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Journal articles on the topic 'School vandalism'
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1
Scribner, Campbell F. "Backtalk: Vandalism is a test that we have to pass." Phi Delta Kappan 103, no. 5 (February 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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Tygart, Clarence. "Public School Vandalism." Urban Education 22, no. 2 (July 1987): 154–71. http://dx.doi.org/10.1177/004208598702200202.
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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 responsibility norm by the reciprocity norm. A secund study focuses on such questions as adolescent judgments relating to the seriousness of vandalism behaviour, feelings about the debris left after the act of vandalism, acting out... It aims, more precisely, at determining what adolescents consider acts of vandalism as evidenced by their behaviour and attitudes and taking into account the factors of age, sex, type of school atended (junior high, high school, professional school).
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Vilalta, Carlos J., and Gustavo Fondevila. "School Vandalism in Mexico." Journal of School Violence 17, no. 3 (September 25, 2017): 392–404. http://dx.doi.org/10.1080/15388220.2017.1355809.
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Fuadi, Husnul, and Afdal Afdal. "Behavior of Vandalism in Junior High School Students." Jurnal Neo Konseling 3, no. 1 (November 17, 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 technique used in this research is thematic analysis by conducting transcripts of interviews that have been verbatim The results revealed that all research subjects (vandals) had vandalistic behavior, good, cognitive, affective, psychomotor to the perpetrator of the vandal, the cause of the vandal. Furthermore, the three subjects preferred to close themselves related to their vandal orientation. Two of the three vandals felt less comfortable at home but remained at home alone in their room, while one other felt more comfortable outside the house, and rarely spent time at home so that the communication that occurred in between children and parents is reduced and makes the relationship less close, therefore opening up feels difficult to do.
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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 (January 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 pustakawan dalam mengatasi perobekan bahan pustaka yaitu dengan mengadakan kegiatan sosialisasi, melakukan kerjasama dengan guru kelas, melakukan kerjasama dengan orang tua siswa dan memberikan sanksi yang tegas terhadap pelaku perobekan bahan pustaka. ABSTRACT Vandalism in the library is an act of destcution committed by humans agains collection or facilities in the library. The form of vandalism against library materials such as scribbled marks, marked with ballpoint or highlighter, gave punctuation marks, forl library materials, rips, tore the page, removes stickers, attaches additives and contaminates library materials. The school library is inseparable from the dangers of vandalism, one of the act is tapping the materials. The things that librarians can do in overcoming library materials is by holding socialization activities, cooperating with teachers, parents and giving strict sanctions against the perpetrators of tapping library materials.
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Cooper, Russell, and Pauline Hunt. "Mentors to Combat School Vandalism." Mentoring & Tutoring: Partnership in Learning 4, no. 1 (June 1996): 3–11. http://dx.doi.org/10.1080/0968465960040101.
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TYGART, CLARENCE E. "Strain Theory and Public School Vandalism." Youth & Society 20, no. 1 (September 1988): 106–18. http://dx.doi.org/10.1177/0044118x88020001006.
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Aslan, Sevda. "University students’ opinions regarding school vandalism in Turkey." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 10, 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: Please approve edits made to sentence ‘Faculty of Education. . . ’]. In this study, university students’ views regarding school vandalism form were developed by the researcher in order to determine the views of university students. The study is a descriptive type of study. These forms consisting of 20 items were designed as a five-point Likert-type scale. The frequencies and percentages will be calculated later on. It was found that students’ positive perceptions about damage to the property by someone exposed to violence. On the other hand, their most negative perceptions were increase in vandalism as the students’ age increases. Keywords: University students, school vandalism, student views.
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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 (February 22, 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-construal also interacted with parental autonomy granting to predict vandalism. For adolescents with low or moderate levels of independent self-construal, autonomy granting predicted lower odds of vandalism, but for adolescents with high levels of independent self-construal, parental autonomy granting predicted higher odds of vandalism. The findings highlight the complex effects of parenting and independent/interdependent self-construals on adolescent problem behaviors in China.
