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Journal articles on the topic 'School vandalism'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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1

Scribner, Campbell F. "Backtalk: Vandalism is a test that we have to pass." Phi Delta Kappan 103, no. 5 (2022): 67–68. http://dx.doi.org/10.1177/00317217221079986.

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The 2021-22 school year brought with it a wave of vandalism, much of it taking place in school vandalism. Campbell Scribner explains that such vandalism is not new and briefly traces the history of bathroom vandalism and how schools have responded. He urges school leaders to respond not with undue suspicion and surveillance, but with an eye to promoting student autonomy and growth.
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2

Tygart, Clarence. "Public School Vandalism." Urban Education 22, no. 2 (1987): 154–71. http://dx.doi.org/10.1177/004208598702200202.

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3

Coslin, Pierre G. "Adolescence et vandalismes." L’Orientation scolaire et professionnelle 18, no. 4 (1989): 351–64. http://dx.doi.org/10.3406/binop.1989.1717.

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It is interesting to examine behaviours and attitudes of adolescents towards vandalism because 1) recent studies have schown a close link between the attitudes and the behaviours of young people towards the vandalism in schools ; 2) vandalism has become an everyday characteristic of the youth of today. A first research seeks to analyse the relationship between adolescent’s attitudes to vandalism and their judgments with respect to prosocial behaviour. This approach is predicated on the hypothesis that one of the factors responsible for vandalism may be the replacement of the social responsibil
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4

Vilalta, Carlos J., and Gustavo Fondevila. "School Vandalism in Mexico." Journal of School Violence 17, no. 3 (2017): 392–404. http://dx.doi.org/10.1080/15388220.2017.1355809.

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5

Fuadi, Husnul, and Afdal Afdal. "Behavior of Vandalism in Junior High School Students." Jurnal Neo Konseling 3, no. 1 (2020): 150. http://dx.doi.org/10.24036/00370kons2021.

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Behavioral vandalism carried out by students by scribbling learning facilities and infrastructure such as scribbling on walls, doors, tables and chairs using x-tips, pens, markers and pencils.This study aims to determine the description of vandalism behavior of students in junior high schools. This type of research is qualitative research in the form of case studies. The subjects in this study were 3 junior high school students using purposive sampling technique. Data collection instruments used in this study were interview, observation, and documentation guidelines. The data analysis techniqu
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., Emas, Undang Sudarsana, and Novi Widya. "UPAYA PUSTAKAWAN DALAM MENGATASI VANDALISME." Nusantara - Journal of Information and Library Studies 1, no. 1 (2018): 52. http://dx.doi.org/10.30999/n-jils.v1i1.271.

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Vandalisme di perpustakaan merupakan tindakan perusakan yang dilakukan oleh manusia terhadap koleksi maupun fasilitas yang ada di perpustakaan. Bentuk dari tindakan vandalisme terhadap bahan pustaka diantaranya corat coret, menandai dengan bolpoint atau stabilo, memberi tanda sebagai batas baca, melipat bahan pustaka, merobek, mengambil sebagian halaman bahan pustaka, menggunting gambar, mencopot stiker, penambahan tulisan serta mengotori bahan pustaka. Perpustakaan sekolah tidak terlepas dari bahaya vandalisme, salah satunya tindakan perobekan terhadap bahan pustaka. Hal yang dapat dilakukan
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7

Cooper, Russell, and Pauline Hunt. "Mentors to Combat School Vandalism." Mentoring & Tutoring: Partnership in Learning 4, no. 1 (1996): 3–11. http://dx.doi.org/10.1080/0968465960040101.

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8

TYGART, CLARENCE E. "Strain Theory and Public School Vandalism." Youth & Society 20, no. 1 (1988): 106–18. http://dx.doi.org/10.1177/0044118x88020001006.

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9

Aslan, Sevda. "University students’ opinions regarding school vandalism in Turkey." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (2018): 162–70. http://dx.doi.org/10.18844/prosoc.v4i8.3027.

