Academic literature on the topic 'School violence – South Africa – Prevention'
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Journal articles on the topic "School violence – South Africa – Prevention"
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Choe, Daniel Ewon, Marc A. Zimmerman, and Bashi Devnarain. "Youth Violence in South Africa: Exposure, Attitudes, and Resilience in Zulu Adolescents." Violence and Victims 27, no. 2 (2012): 166–81. http://dx.doi.org/10.1891/0886-6708.27.2.166.
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Exposure to violence is common in South Africa. Yet, few studies examine how violence exposure contributes to South African adolescents’ participation in youth violence. The aims of this study were to examine effects of different violence exposures on violent attitudes and behavior, to test whether attitudes mediated effects of violence exposures on violent behavior, and to test whether adult involvement had protective or promotive effects. Questionnaires were administered to 424 Zulu adolescents in township high schools around Durban, South Africa. Structural equation modeling (SEM) was used to test associations among violence exposures and both violent attitudes and behavior. Victimization, witnessing violence, and friends’ violent behavior contributed directly to violent behavior. Only family conflict and friends’ violence influenced violent attitudes. Attitudes mediated effects of friends’ violence on violent behavior. Multiple-group SEM indicated that adult involvement fit a protective model of resilience. These findings are discussed regarding their implications for prevention.
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Wubs, Annegreet Gera, Leif Edvard Aarø, Catherine Mathews, Hans E. Onya, and Jessie Mbwambo. "Associations Between Attitudes Toward Violence and Intimate Partner Violence in South Africa and Tanzania." Violence and Victims 28, no. 2 (2013): 324–40. http://dx.doi.org/10.1891/0886-6708.11-063.
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Attitude change approaches are common in the prevention of intimate partner violence (IPV) among adolescents. This study examined associations between perpetration or victimization and attitudes toward IPV with data from a longitudinal randomized controlled trial (RCT) of an HIV prevention intervention among school students in three sites in South Africa and Tanzania. Data analyses were confined to students from the control group only, and to those with experience with romantic relationships. Boys and those more involved with violence reported more violence-supportive attitudes. For Cape Town (and to some extent Mankweng), the results of prospective prediction are consistent with the notion of a bidirectional attitudes–behavior interrelationship. For Dar es Salaam attitudes predicted behavior prospectively; however, prediction in the opposite direction was not confirmed. These results indicate that attitude change strategies may be useful complementary to structural approaches also in global South settings, although their effectiveness may vary.
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Fakunmoju, Sunday B., and Shahana Rasool. "Exposure to Violence and Beliefs About Violence Against Women Among Adolescents in Nigeria and South Africa." SAGE Open 8, no. 4 (October 2018): 215824401881759. http://dx.doi.org/10.1177/2158244018817591.
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Although adolescents’ exposure to violence and oppressive gender attitudes is prevalent, comparative knowledge across countries is sparse. This study examined exposure to intimate partner violence (IPV), family violence, and beliefs about violence against women (VAW) in a convenience sample of 2,462 adolescents from 44 schools in Nigeria and South Africa. Findings suggested that exposure to IPV, family violence, and beliefs about VAW differed by gender and country. Specifically, adolescents from Nigeria were more likely to be exposed to IPV and family violence and were more likely to endorse VAW than adolescents from South Africa. Male adolescents were more likely to endorse VAW than were female adolescents. Similarly, higher age, being male, being from Nigeria, being in a relationship, and greater exposure to family violence were associated with higher endorsement of VAW. Findings suggest that effective prevention programs are needed in both countries to mitigate exposure to IPV and family violence. Concerted efforts are also required to work with exposed adolescents to inhibit pro-VAW beliefs and stop the intergenerational transmission of violence. Additional implications of findings for policy, practice, and research are discussed.
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Cluver, Lucie D., William E. Rudgard, Elona Toska, Siyanai Zhou, Laurence Campeau, Yulia Shenderovich, Mark Orkin, et al. "Violence prevention accelerators for children and adolescents in South Africa: A path analysis using two pooled cohorts." PLOS Medicine 17, no. 11 (November 9, 2020): e1003383. http://dx.doi.org/10.1371/journal.pmed.1003383.