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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 (October 10, 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 environment have a significant effect on vandalism behavior. tcount of the decent family harmony variable -4.486 > ttable 1.982 with a significance of 0.00 <0.05, which means that there is a significant negative effect. tcount of the appropriate school social environment variable -2.547 > ttable 1.982 with a significance of 0.01 <0.05, which means that there is a significant negative effect. Regression equation Y'= 68.074+ (- 0.418) + (-0.313) + e. The determinant value of Adjusted R2 = 0.358, which means that the influence of family interaction and social environment on vandalism behavior is low, namely 35.8%. Keywords: Harmonious Family, School Social Environment, Vandalism.
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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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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 (December 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 the Pearson Product-Moment Correlation Coefficients. In addition, the calculations on the self-esteem of students predicting their vandalism levels were carried out with the simple regression analysis. Analyzing the binary correlation between vandalism and self-esteem, it was found that the relationship was negatively and significantly. In predicting vandalism scores from all the variables in the study, the self-esteem scores of students with the simple regression analysis, self-esteem scores explained the 3% of the total variance in vandalism scores. Negative correlation between these two variables indicates that individuals having high self-esteem have less vandalism tendencies.</p><p> </p><p><strong>Özet</strong></p><p>Bu araştırmanın amacı, lise birinci sınıf düzeyinde eğitim gören öğrencilerin tahripçilik ve özsaygıları arasındaki ilişkinin belirlenmesidir. Korelasyonel türden bir çalışma olan bu araştırma verileri Tahripçilik Ölçeği, Coopersmith Özsaygı Ölçeği ve geliştirilen Kişisel Bilgi Formu ile elde edilmiştir. Araştırmanın örneklemi, Şanlıurfa ili ve ilçe merkezlerinin devlet okullarının genel liselerinde okuyan 1225 lise birinci sınıf öğrencileri oluşturmaktadır. Bunların 587’si kız, 638’i ise erkek öğrencilerden oluşturmaktadır. Öğrencilerin özsaygı düzeylerinin tahripçi davranışlarını yordama gücü basit regresyon analizi ile incelenmiştir. Öğrencilerin özsaygı ölçeği puanlarının tahripçilik puanlarındaki varyansın %3'ünü açıkladığı bulunmuştur. Bu iki değişken arasındaki ilişkinin negatif olması özsaygısı yüksek bireylerin tahripçi davranışlarının daha az olduğunu göstermektedir.</p>
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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 (December 16, 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, who are mostly the subjects of education (schoolchildren, students). Their destructive vandal activity can spread in the space of an educational organisation or in the urban territory. Most often, males are at risk of vandalism, but there are examples of female vandalism. In such a case, the question of the personal determination of vandal behaviour of schoolchildren and students as active subjects transforming the environment remains open.The aim of the present research was to identify personality characteristics as facilitating and inhibiting predictors of motivational readiness for vandal behaviour of school and university students in a modern Russian megalopolis taking into account the gender factor.Research methodology, methods and techniques. The research was carried out among students of schools and universities in Ekaterinburg (an urban area with all the features of a modern Russian megalopolis). The study involved 132 people from 13 to 24 years (42 males, 90 females; 57 schoolchildren, 75 students). The HEXACO Personality Inventory, Dark Triad Personality Test and the questionnaire “Motives of Vandalism” were used as diagnostic tools. Mathematical and statistical processing of the results was carried out using comparative statistics (Student’s t-test) and linear regression analysis.The results of the study confirm the existence of significant differences in the motivational readiness for vandalism among the male and female subsamples. The constructed gender-differentiated regression models made it possible to identify a number of significant personality predictors of vandal behaviour. Predictors-facilitators include personality traits such as psychopathy and narcissism. The predictors-inhibitors of vandalism are honesty-modesty, extraversion, altruism, conscientiousness (female subsample), openness to new experience, Machiavellianism.The scientific novelty is in the fact that specific for the Russian sample of students and schoolchildren living in a megalopolis, personal factors of vandal behaviour were identified, taking into account gender differentiation.The practical significance is due to the potential possibilities of using the obtained data for preventing vandalism by students in the framework of the educational process in an educational organisation.