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In this study, the aim is to determine university students’ opinions regarding school vandalism. The study group consisted of 203 first- to fourth-year students studying at Faculty of Humanities and Social Sciences, Yıldırım Beyazıt University; Gazi Faculty of Education, Gazi University; Faculty of Health Science, Kırıkkale University; Faculty of Education; Faculty of Education, Hacettepe University; Faculty of Agriculture, Omer Halis Demir University; Faculty of Economics and Administrative Sciences; Faculty of Arts and Sciences and Faculty of Education in Spring 2016–2017 academic year[AQ: P
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10

Wang, Cixin, Kieu Anh Do, Leiping Bao, Yan R. Xia, Chaorong Wu, and Lauren Couch. "Ecological Influences on Chinese Adolescents’ Problem Behaviors: A Multilevel Analysis." Journal of Family Issues 39, no. 9 (2018): 2545–71. http://dx.doi.org/10.1177/0192513x18757828.

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This study investigated the effects of individuals, school, and familial protective and risk factors and their interactions on adolescent problem behaviors using a stratified random sample of 2,864 (51.5% female) students from 55 classrooms in 13 schools in Shanghai, China ( Mage = 15.52 years, SD = 1.62). Results from the multilevel analyses indicate that being male, having high parent–adolescent conflict, high independent self-construal, low conformity, low grade rank, and low classroom-level and individual-level school adjustment predicted problem behaviors. Adolescent independent self-cons
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11

Muliyani, Muliyani, Yohanes Bahari, and Rustiyarso Rustiyarso. "PENGARUH KEHARMONISAN KELUARGA DAN LINGKUNGAN SOSIAL SEKOLAH TERHADAP VANDALISME REMAJA SMP NEGERI 14 PONTIANAK." Jurnal Kajian Pembelajaran dan Keilmuan 5, no. 2 (2021): 144. http://dx.doi.org/10.26418/jurnalkpk.v5i2.50234.

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Abstract This study aims to determine the interaction of family and social environment on the vandalism behavior of eighth grade students of SMP Negeri 14 Pontianak. This research method is quantitative with a research sample of 110 VIII students using purposive sampling. Data was taken using a questionnaire. The results showed that vandalism was low at 60.8%, family harmony was 44.7% and the school environment was categorized as very high at 34.4%. The results of the test show Fcount (31,328) > Ftable (3.08) and a significance of 0.00 < 0.05, meaning that family harmony and social envir
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12

Kruzhkova, Olga V., Diana D. Gilmutdinova, and Inga O. Kruzhkova. "School vandalism: A case of change management." Herzen University Conference on Psychology in Education, no. 6 (2023): 247–52. http://dx.doi.org/10.33910/herzenpsyconf-2023-6-32.

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13

Kalgı, Mehmet Emin, and Ramin Aliyev. "The relationship between self-esteem and vandalism on high school students Lise öğrencilerinin özsaygı ve tahripçi davranışları arasındaki ilişki." International Journal of Human Sciences 12, no. 2 (2015): 1430. http://dx.doi.org/10.14687/ijhs.v12i2.3399.

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<p>This study aims to determine the relationship between self-esteem and vandalism levels of on high school freshmen students. The data of this correlational study was obtained through the Vandalism Scale, Coopersmith Self-Esteem Scale and Personal Information Form developed for his study. The sample of this research consists of 1225 students in public high schools freshmens in the Şanlıurfa province and district centers. Of the whole research group, 587 are female and 638 are male students. The relationship between the vandalism and self-esteem levels of student was investigated with th
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14

Kruzhkova, O. V., I. V. Deviatovskaia, and M. S. Krivoshchekova. "Personal determinants of vandal behaviour among urban school and student youth from a gender perspective." Education and science journal 23, no. 10 (2021): 155–81. http://dx.doi.org/10.17853/1994-5639-2021-10-155-181.

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Introduction. Vandalism is an urgent modern problem. This problem is especially acute for modern megalopolises, the environment of which is often a subject for damages and unauthorised changes. However, the megalopolis, possessing specific environmental characteristics, in a sense creates favourable conditions for vandalism through anonymisation, a decrease in social control, the adoption of borderline deviant-like forms of behaviour, etc. At the same time, foreign and Russian researchers refer to adolescents and young adult males as the subjects of vandal activity, i.e. those young people, wh
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15

Houghton, Stephen, and Annemaree Carroll. "Longitudinal Rates of Self-Reported Delinquency of At-Risk and Not At-Risk Western Australian High School Students." Australian & New Zealand Journal of Criminology 35, no. 1 (2002): 99–113. http://dx.doi.org/10.1375/acri.35.1.99.