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Background The INSPIRE framework was developed by 10 global agencies as the first global package for preventing and responding to violence against children. The framework includes seven complementary strategies. Delivering all seven strategies is a challenge in resource-limited contexts. Consequently, governments are requesting additional evidence to inform which ‘accelerator’ provisions can simultaneously reduce multiple types of violence against children. Methods and findings We pooled data from two prospective South African adolescent cohorts including Young Carers (2010–2012) and Mzantsi Wakho (2014–2017). The combined sample size was 5,034 adolescents. Each cohort measured six self-reported violence outcomes (sexual abuse, transactional sexual exploitation, physical abuse, emotional abuse, community violence victimisation, and youth lawbreaking) and seven self-reported INSPIRE-aligned protective factors (positive parenting, parental monitoring and supervision, food security at home, basic economic security at home, free schooling, free school meals, and abuse response services). Associations between hypothesised protective factors and violence outcomes were estimated jointly in a sex-stratified multivariate path model, controlling for baseline outcomes and socio-demographics and correcting for multiple-hypothesis testing using the Benjamini-Hochberg procedure. We calculated adjusted probability estimates conditional on the presence of no, one, or all protective factors significantly associated with reduced odds of at least three forms of violence in the path model. Adjusted risk differences (ARDs) and adjusted risk ratios (ARRs) with 95% confidence intervals (CIs) were also calculated. The sample mean age was 13.54 years, and 56.62% were female. There was 4% loss to follow-up. Positive parenting, parental monitoring and supervision, and food security at home were each associated with lower odds of three or more violence outcomes (p < 0.05). For girls, the adjusted probability of violence outcomes was estimated to be lower if all three of these factors were present, as compared to none of them: sexual abuse, 5.38% and 1.64% (ARD: −3.74% points, 95% CI −5.31 to −2.16, p < 0.001); transactional sexual exploitation, 10.07% and 4.84% (ARD: −5.23% points, 95% CI −7.26 to −3.20, p < 0.001); physical abuse, 38.58% and 23.85% (ARD: −14.72% points, 95% CI −19.11 to −10.33, p < 0.001); emotional abuse, 25.39% and 12.98% (ARD: −12.41% points, 95% CI −16.00 to −8.83, p < 0.001); community violence victimisation, 36.25% and 28.37% (ARD: −7.87% points, 95% CI −11.98 to −3.76, p < 0.001); and youth lawbreaking, 18.90% and 11.61% (ARD: −7.30% points, 95% CI −10.50 to −4.09, p < 0.001). For boys, the adjusted probability of violence outcomes was also estimated to be lower if all three factors were present, as compared to none of them: sexual abuse, 2.39% to 1.80% (ARD: −0.59% points, 95% CI −2.24 to 1.05, p = 0.482); transactional sexual exploitation, 6.97% to 4.55% (ARD: −2.42% points, 95% CI −4.77 to −0.08, p = 0.043); physical abuse from 37.19% to 25.44% (ARD: −11.74% points, 95% CI −16.91 to −6.58, p < 0.001); emotional abuse from 23.72% to 10.72% (ARD: −13.00% points, 95% CI −17.04 to −8.95, p < 0.001); community violence victimisation from 41.28% to 35.41% (ARD: −5.87% points, 95% CI −10.98 to −0.75, p = 0.025); and youth lawbreaking from 22.44% to 14.98% (ARD −7.46% points, 95% CI −11.57 to −3.35, p < 0.001). Key limitations were risk of residual confounding and not having information on protective factors related to all seven INSPIRE strategies. Conclusion In this cohort study, we found that positive and supervisory caregiving and food security at home are associated with reduced risk of multiple forms of violence against children. The presence of all three of these factors may be linked to greater risk reduction as compared to the presence of one or none of these factors. Policies promoting action on positive and supervisory caregiving and food security at home are likely to support further efficiencies in the delivery of INSPIRE.
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Mayeza, Emmanuel, and Deevia Bhana. "Boys and bullying in primary school: Young masculinities and the negotiation of power." South African Journal of Education 41, no. 1 (February 28, 2021): 1–8. http://dx.doi.org/10.15700/saje.v41n1a1858.