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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 (April 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 to their female peers. For some delinquent activities there were significant increases in involvement over time (Motor Vehicle, Drugs, and Public Disorder Offences) while for others (Theft, Rule Infractions, and Vandalism) this was not the case. In the majority of categories of delinquency at-risk students self reported significantly higher rates of involvement.
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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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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 (March 28, 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 is considered as the issue of the research. Methods. The research involved 354 schoolchildren from 8 federal subjects of the Russian Federation. The empirical data were collected remotely, using four standardised diagnostic techniques. The obtained data were processed using the methods of mathematical and statistical data analysis (frequency analysis, descriptive statistics, comparative analysis, regression analysis). Results. The findings revealed that acts of school vandalism indicate not only shortcomings of the educational environment itself, but can also be a signal of a number of psychological problems among particular students. Thus, preventive work in educational organisations should include prevention of vandalism and take into account typical mechanisms that influence such behaviour among adolescents, such as aggressive behavioural strategies and lack of personal goals in life. Based on the empirical data obtained, the authors identified the main directions of vandalism prevention in the educational environment, clarified and substantiated specific forms of preventive work.
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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 cities in Serbia. Results showed that negative life events significantly predicted norm-breaking, aggression, and vandalism, while such life events? power to predict drug use ceased once the dark traits were added to the regression model. In the case of dark traits, narcissism, psychopathy, and sadism positively predicted norm-breaking and aggression, while sadism also predicted vandalism. Machiavellianism did not significantly predict any of the antisocial behaviors. ?he results suggest that norm-breaking is largely explained by both negative life events and personality traits. Aggression, on the other hand, is better explained by personality traits. Finally, the examined factors contribute much less to the explanation of vandalism and drug use.The results are discussed in the context of possible prevention of antisocial behavior in adolescents.
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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 (February 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, vandalism, school misconduct, assault, and general deviance) in a nationally representative sample. Triarchic disinhibition positively predicted each form of normative deviance. Boldness positively predicted drug and alcohol use as well as general deviance, while meanness negatively predicted school misconduct. Boldness and disinhibition also positively predicted overall lifetime engagement in deviant behavior. Implications are discussed, including support of the role of boldness within the psychopathy construct.
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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 policies. Am interpretivist qualitative research was employed using a purposively sample of 5 incidents logbooks from five secondary schools. The researchers used a thematic data analysis using a Critical Peace Education (CPE) theory to discuss these incidents of school violence. The findings of the study show high incidents of recorded serious misconduct and violations of the school policies by learners by committing, violent acts such as physical, psychological, emotional abuses as well as thefts and vandalism of school and personal property. The research study recommends that CPE be used as tool to educate and foster peaceful co-existence in schools.
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Phyllis, Fagell L. "Career confidential: Principal ticked off about TikTok challenges." Phi Delta Kappan 103, no. 4 (December 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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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 (July 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 theory revealed how students growing up in hostile environments emulate and reproduce hostility. Education departments should consider these experiences to appraise and revise disciplinary policies to promote school safety, and more effective learning in the classroom.
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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 matter experts in recent years. Thus, cameras are installed to maintain the feeling of security and confidence for the population, and this surveillance is expanded on the streets, in condominiums, hospitals, residential facilities, prisons, among others. The security system needs to adopt a systematic set of processes in order to create value through alignment before actually starting the technical process. For this, it is necessary to review several pre and post monitoring steps, so that it runs successfully. This study aims to analyze the types and different monitoring systems, their surveillance and control technologies. In addition to presenting a budget analysis of cost-benefit investments for the acquisition and installation of security camera equipment, in the control of environments for care, in the use of modern and high-tech equipment. In addition, finding solutions for more accessible and effective security, which actually prevents and protects the environment with real-time actions in an investment analysis with the help of digital surveillance.