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Two hundred and forty nine 12 to 13 year old at-risk and not at-risk male and female high school students randomly selected from five high schools in the Perth metropolitan area of Western Australia provided self-reported delinquency data for three consecutive years. A multivariate analysis of variance revealed at-risk students self-reported significantly more involvement in delinquency at the first data collection point than their not at-risk counterparts. Male 12–13 year olds self-reported significantly more involvement in car related crimes, assault, rule infractions, and vandalism compared
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16

Deviatovskaia, Irina Vladimirovna, and Irina Vladimirovna Blinova. "School vandalism: analysis of the experience of Russia and Germany." Pedagogical Education in Russia, no. 6 (2021): 178–84. http://dx.doi.org/10.26170/2079-8717_2021_06_21.

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17

Vorobyeva, Irina, Alena Matveeva, and Ekaterina Mazurchuk. "Prevention of vandal behaviour of students in the educational environment." Vestnik of the St. Petersburg University of the Ministry of Internal Affairs of Russia 2024, no. 1 (2024): 250–59. http://dx.doi.org/10.35750/2071-8284-2024-1-250-259.

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Introduction. Within the research, the concepts of “vandalism” and “vandal behavior” were considered, and the psychological characteristics of personality determining vandal actions among adolescents were identified. The authors emphasise the destructive consequences of these actions, but their motives and content may differ significantly. Special attention is paid to the problems of the spread of vandal behaviour in the youth environment (the environment of students). The results of theoretical analysis show that in modern practice there is a shortage of vandalism prevention programmes, which
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18

Velimirovic, Mina, Marija Bojanic, and Bojana Dinic. "The effects of negative life events and dark tetrad traits on antisocial behaviour in adolescents." Zbornik Instituta za pedagoska istrazivanja 54, no. 1 (2022): 61–81. http://dx.doi.org/10.2298/zipi2201061v.

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Previous studies have shown that exposure to adverse life events is positively associated with a tendency towards antisocial behavior. However, results concerning relationships between antisocial behaviour and internal factors, such as personality traits, are not so consistent. The present study aimed to examine the effects of negative life events and Dark Tetrad traits (narcissism, Machiavellianism, psychopathy, and sadism) on different antisocial behaviors, including norm-breaking, aggression, vandalism, and drug use. The sample included 221 high school students (66% females) from three citi
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19

Coffey, C. Adam, Jennifer Cox, and Megan R. Kopkin. "Examining the Relationships Between the Triarchic Psychopathy Constructs and Behavioral Deviance in a Community Sample." Journal of Personality Disorders 32, no. 1 (2018): 57–69. http://dx.doi.org/10.1521/pedi_2017_31_288.

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Few studies have examined the extent to which psychopathic traits relate to the commission of mild to moderate acts of deviance, such as vandalism and minor traffic violations. Given that psychopathy is now studied in community populations, the relationship between psychopathic traits and less severe deviant behaviors, which are more normative among noninstitutionalized samples, warrants investigation. The current study examined the relationships between the triarchic model of psychopathy (Patrick, Fowles & Krueger, 2009) and seven forms of deviant behavior (drug use, alcohol use, theft, v
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20

Segalo, Letlhoyo, and Puleng Hlatshwayo. "Learner’ school violence using incident logbook: a qualitative research approach." Technium Social Sciences Journal 26 (December 9, 2021): 294–302. http://dx.doi.org/10.47577/tssj.v26i1.4884.

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In this paper the notion of leaner’s school is revisited using a silent tool, incident logbook. Research shows that incidents of learner violence has escalated in South Africa unabated. Different approaches to describe and recommend strategies to alleviate cases of violence in schools have been undertaken. This paper aims to describe through incident logbook learner’s behaviour regarded as serious misconducts that involve violent acts. These violent acts might lead to expulsion or suspension of a learner from the school according to the South African Schools Act, 1996 and various school polici
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21

Phyllis, Fagell L. "Career confidential: Principal ticked off about TikTok challenges." Phi Delta Kappan 103, no. 4 (2021): 66–67. http://dx.doi.org/10.1177/00317217211065837.

