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Journal articles on the topic 'Indiscipline and Violence in Schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Lira, Adriana, and Candido Alberto Gomes. "Violence in schools: what are the lessons for teacher education?" Ensaio: Avaliação e Políticas Públicas em Educação 26, no. 100 (2018): 759–79. http://dx.doi.org/10.1590/s0104-40362018002601574.

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Abstract Considering that teachers play a fundamental role in overcoming violence in schools, this research identified adolescents’ perceptions of their teachers’ actions. The qualitative investigation involved immersion in a government-run lower secondary school in the urban outskirts of Brasília (Brazilian capital), documental analysis, live observation, semi-structured individual interviews and focus group sessions. The results detected the use of classroom methodologies typified by excessive oral exposition and copies, scarcely compatible with adolescents’ aspirations to achieve autonomy a

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2

Vóvio, Claudia Lemos, Vanda Mendes Ribeiro, Luiz Carlos Novaes, and Maria Helena Bravo. "Livros de ocorrência: Violência e indisciplina em escolas de território vulnerável." education policy analysis archives 24 (December 19, 2016): 126. http://dx.doi.org/10.14507/epaa.24.2561.

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This article suggests categories for the analysis of registries made in books of occurrences within state managed schools. Furthermore it verifies the categories’ pertinence for the comprehension of schooling environment in these institutions. In a context of vulnerable territories in which these institutions are set, violence and indiscipline are considered relevant to grasp what goes on in their midst. The document basis counts seven such books in each school, produced between 2007 and 2013. A significant difference between schools springs up, both in terms of quantity of registries and in t

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3

Scherer, E., Z. Scherer, L. Cavalin, and J. Rodrigues. "School Violence: Characterization of Occurrence's Records of a Public High School Institution." European Psychiatry 41, S1 (2017): S223—S224. http://dx.doi.org/10.1016/j.eurpsy.2017.01.2217.

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IntroductionActs of indiscipline, incivility and violence are common in the school environment and reflect on physical and mental health of those involved.ObjectiveTo characterize conflict records made by students, teachers/others and parents/guardians in a Brazilian high school institution.MethodQualitative research, exploratory documental. Studied 113 records from 2014 to 2016.Results“Indiscipline and Incivility”–75 records (66 by teachers/others and 9 by students) of students: improper use of clothes and accessories, cell phone use in class, not bringing material, dating in school, conversa

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4

Ruiz, Rosario Ortega. "Indiscipline or violence? The problem of bullying in school." Prospects 28, no. 4 (1998): 587–99. http://dx.doi.org/10.1007/bf02736974.

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Gathungu, Nancy Wangari, and Maroko Gilbert Mokua. "Relationship Between Peer Counseling Activities and Pupils’ Discipline in Public Primary Schools in Mathioya Sub-county, Murang’a County,." International Journal for Innovation Education and Research 9, no. 3 (2021): 168–73. http://dx.doi.org/10.31686/ijier.vol9.iss3.2984.

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Cases of disruptive behavior problems such as inattentiveness, bullying, violence, drug abuse, hitting other pupils, teasing others, yelling and complaining amongst pupils in public primary schools in Mathioya Sub-county are on the rise. The purpose of this study was to evaluate the relationship between peer counseling activities and pupils’ discipline in public primary schools. A sample size of 196 respondents were selected. The study established that there was significant relationship between peer counseling activities and pupils’ discipline at the p<0.05[r = 0.001, p = 0.001]. This indic

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6

Sanabria Carretero, Manuel A., Carlos Villanueva Gradín, and Mª Purificación García Álvarez. "Conductas de indisciplina, acoso y violencia en 1º y 2º de E.S.O." REOP - Revista Española de Orientación y Psicopedagogía 18, no. 2 (2014): 189. http://dx.doi.org/10.5944/reop.vol.18.num.2.2007.11311.