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Katsiyannis, Antonis, and Brenda Williams. "A National Survey of State Initiatives on Alternative Education." Remedial and Special Education 19, no. 5 (September 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 interagency collaboration and partnerships with the private sector. Implications for practice and further research are provided.
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McLoughlin, Caven S., and Daniel B. Lelless. "School Psychologists' Knowledge of Children's Legal Rights." Psychological Reports 80, no. 2 (April 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, freedom of religion and speech, search and seizure within school, divorce and child custody, school vandalism, and school attendance. Analysis indicated significant misconceptions about legal decisions; however, these school psychology practitioners have adequate legal knowledge about most of the surveyed themes excepting provisions for special education.
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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 (June 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 dropout), the variant of asocial behaviour, (acts of school vandalism, opposition and insubordination to the school authorities) and the variant of conduct with a pronounced antisocial character.
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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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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 (May 31, 2011): 63. http://dx.doi.org/10.5565/rev/qpsicologia.910.
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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 (May 31, 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 delinquencies by students in SMKN 2 Kota Kupang. This is a quantitative research used 330 students. The result proves that there is a significant negative relationship between the two variables which is -0.255 with the significance value of 0.000. The result also shows that there is a significant negative relationship among all of the aspects of school well-being with the delinquency.
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Pittinsky, Todd L. "Backtalk: Educate, don’t erase." Phi Delta Kappan 104, no. 2 (September 26, 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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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 (January 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 Integrated – (time use as dictated by feelings and combinations of all three). The finding that students present themselves in classrooms with heterogeneous perceptions of time, while the school organization operates within a homogeneous (Traditional) view of time, presents special problems for students. The study strongly suggests that teachers and administrators, become more aware of the differences in time use attitudes of students when designing instructional strategies and developing curriculum. Important school policies dealing with issues such as school dropouts, vandalism, truancy, and year round schools could also be based upon a consideration of how students view time.
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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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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 refers to the data relating to the situation in American schools in the last decade of the 20th century and the two decades of the 21st century, and to the results of international surveys, which indicate a drop in the age of young people engaging in risky behaviour. Attention was also paid to changes in teenagers’ everyday activities, criminalization and the medicalisation of school discipline.
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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 (March 10, 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 sampled but 78 questionnaires were retrieved representing 65% response rate and the collected data were analyzed using descriptive statistical tools. The findings showed that 70% of respondents admitted that the existing conditions of the schools were in a deplorable state. The result also showed that inadequate funding, lack of government intervention, lack of maintenance, delayed maintenance, vandalism, neglect, no sense of ownership by stakeholders, lack of community’s involvement, and overcrowding as the factors influencing the present condition of existing school infrastructures. It is observed that the public secondary schools are in a deplorable state of dilapidation that needed collective efforts of various stakeholders to improve them. This paper concludes that if proper attention is given to school infrastructures by the stakeholders there will be improvements in the public secondary school buildings in Rivers State and the study proposes a multi-stakeholders function framework for the proper maintenance of public schools infrastructure to eradicate the existing poor conditions.
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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 (April 29, 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 in the pathways to well-maintained toilets include local involvement upfront, quality construction, and the presence of a local champion; while conditions common in the pathways to poorly maintained toilets include the absence of the aforementioned conditions, in addition to vandalism and a lack of community support for maintenance. The familiarity of the technology is as common in the pathways to well-maintained toilets as poorly maintained toilets, suggesting that though technology choice is important, quality construction and social conditions may have a stronger influence on maintenance. Qualitative information is presented to support further discussion of the six conditions, including factors linked to their presence that may support improvements in Belize and have implications for school WASH services in other low-income settings.