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In this article, we draw on data from focus group discussions to examine the ways in which some young boys in a South African township primary school construct and negotiate hegemonic masculinity through bullying, and other forms of violence, within the school. Deviating from the simplistic victim-bully binary, we draw from critical masculinity studies to show how younger boys exert power over girls through violence but are, themselves, also victims of violence which, they say, is perpetrated by girls. Boys are often identified as bullies at school, but when we gave them the opportunity to talk about what it meant to be a bully, we gained a far more complex picture of how bullying behaviour manifests between learners at school. Indeed, our participants’ accounts of violence at school gave us great insights into the complexities of gender violence and highlighted the broader socio-cultural and economic conditions that produce it. We conclude that it is vital to understand the mechanisms of gender power relations among primary school learners, if primary school violence prevention interventions are to be effective.
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Torres-Rueda, Sergio, Giulia Ferrari, Stacey Orangi, Regis Hitimana, Emmanuelle Daviaud, Theresa Tawiah, Rebecca Kyerewaa Dwommoh Prah, et al. "What will it cost to prevent violence against women and girls in low- and middle-income countries? Evidence from Ghana, Kenya, Pakistan, Rwanda, South Africa and Zambia." Health Policy and Planning 35, no. 7 (June 18, 2020): 855–66. http://dx.doi.org/10.1093/heapol/czaa024.
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Abstract Violence against women and girls (VAWG) is a global problem with profound consequences. Although there is a growing body of evidence on the effectiveness of VAWG prevention interventions, economic data are scarce. We carried out a cross-country study to examine the costs of VAWG prevention interventions in low- and middle-income countries. We collected primary cost data on six different pilot VAWG prevention interventions in six countries: Ghana, Kenya, Pakistan, Rwanda, South Africa and Zambia. The interventions varied in their delivery platforms, target populations, settings and theories of change. We adopted a micro-costing methodology. We calculated total costs and a number of unit costs common across interventions (e.g. cost per beneficiary reached). We used the pilot-level cost data to model the expected total costs and unit costs of five interventions scaled up to the national level. Total costs of the pilots varied between ∼US $208 000 in a small group intervention in South Africa to US $2 788 000 in a couples and community-based intervention in Rwanda. Staff costs were the largest cost input across all interventions; consequently, total costs were sensitive to staff time use and salaries. The cost per beneficiary reached in the pilots ranged from ∼US $4 in a community-based intervention in Ghana to US $1324 for one-to-one counselling in Zambia. When scaled up to the national level, total costs ranged from US $32 million in Ghana to US $168 million in Pakistan. Cost per beneficiary reached at scale decreased for all interventions compared to the pilots, except for school-based interventions due to differences in student density per school between the pilot and the national average. The costs of delivering VAWG prevention vary greatly due to differences in the geographical reach, number of intervention components and the complexity of adapting the intervention to the country. Cost-effectiveness analyses are necessary to determine the value for money of interventions.
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Kutywayo, Alison, Sasha Frade, Kerry Gordon, Tshepo Mahuma, Nicolette P. Naidoo, and Saiqa Mullick. "Who’s got the power? Expressions of empowerment among in-school adolescents enrolled in the Girls Achieve Power (GAP Year) trial in three peri-urban settings of South Africa." Gates Open Research 5 (July 19, 2021): 104. http://dx.doi.org/10.12688/gatesopenres.13336.1.