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RESUMENPara conocer las conductas de indisciplina y violencia escolar hemos seleccionado una muestra de 2.054 alumnos de 1º-2º ESO. Insultar es la conducta inadecuada más frecuente (94%), seguida de alterar e interrumpir en clase (90%), burlarse o molestar a compañeros (88%) y las peleas e intimidaciones con 78% y 68% respectivamente. La conducta de mayor gravedad es andar con drogas en el centro, seguida de faltar al respeto al profesor, peleas entre alumnos y fumar. Además, las conductas inadecuadas se muestran sensibles a los cambios madurativos del alumnado, disminuyendo significativamente

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7

Balasingam, Usharani, Azmawaty Mohamad Nor, and Shanina Sharatol Ahmad Shah. "CORPORAL PUNISHMENT IN MALAYSIAN PUBLIC SCHOOLS: LEGAL AND EDUCATIONAL PERSPECTIVES." IIUM Law Journal 27, no. 2 (2019): 525–48. http://dx.doi.org/10.31436/iiumlj.v27i2.462.

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There is a need to consider whether the current school environment cum climate and punishment for indiscipline or behaviour management in Malaysia is relevant and effective in the current age. Foundational values primarily begins at home and in schools. In this regard the school is viewed not only as a place of learning but as a community of relationships where bonds are built where characters and values are shaped. It needs to be a conducive environment for the successful realisation of the Malaysian Education Blueprint (2013-2025) to develop value driven, tolerant and responsible Malaysians.

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8

S. Adiaha, Monday, and David U. Ocheje. "Examination malpractices: an indisciplinary act towards a societal ruin, causes, agents, control and the way forward." International Journal of Scientific World 6, no. 1 (2017): 8. http://dx.doi.org/10.14419/ijsw.v6i1.8509.

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Examination Malpractices as an indisciplinary act towards a societal ruin was surveyed. Findings of this study presented examination malpractices as an act capable of dragging the society into ruin. Results of the statistical analysis were significant (p<0.005), proofing examination malpractices as an act been perpetrated in schools for the benefit of the parties involved. Different forms, causes and agents of examination malpractices have been identified, seeking a control guide where these factors can be tackled for the benefit of the Nigerian society and the world at large. The mode of l

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9

Uzoechina, Gladys Oby, Adaeze Oguegbu, Esther Akachukwu, and Victor Chekume Nwasor. "Teachers Awareness And Usage Of Non-Violent Strategies For The Maintenance Of Discipline In Nigerian Secondary Schools: A Situational Analysis." Journal of International Education Research (JIER) 11, no. 3 (2015): 143–52. http://dx.doi.org/10.19030/jier.v11i3.9365.

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This study sought to determine teachers level of awareness and usage of non-violent strategies/interventions for the maintenance of discipline in secondary schools in Anambra State, Nigeria. Corporal punishment has become an unwritten sine qua non for the maintenance of school discipline - often the first thought that comes to the minds of teachers in treating acts of indiscipline and deviance. From the Nnewi Education Zone, comprising four local government areas (LGAs), 200 teachers were selected for descriptive survey out of 996 teachers. Stratified random sampling was used such that the sch

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Merma-Molina, Gladys, and Diego Gavilán Martín. "Análisis de las valoraciones del alumnado para repensar la autoridad docente y la formación para la ciudadanía." Educatio Siglo XXI 37, no. 1 Mar-Jun (2019): 55–72. http://dx.doi.org/10.6018/educatio.363381.

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El incremento de la indisciplina y de la violencia escolar, la pérdida de autoridad del maestro y la falta de civilidad de los jóvenes es preocupante. Con el fin de analizar las causas y consecuencias de estos hechos, este estudio tienen comoobjetivos: 1) identificar los rasgos que caracterizan la autoridad de los profesores 2) Determinar los comportamientos que generan dichos rasgos en los alumnos y 3) analizar las relaciones entre la autoridad docente y ciudadanía. El instrumento de recogida de datos es el cuestionario Autoridad docente y convivencia, validado por el Grupo de investigación s

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Ricoy Pérez, Celestina Lourdes, and Mayuris Suárez Cedeño. "Prevention of aggressive behaviors from the educational process." Sociedad & Tecnología 4, no. 2 (2021): 265–81. http://dx.doi.org/10.51247/st.v4i2.109.

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Teacher training to prevent aggressive behavior by schoolchildren is a topical issue. This descriptive case study with a quantitative-qualitative approach was carried out with the aim of proposing a set of methodological guidelines that contribute to the training of socially committed teachers, to face the violent attitudes of students and to achieve the training of a capable citizen to live in harmony with others. The study is based on the methods: scientific observation, bibliographic and documentary review, analysis-synthesis and statistics, as well as survey and interview techniques. The m

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Zequinão, Marcela Almeida, Allana Alexandre Cardoso, Jorge Luiz da Silva, et al. "Academic performance and bullying in socially vulnerable students." Journal of Human Growth and Development 27, no. 1 (2017): 19. http://dx.doi.org/10.7322/jhgd.127645.

