading Programme (VPUU). Contrary to the claim that civil society is a source for enhancing democracy and service delivery, this thesis has found that neither of these programmes has yielded much in terms of fostering democracy and service delivery. In interrogating concerns regarding forms of representation, accountability and participation, it may be argued that in terms of both representation and accountability, the PMO represents and accounts to a certain minority only. Moreover, there is evidence to suggest that participation in the safety sector activities reinforces rather than challenging the coercive rule iii of gangs (drug lords) in Manenberg. With reference to VPUU, failure to implement the programme has frustrated many potential community allies. Furthermore, inclusion in the VPUU project in Manenberg was only accorded to two NGOs (notably PMO), despite the fact that there are two hundred and thirty NGOs conducting activities in Manenberg. This has limited participation in the first stages of the project to those groups. While, the VPUU project has delayed in Manenberg, its representatives have also been seen to be unaccountable to the community. In short, with reference to Manenberg, the notion that civil society can solve or model alternative solutions to democratic development remains farfetched.

The levels of crime and violence in South Africa seem to go hand in hand with the increase in the number of police practitioners. However, despite all the work going into it, “nothing seems to reduce the general trend” (Burger 2007:1). Domestic violence, for instance, is one of the major challenges practitioners are faced with on a daily basis at all levels in South Africa (Bendall 2010:100). Nonetheless, the country has yet to recognise this specific type of violence as a crime in their official crime statistics (SAPS 2010). Domestic violence has, in fact, struggled to become recognised as one of the most serious types of crime in today‟s society. This might be explained in terms of the developments that have occurred – both in international research and in the domestic realm – especially in terms of the ever-changing nuclear family. However, this could also be explained in the way such violence is treated by the South African Police Service. Nonetheless, it appears that a significant amount of research has been undertaken on the nature and impact of domestic violence, including the various responses and strategies to its management. However, it seems as though no-one can come up with a proper solution to this problem. In terms of violence in general, a number of different researchers in the field have suggested possible explanations to the problem. Burton, for instance, explained violence in terms of the neglect of basic human needs, the need for identity and the need for control. This author suggested that if these basic needs are frustrated, violence could be expected to occur, including violence within the family. Moreover, some violent behaviour could be described in terms of a loss of control of the situation and the management thereof. It is especially in these circumstances that conflict management techniques are to be highly recommended. Mediation – or facilitation – collectively referred to as restorative justice – is an example of such a technique. However, the question of whether or not to include mediation has been subject to much discussion amongst scholars in the field. As one of the main roles of the police is to prevent violence, and to protect the citizens from harm, it would be appropriate for the purpose of this study, to focus specifically on the SAPS and their response to cases of domestic violence. Their lived experiences are evaluated in terms of the existing legal framework, as well as in the light of other empirical research.

The healthcare sector experiences violence 4 times as much as any other civilian domain, including law enforcement and corrections facilities. The clinical practice problem addressed in this project was the lack of adequate healthcare workplace violence (HWV) prevention in a not-for-profit community hospital. The purpose of this project increase awareness of HWV prevention through the use of an education module. Rogers’ diffusion of innovation model served as the foundation for analysis of scores from pre- and posteducation tests. The practice-focused question asked if a module on HWV prevention based on current clinical practice guidelines and peer-reviewed literature would improve staff members’ knowledge on workplace violence. A staff education project was designed to address the practice problem. The research design was an anonymous pre- and posttest for score comparison to analyze data by noting changes in proportion of correct answers. Nursing professionals (N = 14) participated in the education module and pre- and posttests. The percent of correct answers to 18 knowledge-related questions increased from 82% on the pretest to 91% on the posttest. The facility elected to expand the project to a more comprehensive program and requested additional modules to broaden understanding of and sustain HWV prevention strategies. These efforts will enact positive social change for healthcare staff by promoting a culture that embraces a safe work environment, increases staff knowledge on HWV prevention, decreases HWV and is supported by organizational systems.