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Background: Empowerment is when a person gains mastery of their life and environment. This paper describes three central elements of empowerment (agency, resources, and institutional structures) expressed by adolescents, discussing implications for strengthening adolescent sexual reproductive health, HIV, and violence prevention programming. Methods: A cross-sectional survey was conducted (April 2017 – May 2018) as part of the GAP Year trial among grade eight learners (12 – 18 years) from 26 lowest quintile public high schools in Khayelitsha, Soweto and Thembisa townships, South Africa. Data were on empowerment experiences using a knowledge, attitudes, and practices survey. Descriptive and chi-square test statistics were employed, assessing the association between sociodemographic and domains of empowerment. Results: A total of 2383 adolescents in 26 schools completed the baseline survey: 63.1% female, mean age 13.7 years, 96.9% Black African. Agency: Males (4.04 vs 3.94, p=0.008) and those 15 – 18 years (4.10 vs 3.95, p=0.027) expressed stronger decision-making capacity. Females (3.18 vs 2.92, p<0.001) indicated a greater sense of collective action. Females (0.77 vs 0.72, p=0.008), those aged 12 -14 years (0.76 vs 0.71, p=0.027) and those with at least one parent/guardian employed (p=0.014) had stronger leadership confidence. Resources: Those 12-14 years expressed higher self-esteem (2.18 vs 2.08, p=0.017). Males (2.24 vs 1.87, p<0.001) and those who had at least one parent/guardian employed (p=0.047) had a higher perception of freedom from gender-based violence. Males showed greater mobility (2.89 vs 2.66, p=<0.001). Institutional structures: Coloured participants showed more positive norms than their Black counterparts (5.38 vs 2.12, p=0.005). Conclusions: Males expressed greater empowerment around decision-making, gender-based violence and mobility; females expressed greater collective action and leadership. Working across the ecological model, interventions addressing sex differences, targeting adolescents of all ages, and parental unemployment may strengthen expressions of empowerment, especially adolescents’ safety, mobility, aspirations, and future hopes.
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Kutywayo, Alison, Sasha Frade, Tshepo Mahuma, Nicolette P. Naidoo, and Saiqa Mullick. "Experiences of violence among female and male grade eight learners: baseline findings from the Girls Achieve Power (GAP Year) trial across three South African townships." Gates Open Research 5 (June 4, 2021): 89. http://dx.doi.org/10.12688/gatesopenres.13276.1.
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Background: South African adolescents experience disproportionally high rates of violence, with lifelong health, social and economic impacts. Few papers present risk factors associated with experiences of adolescent violence. Methods: A baseline cross-sectional survey was done (April 2017 – Sept 2018) with 3432 grade 8 learners in the Girls Achieve Power (GAP Year) trial from 26 high schools in three townships (Soweto and Tembisa, Gauteng and Khayelitsha, Western Cape). Collected data on lifetime experiences of different types of violence, perpetrators, and place of violence. Descriptive statistics and logistic regression were used to enumerate experiences of, and factors associated with violence. Results: A total of 2383 respondents are included. Most (63.1%) were girls, 81.5% aged 12-14. In total 26% had ever experienced violence, higher among boys (p=<0.001). Physical violence was most common (35.7%), then psychological (21.8%), sexual (13.1%), neglect (10.6%), cyberbullying (7.6%), corporal punishment (6.5%) and economic abuse (4.8%). Boys experienced more physical violence (36.0%); girls experienced more psychological violence (22.2%). Gauteng had double the reports of sexual violence (18.4% vs 7.6%, p<0.001). Violence happened most at school (27.4%), followed by the park (19.8%) or their friends’ home (12.9%). Multivariate analysis showed that boys (aOR 1.57; 95% CV 1.27-1.94; p=0.000), those aged 15-17 years (aOR 1.41; 95% CV 1.07-1.84; p=0.013), those who ever used substances (aOR 1.92; 95% CI 1.54-2.37; p=0.000), and those who sometimes feel worthless (aOR 1.35; 95% CI 1.10-1.64, p=0.003) were at higher odds of ever experiencing violence. Those who had never had sex were less likely to have ever experienced violence (aOR 0.66; 95% CI 0.51-0.83; p=0.001). Conclusion: Urgently need wider adoption, scaling, and sustaining of evidence-based primary violence prevention and structural interventions are required to reduce the high burden of adolescent violence. Stakeholders across the ecological model are needed to tackle harmful cultural norms that perpetuate violence.
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McClinton Appollis, Tracy, Sander Matthijs Eggers, Petrus J. de Vries, Hein de Vries, Crick Lund, and Cathy Mathews. "The Impact of Participation in Research About Abuse and Intimate Partner Violence: An Investigation of Harms, Benefits, and Regrets in Young Adolescents in the Western Cape of South Africa." Journal of Interpersonal Violence 35, no. 3-4 (February 13, 2017): 943–63. http://dx.doi.org/10.1177/0886260517691522.