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Introduction: School bullying is characterized by over time repetitiveness of aggression, by the intentional injuring or causing suffering to another, and by the imbalance of power between the participants. This is not a new phenomenon, because the recurring situation of violence between peers at school has probably been a regular feature throughout human history. Involvement in school bullying can have negative consequences, including for the students´ teaching-learning process, in which those involved may have troubles such as failing, dropping out, as well as episodes of indiscipline. Objec

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Zrilić, Smiljana. "Rizični i zaštitini čimbenici najučestalijih oblika poremećaja ponašanja učenika u osnovnoj školi." Magistra Iadertina 5, no. 1. (2018): 115–31. http://dx.doi.org/10.15291/magistra.1481.

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Modern discussions related to education are extremely focused on prevention of behavioral disorder development, which, unfortunately, occur more often. Teachers are faced with increase of violence, indiscipline in class, poor motivation, large number of absences, withdrawal, depression and isolation of certain students. Things that cause behavioral disorders are interlinked and in continuous interactive relation. Although they are not caused by one single event or just one determinative factor, positive experience of school should be treated as a possible preventive factor. Different behaviora

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14

P. Vinha, Telma. "OS CONFLITOS INTERPESSOAIS NO BRASIL E AS VIOLÊNCIAS ESCONDIDAS." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 7, no. 1 (2017): 323. http://dx.doi.org/10.17060/ijodaep.2014.n1.v7.803.

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Abstract.INTERPERSONAL CONFLICTS IN BRAZIL AND HIDDEN VIOLENCEDaily, at school, educators are often confronted by situations in which the lack of ethics is felt and permeated, often by violence, indiscipline, transgressions or by incivilities that make perpetuate in school a relationship of disrespect and of lack of citizenship. Both the students and the employees and professionals in education are affected by this situation. Educators claim to be intimidated and discouraged facing constant conflict situations, feeling themselves generally unprepared and insecure to intervene in a more constru

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15

Odebode, Aminat Adeola. "Causes of Indiscipline Among Students as Viewed by Primary School Teachers in Nigeria." Mimbar Sekolah Dasar 6, no. 1 (2019): 126. http://dx.doi.org/10.17509/mimbar-sd.v6i1.15217.

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Indiscipline among students in Nigerian schools remained a source of great concern to stakeholders as it had caused a lot of mental, emotional and physical damage in the society. This research investigated the causes of indiscipline among students as viewed by primary school teachers in Nigeria. The research also examined the influence of gender, school locale, years of teaching experience and educational attainment on the respondents’ views. In addition, this research employed a descriptive survey method. A total of 200 primary school teachers in Nigeria participated in the research. They res

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16

Haller, Emil J. "High School Size and Student Indiscipline: Another Aspect of the School Consolidation Issue?" Educational Evaluation and Policy Analysis 14, no. 2 (1992): 145–56. http://dx.doi.org/10.3102/01623737014002145.

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School consolidation is again an issue in rural areas. Traditionally, such controversies have turned on criteria of equity and efficiency: Large schools are alleged to be more equitable and more efficient than small ones. However, the research on both criteria is exceedingly ambiguous; neither goal seems to be routinely served by making small rural schools larger. This article investigates another possible criterion for judging the desirability of creating larger schools, student indiscipline. Both theory and evidence suggest that large schools are more disorderly than small ones. Using data f

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Odebode, Adeola Aminat. "Views of Nigerian Teachers on Strategies for Curbing Indiscipline: Implications for Counselling Practices." Mimbar Sekolah Dasar 7, no. 1 (2020): 30–42. http://dx.doi.org/10.17509/mimbar-sd.v7i1.23477.

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This study investigated the strategies for curbing indiscipline in elementary school teachers in Nigeria. It also examined the influence of gender, years in service and educational qualification on the respondents’ expressions. This study employed a descriptive analysis of 200 elementary school teachers as participants. An instrument to analyze the data was developed, named ‘Strategies for Curbing Indiscipline Questionnaire” (SCIQ). The psychometric properties of the instrument were developed. Data were analyzed with both descriptive and inferential statistics. The result showed that the use o

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18

Ndjangala, M. N. N., J. Abah, and P. Mashebe. "Teachers’ views on challenges affecting learners’ performance in natural science." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (2021): 48. http://dx.doi.org/10.11591/ijere.v10i1.20732.