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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 (August 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 developing character education because of some limitations. Actually, the integrated program with the family’s values will support the school performance. Based on these issues, it is referred a creative idea which is titled: "Bedtime Schooling: Folk Stories Submission as Model-Based Character Education Local Wisdom". This notion is a program: (1) supplement for character education in schools, and (2) complement the character education at home. This idea is expected to instill character values based on local wisdom that will become ammunition for the future generation to face the challenges in life that are more modern.</p>
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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 (April 14, 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 followed by no activity to do, having fun with friends plus no complete recreational facilities around the community. These four factors may contribute to social problems such as vandalism, young smokers and baby dumping because negative attitude will occur among them whereby, they are starting to smoke and getting involved in other negative values. Besides that, family background and school also contribute to students to start loitering. Thus, the finding of this study is hoped to provide useful information in improving the quality of life especially in the rural area whereby the number of crimes among youngsters is increasing. Keywords : loitering culture; quality of life; social problems; student.
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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 (May 31, 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 the Statistical Package for the Social Sciences (SPSS) analysis program and evaluated using a Likert scale. In the study reported on here, the mean scores – sorted from the highest, which means the most important factor, to the lowest – are presented. The findings reveal that low teacher professionalism and non-compliance to the regulations, contextual factors outside the schools (teenage pregnancy, vandalism), learners’ circumstantial challenges, high accountability by the department without considering schools’ contextual factors, and a lack of parental involvement in the teaching-learning process were among the biggest challenges for principals to influence quality education.
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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 (May 31, 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 regarding violence. This strategy of violence reduction was tested at 1 school in Umlazi, in the KwaZulu-Natal province of South Africa, in 4 stages: initial data collection, formation of an action team, design and implementation of a strategy, and evaluation of its efficacy. The action team was composed of teachers, community members, parents and learners who developed a strategy entitled, We Care (WC). Initial from both schools data showed that schools were unsafe, with school violence caused by substance abuse, theft, vandalism, physical violence, religious discrimination, sexual violence, cyber bullying, gender-based violence and gambling. WC clustered abnormal behaviour patterns demonstrated by learners into categories: violent cases and behavioural indicators of physical, sexual, alcohol and drug abuse. WC assisted high risk learners who had decided to act non violently, help victims and assist parents and community members who perpetrated violence. A preliminary evaluation was conducted 1 year later and WC reported that they had developed capacity to assist with these categories of violence, leading to a reduction in violent behaviour at the school.
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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 (June 24, 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 unfair means, absence without permission, and bullying (over a longer period) were rated as most frequently occurring in everyday school life. Further, deception detection was perceived as being mostly important in situations with severe consequences. Study 2 also demonstrates that situations with light consequences are perceived as situations where it is of relatively less importance to make accurate judgments, avoid wrongful accusation, and detect misbehavior, as compared with situations with severe consequences. Overall, teachers perceive avoiding wrong accusation as more important than detecting misbehavior. Influences of teachers’ perceptions on their behavior are discussed.
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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 (November 21, 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 they tend to commit acts of vandalism or behavior that tends to be irresponsible, sometimes filled with emotional attitudes. For this reason, according to the researcher, teachers who are capable of teaching not only cognitively but also related to inculcating spiritual attitudes and social attitudes are needed.
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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 (November 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 sample of seventh-, eighth-, and ninth-grade students in Switzerland ( n = 4,158) and were collected in 2013 within the framework of the Third International Self-Report Delinquency Study (ISRD3). In general, it was found that juveniles are more likely to commit offenses when they attend school classes with higher heterogeneity, regardless of the nature of the heterogeneity (i.e., mixture of natives, first-generation immigrants, or second-generation immigrants). Within the bivariate analysis, the heterogeneity of school classes relates significantly to involvement in graffiti, vandalism, shoplifting, group fight, robbery, burglary, bicycle theft, vehicle theft, and personal theft. After statistically controlling for gender and school grade, effects of class heterogeneity persist for selected offenses.