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There is very little evidence whether recalling and answering questions about abuse or interpersonal violence has a positive or negative impact on participants of such research. This is an important ethical dilemma to ensure an appropriate risk-benefit ratio in research with young people is maintained. We assessed reported harms, benefits, and regrets of young adolescents who participated in a sensitive research project, and compared the harms and benefits in those who had and had not been victims and/or perpetrators of abuse or intimate partner violence. Participants were 3,264 adolescents aged 12 to 15 years in 41 public schools in the Western Cape, South Africa, who completed a survey about intimate partner violence, verbal, physical, and sexual abuse, as part of an HIV prevention cluster randomized controlled trial. The majority of participants reported research participation as beneficial (70.3%), while 27.7% reported harms and 14% regrets. Victims of abuse were more likely than non-victims to report benefits (71.9% vs. 67.1%; p = .02) and harms (31% vs. 20.9%; p < .01) and were less likely to report regret (13.1% vs. 16.7%; p = .02). Perpetrators of abuse were less likely than non-perpetrators to report benefits (67.4% vs. 72.8%; p = .01) and more likely to report harms (36.4% vs. 26.1%; p < .01) and regrets (17.4% vs. 13.3%; p = .01). Our findings suggested that research participation was more likely to have a positive rather than a negative emotional impact on young adolescents and that relatively few regretted participating. Victims and perpetrators of abuse were more likely to report benefits than harms, supporting the ethical appropriateness of ongoing research on abuse and violence. We recommend that further research is required to clarify and standardize terminology and instruments to quantify these kinds of evaluations, including measurement of the severity and intensity of reported benefits, harms and regrets, and the longer term impact of participation in sensitive research.
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Allers, Eugene, Christer Allgulander, Sean Exner Baumann, Charles L. Bowden, P. Buckley, David J. Castle, Beatrix J. Coetzee, et al. "13th National Congress of the South African Society of Psychiatrists, 20-23 September 2004." South African Journal of Psychiatry 10, no. 3 (October 1, 2004): 17. http://dx.doi.org/10.4102/sajpsychiatry.v10i3.150.
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List of abstacts and authors:1. Integrating the art and science of psychiatryEugene Allers2. Chronic pain as a predictor of outcome in an inpatient Psychiatric populationEugene Allers and Gerhard Grundling3. Recent advances in social phobiaChrister Allgulander4. Clinical management of patients with anxiety disordersChrister Allgulander5. Do elephants suffer from Schizophrenia? (Or do the Schizophrenias represent a disorder of self consciousness?) A Southern African perspectiveSean Exner Baumann6. Long term maintenance treatment of Bipolar Disorder: Preventing relapseCharles L. Bowden7. Predictors of response to treatments for Bipolar DisorderCharles L. Bowden8. Aids/HIV knowledge and high risk behaviour: A Geo-graphical comparison in a schizophrenia populationP Buckley, S van Vuuren, L Koen, J E Muller, C Seller, H Lategan, D J H Niehaus9. Does Marijuana make you go mad?David J Castle10. Understanding and management of Treatment Resistant SchizophreniaDavid J Castle11. Workshop on research and publishingDavid J Castle12. From victim to victor: Without a self-help bookBeatrix Jacqueline Coetzee13. The evaluation of the Gender Dysphoric patientFranco Colin14. Dissociation: A South African modelA M Dikobe, C K Mataboge, L M Motlana, B F Sokudela, C Kruger15. Designated smoking rooms...and other "Secret sins" of psychiatry: Tobacco cessation approaches in the severely mentally illCharl Els16. Dual diagnosis: Implications for treatment and prognosisCharl Els17. Body weight, glucose metabolism and the new generation antipsychoticsRobin Emsley18. Neurological abnormalities in first episode Schizophrenia: Temporal stability and clinical and outcome correlatesRobin Emsley, H Jadri Turner, Piet P Oosthuizen, Jonathan Carr19. Mythology of depressive illnesses among AfricansSenathi Fisha20. Substance use and High school dropoutAlan J. Flisher, Lorraine Townsend, Perpetual Chikobvu, Carl Lombard, Gary King21. Psychosis and Psychotic disordersA E Gangat 22. Vulnerability of individuals in a family system to develop a psychiatric disorderGerhard Grundling and Eugene Allers23. What