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Phyllis Fagell offers advice to educators who are trying to support students who are demonstrating difficult behavior when returning to school after the COVID-19 pandemic. A principal is frustrated at the vandalism occurring at his middle school in response to TikTok challenges and wants to know the most appropriate way to hold students accountable. A teacher is having trouble reaching a student who refuses to engage in class, and his mother and the school social worker are also at a loss for ideas.
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22

Rubbi Nunan, Julie Shantone. "Experiences of Students’ Challenging Behaviour in Primary Schools in South Africa: Teacher, Governor, and Caretaker Perspectives." Education and Society 41, no. 1 (2023): 67–86. http://dx.doi.org/10.7459/es/41.1.05.

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Students’ challenging behaviour is a persisting problem in some primary schools. In South African primary schools, however, students’ challenging behaviour is mainly understood as disruptive classroom behaviour. To establish how primary schools experience this phenomenon, interviews were held with twenty-one participants, purposively selected from three primary schools, to provide qualitative data. Opposing prior understandings, thematic analysis showed that students’ challenging behaviour in primary schools is experienced through acts of violence, vandalism, and bullying. Social cognitive the
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23

Bendlin, Dr Luciano, Doutoranda Marcelle Werka, Mestrando Angelo Marcelo Pires, and Mestrando Ricardo Tiago de Sá. "Asset Surveillance— Case Study." International Journal of Advanced Engineering Research and Science 9, no. 5 (2022): 266–75. http://dx.doi.org/10.22161/ijaers.95.26.

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Over the years, the occurrences of vandalism against the school have increased, according to data from APEOESP. Scarce monitoring environments provide acts of vandalism, sexual harassment, bullying , physical aggression, theft, among others that are becoming increasingly routine in school environments. Schools should not only provide quality education, have good teachers and a variety of extracurricular activities, but also provide security and peace of mind for students. In this context, the dissemination of security services has increasingly attracted the attention of society and subject mat
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24

Katsiyannis, Antonis, and Brenda Williams. "A National Survey of State Initiatives on Alternative Education." Remedial and Special Education 19, no. 5 (1998): 276–84. http://dx.doi.org/10.1177/074193259801900503.

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Concerns over violence, vandalism, disruption, substance abuse, school failure, and dropout rates in the schools have resulted in an increased emphasis on alternative education. The purpose of this study was to examine the availability and nature of state legislative and policy mandates regarding alternative education. Among respondents, there was variability in state policy/legislative mandates and funding mechanisms, acceleration in alternative education activity, a commitment to providing technical assistance, limited state compliance-monitoring and program evaluation, and an emphasis on in
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25

McLoughlin, Caven S., and Daniel B. Lelless. "School Psychologists' Knowledge of Children's Legal Rights." Psychological Reports 80, no. 2 (1997): 451–55. http://dx.doi.org/10.2466/pr0.1997.80.2.451.

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School psychologists need a working knowledge of laws affecting children. This investigation was done to discover whether members of Ohio's school psychological association, including intern school psychologists who were functioning in a supervised capacity, are as knowledgeable about law as they need to be to avoid lawsuits. Participants completed a custom-designed questionnaire, Survey of Children's Legal Rights, including questions assessing knowledge of children's rights in relation to child abuse, suspension and expulsion, corporal punishment, rights in juvenile court, special education,
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26

ȘLEAHTIȚCHI, Mihai. "Asasinarea atitudinii față de școală: de la chiul și absenteism la violență și abuz de substanțe." Psihologie. Revista științifico-practică = Psychology. Scientific-practical journal 42, no. 1 (2023): 28–40. http://dx.doi.org/10.46728/pspj.2023.v42.i1.p28-40.

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This article provides a theoretical analysis of the inadequate behavior of some teachers, that can generate a series of harmful changes that can be found in the attitudes that their students show towards the educational institution, and towards the opportunity and purpose of their presence within it. Upon a more in-depth symptomatological analysis, it can be seen that they can be reflected in at least three variants of school behavior: the variant non-antisocial behaviour, when there is a low degree of dangerousness in relation to the educational institution turnacy, school absenteeism, school
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27

Vylegzhanina, Anastasia O., Irina V. Vorobyeva, Olga V. Kruzhkova, and Marina S. Krivoshchekova. "Primary school children’s vandalism. The problem of upbringing and interaction in russian families." European Journal of Mental Health 12, no. 2 (2017): 165–86. http://dx.doi.org/10.5708/ejmh.12.2017.2.3.