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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 (March 31, 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 force. The cases of ignoring the teacher's orders are more and more common, lack of respect towards the teaching staff, humiliating adults and vandalism. Pupils battle against teachers and peers too. The school hall is a kind of arena of undesirable behaviours. Therefore, the school as an institution in which children and young people spend 1/3 of their time during the day, should not only deal with teaching but take an active part in the implementation of activities in the field of broadly understood prevention and upbringing. Therefore there are challenges in front of the school aiming at stopping, limiting or even eliminating negative behaviours from children's and teenagers' lives.
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Smith, Deborah E., Richard H. Schwartz, and David M. Martin. "Heavy Cocaine Use by Adolescents." Pediatrics 83, no. 4 (April 1, 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 month later (93%). The majority (96%) were polydrug abusers. Possible causes of teen substance abuse are discussed, and the importance of prevention is emphasized.
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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 (August 18, 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 service providers; reduced homelessness; economic productivity; reduced vandalism to local infrastructure; reduced youth crime; reduced engagement with the justice system; and program income generated by participants. The counterfactual baseline was zero educational outcome, based on discussions with BackTrack staff and expert informants. We tested this assumption compared to the assumption that participants had a Year 8 education. There was evidence of significant quantifiable improvements in several outcomes: high school attendance or completion, vocational education attendance or completion, unskilled or vocationally qualified employment and economic productivity. Reduced homelessness, engagement with health services and acquisition of job readiness skills, as well as reduced local infrastructure vandalism and reduced crime were further quantifiable improvements. The net social benefit of BackTrack was estimated at $3,267,967 with a benefit-cost ratio of 2.03, meaning that every dollar invested in BackTrack would return $2.03 in benefits. BackTrack represents a viable funding option for a government interested in addressing the needs of high-risk young people.
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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 (July 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 specifically, among these, inclusive and equitable quality education. In some Eastern European countries, the percentage of young people who decide not to continue their studies is really too high, exceeding 10%. Therefore, the aim of the paper is to study the dropout phenomenon in this context. We employ a panel vector autoregressive model in first differences to test complex dynamic relationships between share of the population aged 18 to 24 not involved in any education or training (as a proxy for the dropout phenomenon), GDP per capita (as a proxy for a country’s wealth and industrial modernity), gross domestic expenditure on R&D in higher education (as a proxy for a country’s effort to improve its education system), and share of people reporting crime, violence or vandalism (as a proxy for a country’s social condition). The study concerns 10 Eastern European countries for the period 2000-2021. The results show that the government expenditure in education is negatively related to the dropout rate. Moreover, the increase in the relative number of early school leavers seems to stimulate a worsening in social conditions, with an increase in cases of crime, violence and vandalism. Finally, both an increase in dropouts and a deterioration in social conditions generate negative effects on the well-being of the community and economic growth. Improving the quality of the education system is therefore crucial (this is also confirmed by the variance decomposition analysis), even if it may not be enough: from the impulse response functions analysis, indeed, a shock exerted on the government expenditure on R&D in higher education produces positive effects on the (declining) dropout rate, but only for a short period. Policymakers should therefore make constant efforts to reduce the early school leaving.
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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 (January 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 use, parenting behavior, school drop-out). Some broader-level risk factors were insecure neighborhoods and risky sources of livelihood. Research is needed to quantify burden and to pilot feasible injury prevention interventions in this setting.