does it Uberhaupt mean to "Integrate"?Jürgen Harms24. Research issues in South African child and adolescent psychiatryS M Hawkridge25. New religious movements and psychiatry: The Good NewsV H Hitzeroth26. The pregnant heroin addict: Integrating theory and practice in the development and provision of a service for this client groupV H Hitzeroth, L Kramer27. Autism spectrum disorderErick Hollander28. Recent advances and management in treatment resistanceEric Hollander29. Bipolar mixed statesM. Leigh Janet30. Profile of acute psychiatric inpatients tested for HIV - Helen Jospeh Hospital, JohannesburgA B R Janse van Rensburg31. ADHD - Using the art of film-making as an education mediumShabeer Ahmed Jeeva32. Treatment of adult ADHD co-morbiditiesShabeer Ahmed Jeeva33. Needs and services at ward one, Valkenberg HospitalDr J. A. Joska, Prof. A.J. Flisher34. Unanswered questions in the adequate treatment of depressionModerator: Dr Andre F JoubertExpert: Prof. Tony Hale35. Unanswered questions in treatment resistant depressionModerator: Dr Andre F JoubertExpert: Prof. Sidney Kennedy36. Are mentally ill people dangerous?Sen Z Kaliski37. The child custody circusSean Z. Kaliski38. The appropriatenes of certification of patients to psychiatric hospitalsV. N. Khanyile39. HIV/Aids Psychosocial responses and ethical dilemmasFred Kigozi40. Sex and PsychiatryB Levinson41. Violence and abuse in psychiatric in-patient institutions: A South African perspectiveMarilyn Lucas, John Weinkoove, Dean Stevenson42. Public health sector expenditure for mental health - A baseline study for South AfricaE N Madela-Mntla43. HIV in South Africa: Depression and CD4 countM Y H Moosa, F Y Jeenah44. Clinical strategies in dealing with treatment resistant schizophreniaPiet Oosthuizen, Dana Niehaus, Liezl Koen45. Buprenorphine/Naloxone maintenance in office practice: 18 months and 170 patients after the American releaseTed Parran Jr, Chris Adelman46. Integration of Pharmacotherapy for Opioid dependence into general psychiatric practice: Naltrexone, Methadone and Buprenorphine/ NaloxoneTed Parran47. Our African understanding of individulalism and communitarianismWillie Pienaar48. Healthy ageing and the prevention of DementiaFelix Potocnik, Susan van Rensburg, Christianne Bouwens49. Indigenous plants and methods used by traditional African healers for treatinf psychiatric patients in the Soutpansberg Area (Research was done in 1998)Ramovha Muvhango Rachel50. Symptom pattern & associated psychiatric disorders in subjects with possible & confirmed 22Q11 deletional syndromeJ.L. Roos, H.W. Pretorius, M. Karayiorgou51. Duration of antidepressant treatment: How long is long enough? How long is too longSteven P Roose52. A comparison study of early non-psychotic deviant behaviour in the first ten years of life, in Afrikaner patients with Schizophrenia, Schizo-affective disorder and Bipolar disorderMartin Scholtz, Melissa Janse van Rensburg, J. Louw Roos53. Treatment, treatment issues, and prevention of PTSD in women: An updateSoraya Seedat54. Fron neural networks to clinical practiceM Spitzer55. Opening keynote presentation: The art and science of PsychiatryM Spitzer56. The future of Pharmacotherapy for anxiety disordersDan J. Stein57. Neuropsychological deficits pre and post Electro Convulsive Therapy (ECT) thrice a week: A report of four casesUgash Subramaney, Yusuf Moosa58. Prevalence of and risk factors for Tradive Dyskinesia in a Xhosa population in the Eastern CapeDave Singler, Betty D. Patterson, Sandi Willows59. Eating disorders: Addictive disorders?Christopher Paul Szabo60. Ethical challenges and dilemmas of research in third world countriesGodfrey B. Tangwa61. The interface between Neurology and Psychiatry with specific focus on Somatoform dissociative disordersMichael Trimble62. Prevalence and correlates of depression and anxiety in doctors and teachersH Van der Bijl, P Oosthuizen63. Ingrid Jonker: A psychological analysisL. M. van der Merwe64. The strange world we live in, and the nature of the human subjectVasi van Deventer65. Art in psychiatry: Appendix or brain stem?C W van Staden66. Medical students on what "Soft skills" are about before and after curriculum reformC W van Staden, P M Joubert, A-M Bergh, G E Pickworth, W J Schurink, R R du Preez, J L Roos, C Kruger, S V Grey, B G Lindeque67. Attention deficit hyperactivity disorder (ADHD) - Medical management. Methylphenidate (Ritalin) or Atomoxetine (Strattera)Andre Venter68. A comprehensive guide to the treatment of adults with ADHDW J C Verbeeck69. Treatment of Insomnia: Stasis of the Art?G C Verster70. Are prisoners vulnerable research participants?Merryll Vorster71. Psychiatric disorders in the gymMerryl Vorster72. Ciprales: Effects on anxiety symptoms in Major Depressive DisorderBruce Lydiard