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28

Longhinotti Felippe, Maíra, and Ariane Kuhnen. "School Vandalism: Proposal for a model to evaluate the state of environmental conservation." Quaderns de Psicologia 13, no. 1 (2011): 63. http://dx.doi.org/10.5565/rev/qpsicologia.910.

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29

Laure, Sthepvanny Herlof A. I., Yeni Damayanti, Juliana Marlyn Y. Benu, and Luh Putu Ruliati. "Kesejahteraan Sekolah dan Kenakalan Remaja Siswa Sekolah Menengah Kejuruan." Journal of Health and Behavioral Science 2, no. 2 (2020): 88–104. http://dx.doi.org/10.35508/jhbs.v2i2.2192.

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School is essential during the process of students individual growing. School well-being important to be paid attention to in order to provide comfort for students. A research proves that one student will be comfortable getting surrounded by friendly teachers and friends who bring positive influence at school. Students of school with unfriendly environment behave negatively by doing things like playing truant, fighting with other students, smoking, and vandalism which are known as student’s delinquencies. This research aims to observe the relationship of school well-being with juvenile delinqu
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30

Pittinsky, Todd L. "Backtalk: Educate, don’t erase." Phi Delta Kappan 104, no. 2 (2022): 66–67. http://dx.doi.org/10.1177/00317217221130642.

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When hate-fueled acts of vandalism or violence happen, school leaders’ impulse is often to sweep them away as quickly as possible. Todd Pittinsky encourages them to use these incidents as opportunities to educate. Students and community members may not be aware of the antisemitism and other forms of hate within their own communities and going public can serve as a wake-up call. Creating educational events in response can give students a sense of empowerment.
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31

Baruch, Ephraim Ben, James Edward Bruno, and L. Lolly Horn. "DIMENSIONS OF TIME USE ATTITUDES AMONG MIDDLE-HIGH SES STUDENTS." Social Behavior and Personality: an international journal 15, no. 1 (1987): 1–12. http://dx.doi.org/10.2224/sbp.1987.15.1.1.

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Time use attitudes (TUA) of students is an important, but often neglected variable that can assist teachers in their understanding of student classroom behavior. This study empirically examines( time use attitudes for a group of 353 elementary and secondary school students. Using factor analytic techniques, four major constructs or dimensions to student attitudes towards time were extracted. These constructs included views of time that might be considered as Instinctive – (time use as dictated by the moment or instincts), Traditional (time use as dictated by market or economic forces) and Inte
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32

Zainal, Khalim, and Norshidah Mohamad Salleh. "The Implementation of the Penalty System Program for Vandalism in School: A Case Study." International Journal of Learning: Annual Review 14, no. 9 (2007): 123–32. http://dx.doi.org/10.18848/1447-9494/cgp/v14i09/45467.

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33

Pawełek, Katarzyna. "Zachowania ryzykowne młodych ludzi – wybrane problemy i wyzwania." Studia Edukacyjne, no. 53 (June 15, 2019): 209–40. http://dx.doi.org/10.14746/se.2019.53.12.

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Research shows that although most children violate important behavioral norms at some point in time, it is possible to distinguish among them those who do so more intensely, engaging in physical and verbal aggression, abusing drugs, cigarettes and alcohol, stealing, committing acts of vandalism or failing to follow the rules set by adults. Not all of these behaviors are identified in time by the institutions of formal and informal social control, thus giving ground for their escalation. These behaviors, taking different form and level of representiality, disturb school order. The article refer
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34

Osaro, Ngechuwa Gladys, and Ebiwari Wokekoro. "Stakeholders Roles in Improving the Current State of Public Secondary Schools Infrastructure in Rivers State, Nigeria." International Journal of Social Sciences and Humanities Invention 5, no. 3 (2018): 4503–8. http://dx.doi.org/10.18535/ijsshi/v5i3.05.