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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 (January 30, 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 groups. The analytic sample was comprised of ninth graders who participated in the 2013 Minnesota Student Survey ( n ~ 37,000). Multinomial logistic regression models calculated the risk of membership for victim only, perpetrator only, and victim–perpetrator subgroups, relative to no violence involvement, for students with ACE as compared with those with no ACE. Separate logistic regression models assessed the association between cumulative ACE and school-based violence, adjusting for age, ethnicity, family structure, poverty status, internalizing symptoms, and school district size. Nearly 30% of students were exposed to at least one ACE. Students with ACE represent 19% of no violence, 38% of victim only, 40% of perpetrator only, and 63% of victim–perpetrator groups. There was a strong, graded relationship between ACE and the probability of school-based victimization: physical bullying for boys but not girls, being threatened with a weapon, and theft or property destruction ( ps < .001) and perpetration: bullying and bringing a weapon to campus ( ps < .001), with boys especially vulnerable to the negative effects of cumulative ACE. We recommend that schools systematically screen for ACE, particularly among younger adolescents involved in victimization and perpetration, and develop the infrastructure to increase access to trauma-informed intervention services. Future research priorities and implications are discussed.
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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 (April 21, 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 (September 12, 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 sampling technique used was purposive sampling with the characteristics of being students of class XI Science, Social Sciences, and Language at SMAN 02 Batu. The instruments used are in the form of a scale of vandalism and short scale and extra-shorts forms of big five inventory. Analysis of the data used is descriptive analysis techniques and simple regression analysis used to determine whether the big five personality is a predictor of vandalism behavior in students. The results of the analysis obtained several conclusions as follows: (1) generally the level of vandalism in class XI students of SMAN 02 Batu is in the high category; (2) extraversion, conscientiousness, and neuroticism traits in SMAN 02 Batu students are generally in the low category, while trait agreeableness and openness are generally in the high category. (3) extraversion trait is a predictor of vandalism behavior in students of SMAN 02 Batu, (R equal 0.382 R square 0.088 sig. 0.004 less than 0.05). The results of this study are suggested that the schools make prevention efforts such as deflecting offenders to change destructive behavior into activities that have positive values. For further research, it is expected to be able to examine more in the aspects that exist in each variable, as well as the factors that influence the two variables.
Vandalisme adalah suatu tindak yang dilakukan dengan sengaja merusak lingkungan dan merupakan bentuk dari agresi. Ada beberapa faktor yang menyebabkan tindakan tersebut, salah satunya kepribadian dari individu. Penelitian ini bertujuan: (1) Mengetahui tingkat trait kepribadian big five (2) Mengetahui tingkat vandalisme (3) big five merupakan aspek prediksi perilaku vandalisme pada siswa. Dalam penelitian ini digunakan pendekatan kuantitatif deskriptif kausalitas. Sampel penelitian ini berjumlah 90 orang. Teknik sampling yang digunakan adalah purposive sampling dengan karakteristik yaitu merupakan siswa kelas XI IPA, IPS, dan Bahasa di SMAN 02 Batu. Istrumen yang digunakan berupa skala vandalisme dan skala short and extra-shorts forms of big five inventory. Analisis data yang digunakan adalah teknik analisis deskriptif dan analisis regresi sederhana yang digunakan untuk mengetahui apakah kepribadian big five sebagai prediktor perilaku vandalisme pada siswa. Hasil analisis diperoleh beberapa kesimpulan sebagai berikut: (1) umumnya tingkat vandalisme pada siswa kelas XI SMAN 02 Batu berada pada kategori tinggi; (2) trait extraversion, conscientiousness, dan neuroticism pada siswa SMAN 02 Batu secara umum pada kategori rendah, sementara trait agreeableness dan openness secara umum pada kategori tinggi. (3) trait extraversion merupakan prediktor perilaku vandalisme pada siswa SMAN 02 Batu, (R sama dengan 0,382 R square 0,088 sig. 0,004 kurang dari 0,05). Hasil penelitian ini disarankan agar pihak sekolah melakukan upaya pencegahan seperti, deflecting offenders guna mengubah perilaku perusakan menjadi kegiatan yang memiliki nilai positif. Bagi penelitian selanjutnya diharapkan untuk dapat mengkaji lebih dalam aspek-aspek yang ada pada masing-masing variabel, serta faktor-faktor yang mempengaruhi dari kedua variabel