Dissertations / Theses on the topic "School violence – South Africa – Prevention"
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Ngqela, Nozuko. "Exploring learners' experiences of violence in a township high school." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5165.
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Thesis (MEdPsych))--University of Stellenbosch, 2010.Bibliography
ENGLISH ABSTRACT: School violence is a reality in South African township schools contaminating the school environment and jeopardizing the educational process. The aim of this study is to explore adolescent learners' experience of school violence in township high schools in order to develop and recommend a school prevention intervention programme/strategy. The study is explained in the theoretical framework of the bio-ecosystemic theory where violence is discussed as a reaction and as an action that occurs through reciprocal interaction between systems and the social environment. Through this interaction, adolescent learners are exposed to individual, family, school and community risk factors which place them at risk. Literature shows that schools in the township are sites of widespread violence; and these impacts on learners‟ emotional well-being. School violence also reflects the relationship that exists between what occurs in schools and what happens in learners' homes and communities. The specific design selected for this study is a case study and is qualitative and explorative in nature. Unstructured interviews were conducted with individual learners and focus groups to gather information regarding adolescents' experiences of school violence. The data was analysed with three main themes emerging during the participants' interviews. The findings revealed that a significant number of adolescent learners in the township school have experienced some form of gender-related violence at school, and that boys are more often the perpetrators of this school violence. The findings further showed that lack of safety and class management is another cause of violence and the violent activities within the school are a symptom of the social ills of the community within which the school is situated. Conclusions drawn from the study are that school violence is a multifaceted phenomenon and, based on these findings, it is recommended that a 'whole school' and an integrated approach be taken when dealing with violence in schools.
AFRIKAANSE OPSOMMING: Toenemende geweld in skole in Suid-Afrikaanse townships bederf die skoolomgewing en belemmer die opvoedkundige proses. Die doel van hierdie studie is om leerders se ervarings van geweld in hoërskole in townships te verken, ten einde 'n voorkomingsprogram/-strategie vir skole te ontwikkel en aan te beveel. Die studie gebruik die teoretiese raamwerk van die bio-ekosistemiese teorie waarbinne geweld bespreek word as 'n aksie en 'n reaksie wat plaasvind deur wedersydse interaksie tussen die sisteme en die sosiale omgewing. Hierdie interaksie kan adolessente leerders aan individuele, gesinsverwante, skool- en gemeenskapsrisikofaktore blootstel. Die studie wys dat skole in townships die ligging is van wydverspreide geweld wat 'n uitwerking het op leerders se akademiese prestasie. Dit wys ook dat geweld in skole 'n weerspieëling is van die verhouding wat bestaan tussen gebeure in die skool en gebeure in die leerders se huise en gemeenskappe. Die navorsingsontwerp vir hierdie studie is dié van 'n gevallestudie. Dit is kwalitatief en verkennend van aard. Ongestruktureerde onderhoude is met leerders en fokusgroepe gevoer om inligting rakende hulle ervarings van geweld in skole in te win. Die data is ontleed na aanleiding van drie temas wat tydens die onderhoude na vore gekom het. Die bevindinge het gewys dat 'n noemenswaardige aantal adolessente leerders in townshipskole een of ander vorm van geweld ervaar het, en dat seuns gewoonlik die aanrigters van die geweld is. Die studie het voorts gevind dat akademiese prestasie ernstig beïnvloed word deur geweld wat binne en buite die skoolgronde plaasvind, en ook dat geweld binne die skole 'n simptoom is van die sosiale euwels van die gemeenskap waarbinne die skole geleë is. Die studie se gevolgtrekking is dat geweld in skole 'n veelvlakkige fenomeen is. Die aanbeveling wat op hierdie gevolgtrekking berus is dat 'n "heel skool" geïntegreerde benadering gevolg moet word wanneer daar met geweld in skole gewerk word.