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The study ascertained the roles of stakeholders in improving the current state of public secondary school infrastructures in Rivers State, Nigeria. The purpose of this paper is to assess the current state of public secondary school infrastructures and to ascertain the functions of each stakeholder as to solving the problems in terms of sustaining and maintaining schools insfrastructures. This study sampled 120 stakeholders in selected 6 public secondary schools built in 1970’s in 6 Local Government Areas of the state with purposive sampling method Questionnaires were administered to the 120 sa
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35

Chatterley, Christie, Karl G. Linden, and Amy Javernick-Will. "Identifying pathways to continued maintenance of school sanitation in Belize." Journal of Water, Sanitation and Hygiene for Development 3, no. 3 (2013): 411–22. http://dx.doi.org/10.2166/washdev.2013.128.

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Despite an increasing focus on school-based water, sanitation and hygiene (WASH) interventions in less-developed countries, we lack an understanding of what combinations of conditions are sufficient for their continued maintenance post-implementation. We use a novel method, qualitative comparative analysis, to determine what pathways lead to well-maintained school toilets, as an indicator of continued maintenance of WASH services. Results from 15 case schools in Belize reveal five pathways to well-maintained school sanitation, and three pathways to poorly maintained services. Common conditions
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Dharmawan, Donnie Weda. "BEDTIME SCHOOLING: PENYAMPAIAN CERITA RAKYAT SEBAGAI MODEL PENDIDIKAN KARAKTER BERBASIS KEARIFAN LOKAL." Adi Widya: Jurnal Pendidikan Dasar 2, no. 2 (2019): 61. http://dx.doi.org/10.25078/aw.v2i2.964.

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<p>Challenges in childhood and adolescence very much. Juvenile delinquency, school dropouts, vandalism, mental stress, suicide, the spread of sexually transmitted diseases, pregnancy out of wedlock, and criminal cases are some examples of problems that are generally colored the news in Indonesian media. Moral degradation is no longer involved adults only, but has penetrated the world of children and adolescents. This sparked the emergence of moral development are summarized in the strategic topic called character education.</p><p>In fact, schools perform non optimal roles in
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Jabar, Faizan Abd, Nor Hidayatun Abdul Razak, Sharifah Norhuda Syed Wahid, Muhammad Zahran Abdul Rahman, and Halil Paino. "Loitering Culture: Need Or Want." International Journal of Learning and Development 2, no. 2 (2012): 161. http://dx.doi.org/10.5296/ijld.v2i2.1633.

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Quality of life becomes an emphasis in the process to reach vision 2020. However, the loitering culture among Malaysians as early as in the primary school until the higher level institution is still be a critical issue. Therefore, this paper aimed to investigate the factors that influenced secondary school students to loitering. This research involved 261 students from two daily schools in Pahang. Among them, 159 involved in loitering activities by which it means in every 10 students, six loiter. The finding shows that the main factor for them to do loitering is to release tension, and then fo
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38

Heystek, Jan, and Melese Shula. "Leadership and context for the improvement of quality education in socio-deprived school contexts." South African Journal of Education 44, no. 2 (2024): 1–14. http://dx.doi.org/10.15700/saje.v44n2a2306.

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In this article we report on an exploration of leadership and context for the improvement of quality education in South African socioeconomic-deprived school contexts viewed through Hellinger’s contextual theory, open systems theory, Bronfenbrenner’s ecology of human development, and Bourdieu’s theory of field, habitus and power. A post positivistic approach allowed for a quantitative research design which employed an interpretivist lens to use the theory and the context to interpret the numbers. A self-designed questionnaire was used for the data collection. We analysed the data by means of t
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Ngidi, Lucia Zithobile, and Sylvia Blanche Kaye. "Reducing school violence: A peace education project in KwaZulu-Natal, South Africa." South African Journal of Education 42, no. 2 (2022): 1–14. http://dx.doi.org/10.15700/saje.v42n2a1989.

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Violence occurring in South African schools takes various forms and is a concern for all stakeholders. All forms of violence have negative effects, i.e. physical and psychological, educational damage and societal breakdown. The overall aim of the study reported on here was to explore the nature, causes and consequences of school violence, and then to design an effective intervention strategy to reduce it. In this study we used action research methodology in which stakeholders were empowered to interrupt the occurrence of violence, stop the spread of violence and change group/community norms re
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40

Marksteiner, Tamara, Marc-André Reinhard, Florian Lettau, and Oliver Dickhäuser. "Bullying, Cheating, Deceiving: Teachers’ Perception of Deceitful Situations at School." International Journal of Educational Psychology 2, no. 2 (2013): 193–220. http://dx.doi.org/10.4471/ijep.2013.24.