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In Namibia, natural science (NS) is one of the priority subjects in upper primary phases (Grades 4 to 7). However, in the Omusati Region of Namibia, there are increasing public concerns that many learners are not performing well in NS. Thus, this study surveyed the views of NS teachers on the challenges affecting upper primary learners’ performance in NS at three selected combined schools in the Omusati Region. Qualitative research design using face-to-face interview was used to gather the views of upper primary NS teachers in the schools. Seven teachers who are currently teaching NS at the se

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19

Gcelu, Ntombizandile, Amy Sarah Padayachee, and Sekitla Daniel Makhasane. "Management of indiscipline among secondary school students in Ilembe District, KwaZulu-Natal, South Africa." African Journal of Gender, Society and Development (formerly Journal of Gender, Information and Development in Africa) 9, no. 4 (2020): 139–56. http://dx.doi.org/10.31920/2634-3622/2020/v9n4a6.

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South African schools are faced with a serious problem of indiscipline. The available literature reveals that despite the efforts of school administrators and teachers to instil discipline among learners, indiscipline still abounds to the extent of getting out of hand. Based on the intention of this study, a qualitative study was adopted. A qualitative-based study underpinned by the interpretive research paradigm was employed to explore the perspectives of educators in their collaborative roles in managing discipline. The sample comprised twelve educators who were purposively selected from fou

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20

Harris, Neville. "The legislative response to indiscipline in schools in England and Wales." Education and the Law 14, no. 1-2 (2002): 57–76. http://dx.doi.org/10.1080/09539960220149173.

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21

Tillmann, Klaus-Jürgen. "Violence Around Schools." European Education 32, no. 1 (2000): 5–19. http://dx.doi.org/10.2753/eue1056-493432015.

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22

Holtappels, Heinz Günter, and Ulrich Meier. "Violence in Schools." European Education 32, no. 1 (2000): 66–79. http://dx.doi.org/10.2753/eue1056-4934320166.

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23

Gill, Martin, Stephen Hearnshaw, and Vicky Turbin. "Violence in Schools." Educational Management & Administration 26, no. 4 (1998): 429–42. http://dx.doi.org/10.1177/0263211x98264008.

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24

Staples, J. Scott. "Violence in Schools." ANNALS of the American Academy of Political and Social Science 567, no. 1 (2000): 30–41. http://dx.doi.org/10.1177/000271620056700103.

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25

Wambua, Patrick, Ursula A. Okoth, and Jeremiah M. Kalai. "Influence of Principals’ Involvement of Students in Decision Making on Discipline in Secondary Schools, Kenya." European Scientific Journal, ESJ 13, no. 22 (2017): 227. http://dx.doi.org/10.19044/esj.2017.v13n22p227.

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Stakeholder involvement is critical in that it can enhance levels of ownership of the decisions made as well building trust between the governors and the governed. The purpose of the study was to investigate the influence principals’ involvement of students in decision making on student discipline in secondary schools, Kenya. The study sought to establish the areas of student involvement in decision making by secondary school principals and determine whether significant differences exist between reported incidences of student indiscipline based on the levels of student involvement in decision

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Ametepee, Lawrence K., Morgan Chitiyo, and Susan Abu. "Examining the nature and perceived causes of indiscipline in Zimbabwean secondary schools." British Journal of Special Education 36, no. 3 (2009): 155–61. http://dx.doi.org/10.1111/j.1467-8578.2009.00428.x.

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27

Lepoutre, David. "Street Culture and Social Control in Different Types of High Schools in Working-Class and Immigrant Neighborhoods in France." ANNALS of the American Academy of Political and Social Science 673, no. 1 (2017): 251–65. http://dx.doi.org/10.1177/0002716217725511.

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This article analyzes the causes of the disorder and indiscipline in high schools situated in working-class and immigrant districts in France, taking into account both adolescent street culture and social control in schools. Based on three long-term ethnographic research projects in three locations and social contexts, this article highlights the evolution of order and discipline in high schools, showing differences between France and Brazil. Breaking away from the classic themes of failure, inequalities, and exclusion in schools, I focus on the specific characteristics of adolescent relations

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Asad, Kamonges Wahab. "Parental Guidance Skills and Students' Discipline Management in Secondary Schools in Kapchorwa District, Uganda." INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 3, no. 1 (2020): 62–77. http://dx.doi.org/10.53449/ije.v3i1.103.