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Two studies investigated in which situations teachers (would) investigate whether a student was lying or telling the truth and how these situations were perceived. Results of Study 1 indicate that teachers (would) interview students when it comes to use of unfair means, aggressive behavior, theft, absence without permission, bullying, and vandalism, whereat deceitful situations with rather light consequences were most frequently described. Moreover, participants perceived the frequency of occurrence of all situations as lower for themselves compared to colleagues. In both studies, the use of u
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Simanjuntak, Betman, Hana Suparti, Elisa Sri Wahyuni Wahyuni, and Daniel Suharto. "THE TEACHING OF APOSTLE PAUL ABOUT THE NEW MAN BASED ON COLOSSIANS 3:5 IN CHRISTIAN RELIGIOUS EDUCATION (PAK) TEACHERS AT SOLO RAYA." International Journal of Culture and Religious Studies 2, no. 3 (2021): 31–50. http://dx.doi.org/10.47941/ijcrs.723.

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To be able to equip students to gain knowledge, teachers must continuously improve their relationship and communication skills with students. Especially as a Christian religion teacher, he does not only focus on fulfilling children's cognitive values ​​in meeting the minimum completeness criteria but rather on instilling Christian values ​​and Christ's character. Researchers see that there are separate challenges faced by a Christian Religious Education teacher in high school and vocational high school where in fact the students who are taught reach puberty or are in search of identity so that
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Siegmunt, Olga, and Anastasiia Lukash. "Classroom Heterogeneity, Immigration Background, and Juvenile Delinquency in Switzerland: An Exploratory Study." Journal of Contemporary Criminal Justice 35, no. 4 (2019): 484–505. http://dx.doi.org/10.1177/1043986219883447.

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In this article, we explore the relationship between the heterogeneity of secondary school classes and juvenile delinquency. The heterogeneity of school classes was measured by calculating the Herfindahl index of variety in students’ immigration background. The index was composed of three groups: natives, first-generation immigrants, and second-generation immigrants. Involvement in 13 forms of juvenile delinquency, committed during the last 12 months, was our independent variable. The offenses were grouped into minor, violent, and property offenses. The data analyzed the national class-based s
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Dubis, Malgorzata, and Jolanta Karbowniczek. "Youth in View of the Issue of School Violence." European Scientific Journal, ESJ 14, no. 8 (2018): 70. http://dx.doi.org/10.19044/esj.2018.v14n8p70.

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Violence and aggression has become common phenomena in modern world, they include almost all fields of social life. The reflection of problems the society copes with, is visible in the way of perceiving the educational values by pupils and their behaviour at school. The nature of the educational process organised by school is mainly the interactions among teachers and pupils and pupils themselves. They are not always the best. The anxiety among guidance counsellors and psychologists raises the fact that the cooperation rule and mutual help are replaced by the rule of dominance, extortion and f
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Smith, Deborah E., Richard H. Schwartz, and David M. Martin. "Heavy Cocaine Use by Adolescents." Pediatrics 83, no. 4 (1989): 539–42. http://dx.doi.org/10.1542/peds.83.4.539.

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Adolescents are susceptible to becoming cocaine users. Twenty-eight teenagers in a drug rehabilitation program were identified as heavy cocaine users and questioned about their experiences. They reported family conflict leading to running away (86%), school drop-out (24%) and delinquent behaviors such as stealing (96%) and vandalism (57%). Cocaine use started at 14 years for 21%, with progression from onset to at least weekly use within eight weeks (54%). Side effects included sleep disturbance (18%) and tolerance to cocaine (25%). Withdrawal was characterized by cocaine craving up to one mont
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Deeming, Simon, Kim Edmunds, Alice Knight, Andrew Searles, Anthony P. Shakeshaft, and Christopher M. Doran. "A Benefit-Cost Analysis of BackTrack, a Multi-Component, Community-Based Intervention for High-Risk Young People in a Rural Australian Setting." International Journal of Environmental Research and Public Health 19, no. 16 (2022): 10273. http://dx.doi.org/10.3390/ijerph191610273.

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BackTrack is a multi-component, community-based program designed to build capacity amongst high-risk young people. The aim of this study was to conduct a benefit-cost analysis of BackTrack, which was implemented in Armidale, a rural town in New South Wales, Australia. Costs and benefits were identified, measured and valued in 2016 Australian dollars. Costs were estimated from program financial and administrative records. Benefits were estimated using a pre-post design and conservative economic assumptions. Benefits included education attendance or completion; employment; engagement with health
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CASCIOLI, Piera, Emiliano COLANTONIO, and Daniel BADULESCU. "HOW IMPORTANT EDUCATION IS? AN EXPLORATIVE ANALYSIS OF THE DROPOUT PHENOMENON IN EASTERN EUROPE." ANNALS OF THE UNIVERSITY OF ORADEA. ECONOMIC SCIENCES 32, no. 1 (2023): 72–83. http://dx.doi.org/10.47535/1991auoes32(1)005.

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Early school leaving is a structural problem related to the socioeconomic environment involving aspects of local culture and customs that characterize a country. If not controlled, with the intent of hindering it, this phenomenon can generate unemployment, social exclusion, poverty, health problems and a slowdown in the country’s economic growth. Since education policies are one of the most important concerns of national governments and international organizations, the UN 2030 Agenda, containing the common ambitions of the signatory countries, proposes 17 sustainable development goals and spec
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Ssewanyana, Derrick, Anneloes van Baar, Patrick N. Mwangala, Charles R. Newton, and Amina Abubakar. "Inter-relatedness of underlying factors for injury and violence among adolescents in rural coastal Kenya: A qualitative study." Health Psychology Open 6, no. 1 (2019): 205510291984939. http://dx.doi.org/10.1177/2055102919849399.

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We utilized a socio-ecological model to explore views from 85 young people and 10 local stakeholders on forms and underlying factors for unintentional injury, violence, self-harm, and suicidal behavior of adolescents in Kilifi County, Kenya. Young people took part in 11 focus group discussions, whereas 10 in-depth interviews were conducted with the local stakeholders. Road traffic accidents, falls, fights, sexual and gender-based violence, theft, and vandalism were viewed as common. There was an overlap of risk factors, especially at intra- and interpersonal levels (gender, poverty, substance
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Forster, Myriam, Amy L. Gower, Barbara J. McMorris, and Iris W. Borowsky. "Adverse Childhood Experiences and School-Based Victimization and Perpetration." Journal of Interpersonal Violence 35, no. 3-4 (2017): 662–81. http://dx.doi.org/10.1177/0886260517689885.

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Retrospective studies using adult self-report data have demonstrated that adverse childhood experiences (ACEs) increase risk of violence perpetration and victimization. However, research examining the associations between adolescent reports of ACE and school violence involvement is sparse. The present study examines the relationship between adolescent reported ACE and multiple types of on-campus violence (bringing a weapon to campus, being threatened with a weapon, bullying, fighting, vandalism) for boys and girls as well as the risk of membership in victim, perpetrator, and victim–perpetrator
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Ünişen, Ali, and Betül Demirbağ. "AN EXPLORATION OF VANDALISM IN SECONDARY SCHOOL STUDENTS IN RESPECT TO FAMILY RELATIONS AND CERTAIN VARIABLES (ADIYAMAN CASE)." e-Journal of New World Sciences Academy 11, no. 2 (2016): 49–60. http://dx.doi.org/10.12739/nwsa.2016.11.2.1c0653.

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Prayogo, Agil, Tutut Chusniyah, and Farah Tantiani. "Kepribadian Big Five Sebagai Prediktor Perilaku Vandalisme pada Siswa SMAN 02 Batu." Flourishing Journal 1, no. 5 (2021): 373–82. http://dx.doi.org/10.17977/um070v1i52021p373-382.

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Vandalism is an act of destroying goods, facilities, or environmental arrangements that are carried out intentionally without the owner's permission and is a form of aggression. The act of aggression is caused by several factors, one of which is the personality of the individual. This study aims to: (1) Know the level of the big five personality traits (2) Knowing the level of vandalism (3) big five personality is a predictor of vandalism behavior in students. This study uses a quantitative approach with a descriptive causality design. The sample of this study amounted to 90 people. The sampli
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