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The study investigated on the parental guidance skills and students' discipline management in secondary schools in Kapchorwa district. The purpose of this phenomenological study was to help us better understand the experiences of teacher counsellors on the guidance skills expected of parents in the management of students' discipline in secondary schools. Four informants were purposively selected from four out of the six government aided secondary schools in Kapchorwa District and data was collected via interviews and analysed based on the perspectives of the teacher counsellors on the parental

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Bender, William N., and Phillip J. McLaughlin. "Weapons Violence in Schools." Intervention in School and Clinic 32, no. 4 (1997): 211–16. http://dx.doi.org/10.1177/105345129703200404.

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30

White, Jean A. "Violence Prevention in Schools." Journal of Health Education 26, no. 1 (1995): 52–53. http://dx.doi.org/10.1080/10556699.1995.10603077.

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31

Kingery, Paul M., B. E. Pruitt, Jeffrey A. Brizzolara, and Greg Heuberger. "Violence in Rural Schools." School Psychology International 16, no. 4 (1995): 335–44. http://dx.doi.org/10.1177/0143034395164002.

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Maphosa, Cosmas. "Learners’ Perceptions of Possible Approaches to Curb Learner Indiscipline in South African Schools." Anthropologist 13, no. 4 (2011): 241–48. http://dx.doi.org/10.1080/09720073.2011.11891204.

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33

Cohen, Dara Kay, and Ragnhild Nordås. "Do States Delegate Shameful Violence to Militias? Patterns of Sexual Violence in Recent Armed Conflicts." Journal of Conflict Resolution 59, no. 5 (2015): 877–98. http://dx.doi.org/10.1177/0022002715576748.

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Existing research maintains that governments delegate extreme, gratuitous, or excessively brutal violence to militias. However, analyzing all militias in armed conflicts from 1989 to 2009, we find that this argument does not account for the observed patterns of sexual violence, a form of violence that should be especially likely to be delegated by governments. Instead, we find that states commit sexual violence as a complement to—rather than a substitute for—violence perpetrated by militias. Rather than the logic of delegation, we argue that two characteristics of militia groups increase the p

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34

Samuel, Mercy Igoki, and Dinah Changwony. "Effect of Parenting Styles on Student’s Behaviour in Public Secondary Schools in Nairobi County-Kenya." IRA International Journal of Education and Multidisciplinary Studies 15, no. 1 (2019): 24. http://dx.doi.org/10.21013/jems.v15.n1.p3.

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Parents form the core unit of a family and are at the very basic in the growth and development of their children. This includes moulding the children’s behaviour at different stages of life. While studies have been conducted to establish what influence parenting styles have on their children, there is no consensus on how the behaviour of children is influenced by the method used by parents in bringing them up. This paper, therefore, is a result of a study that sought to establish the effect of parental styles on the behaviour of students in secondary schools in Nairobi County. Respondents were

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Imwa, Mphatso. "THE POTENCIAL OF USING SMARTPHONE IN TEACHING AND LEARNING OF ENGLISH LANGUAGE IN SECUNDARY SCHOOLS." Revista Docência e Cibercultura 3, no. 3 (2019): 349–60. http://dx.doi.org/10.12957/redoc.2019.36929.

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This article systematically reviews the literature on the Potential of using Smartphone in teaching and learning of English Language in secondary schools. It focuses on the benefits, perceptions, challenges, and solutions towards incorporating smartphones in secondary school education. Through online research, 9 empirical and theoretical articles, case studies, and surveys defending the use of a smartphone in teaching and learning of English language in secondary schools were analyzed. The results from the study show that smartphones do have potential at improving teaching and learning of Engl

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Baliyan, Som Pal, Pritika Singh Baliyan, and Sello Mokoena. "Occupational Stress among Teachers in Private Senior Secondary Schools in Botswana: Causes and Consequences." International Journal of Education 10, no. 2 (2018): 32. http://dx.doi.org/10.5296/ije.v10i2.13085.

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Observing the importance of stress among employees, this study was conducted to investigate the causes and effects of stress among private secondary school teachers in Botswana. The specific objectives were to identify the causes of work related stress, to find out the effect of work related stress on performance, to explore and suggest ways of preventing work related stress among teachers. The findings of the study should guide the stakeholders especially policy makers towards reducing the stress in teachers. The study was conducted in two phases; pilot phase and final phase. In pilot phase,

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37

DRYBREAD, K. "Documents of indiscipline and indifference: The violence of bureaucracy in a Brazilian juvenile prison." American Ethnologist 43, no. 3 (2016): 411–23. http://dx.doi.org/10.1111/amet.12335.

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MATSUO, NAOHIRO. "Preventing Violence and Bullyingin Schools." Japanese Journal of Educational Psychology 50, no. 4 (2002): 487–99. http://dx.doi.org/10.5926/jjep1953.50.4_487.

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Rao, Pavithra. "Confronting sexual violence in schools." Africa Renewal 32, no. 2 (2018): 28. http://dx.doi.org/10.18356/8777c757-en.

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40

Mc Craith, Colin. "Violence in schools: principals' perspectives." Set: Research Information for Teachers, no. 1 (June 1, 1996): 1–4. http://dx.doi.org/10.18296/set.0909.

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Olujuwon, Tola. "The Schools Violence and Learning." International Journal of Learning: Annual Review 12, no. 7 (2007): 39–48. http://dx.doi.org/10.18848/1447-9494/cgp/v14i07/45388.

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Hemenway, David. "Lethal Violence in the Schools." Journal of Health Politics, Policy and Law 27, no. 2 (2002): 267–72. http://dx.doi.org/10.1215/03616878-27-2-267.

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Banks, Stephanie M. "Addressing Violence in Middle Schools." Clearing House: A Journal of Educational Strategies, Issues and Ideas 73, no. 4 (2000): 209–10. http://dx.doi.org/10.1080/00098650009600952.

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Türküm, Ayşe Sibel. "Stance against Violence at Schools." Cultura International Journal of Philosophy of Culture and Axiology 7, no. 2 (2010): 164–70. http://dx.doi.org/10.5840/cultura20107211.

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de Santana, Gabriel. "Eliminating Violence in Our Schools." European Education 32, no. 1 (2000): 20–22. http://dx.doi.org/10.2753/eue1056-4934320120.

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Santos Junior, Luiz Carlos. "FORMS OF VIOLENCE IN SCHOOLS." Nucleus 11, no. 2 (2014): 139–46. http://dx.doi.org/10.3738/1982.2278.968.

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47

Peguero, Anthony A. "Violence, Schools, and Dropping Out." Journal of Interpersonal Violence 26, no. 18 (2011): 3753–72. http://dx.doi.org/10.1177/0886260511403764.

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Without a doubt, exposure to violence and victimization can be profoundly detrimental to the overall well-being and development of all youth. Moreover, violence and victimization that occurs within a school context is particularly alarming because a successful educational process is essential toward establishing socioeconomic success later in life. The educational consequence of exposure to violence and victimization at school is uncertain for racial and ethnic minority students. This study utilizes data from the Education Longitudinal Study of 2002 and incorporates multilevel modeling techniq

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48

Stevenson, Robert G. "Violence and Grief in Schools." Illness, Crisis & Loss 9, no. 3 (2001): 298–311. http://dx.doi.org/10.1177/105413730100900306.

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Mikanovic, Brane, and Marijana Maran. "Informal violence in secondary schools." Sinteze 5, no. 9 (2016): 65–81. http://dx.doi.org/10.5937/sinteze0-11167.

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Collins, Tara, and Mona Paré. "Anti-Violence Efforts in Canadian Schools:." Canadian Journal of Children's Rights / Revue canadienne des droits des enfants 7, no. 1 (2020): 128–63. http://dx.doi.org/10.22215/cjcr.v7i1.2569.

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Abstract:

Violence is a significant issue in Canadian schools that includes a wide spectrum of actions among students commonly understood as “bullying”. Civil society is responding to this challenge in various ways. This paper identifies types of actors in civil society that are active in Canadian anti-violence efforts. The paper also outlines however that many efforts reflect simplistic responses, funding issues, the need for greater prevention, improved coordination, long-term plans, as well as a gap of children’s rights. The paper concludes that there is a role for respecting children’s rights in the

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