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Titus, Anton Jacobus. "Building safe and secure schools for effective learning in the Western Cape." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8209_1255355549.
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Existing situations at various schools, especially in post apartheid South Africa suggest that the education environment for effective teaching and learning is problematic for several reasons namely a lack of safety and security, poor governance and management and a lack of community ownership and partnership. This research however assumed that the implementation of safety related policies and other departmental guidelines is the foundation for effective learning, especially in the Western Cape. The primary aim and objective of this research was to ensure that learning takes place in an environment free from crime, violence, drugs, intimidation and fear. It was an assessment to acquire information from schools and other role-players regarding the status of safety and security in schools and to verify whether crime prevention policies are implemented.
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Powrie, Joy L. "A study of school stakeholder perceptions of the Safe Schools Programme of the Western Cape Education Department as implemented at a primary school in the Mitchell's Plain district." Thesis, Peninsula Technikon, 2003. http://hdl.handle.net/20.500.11838/1895.
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Thesis (MTech (Education))--Peninsula Technikon, 2003Teaching and Learning cannot take place in an unsafe environment. The school plays a central role in the socialisation of a child and it is critical that schools offer a safe environment in which learning can take place. This study attempts to investigate school stakeholder perceptions of the Safe Schools Programme of the WCED and its impact on the learning environment of one primary school in the Mitchell's Plain district. The study as a whole is set against the research literature on crime and violence in schools. The literature surveyed covered the following aspects: (I) What constitutes crime and violence in schools; (2) The effects of crime and violence on the school environment; and (3) Approaches to reducing crime and violence in schools. This research project is a case study of school stakeholder perceptions of the Safe Schools Programme of the WCED as implemented in one primary school. Qualitative research techniques were employed and data was collected by means of individual semi-structured interviews with the acting principal and the safety officer of the school. A focus group interview was held with a group of educators and support staff members. Learners were excluded from the study as the aim was to determine the perceived impact of the Safe Schools Programme on the learning environment at the school. Primary school learners may perhaps not be able to articulate their views on the issue under research. Parents were not included in this research process but could be a valuable source of data for future research.
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Kgosimore, David Leepile. "Educators as victims of workplace violence in selected secondary schools in the Capricorn District of the Limpopo Province, South Africa." Thesis, University of Limpopo, 2018. http://hdl.handle.net/10386/2330.
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Thesis (Ph. D. (Criminology)) --University of Limpopo, 2018Schools mirror the culture of violence that is endemic in our society. They have therefore become the focus of research on violence. However, much of our knowledge on violence that occurs in schools is on learners as victims of educator-on- learner and learner-on-learner violence; and as perpetrators of learner-on-learner because a great amount of research focuses only on these types of violence. Very little research has been done on teachers as victims of violence, and of learnerperpetrated violence, in particular. The little knowledge that is available indicates that objectionable behaviour, such as ill-discipline, class disruptions, and aggression and violent behaviour are aspects of interpersonal relationships that may cause teachers stress, burnout, job dissatisfaction, ill health, and lead to them quitting the teaching profession. This study investigated learner-perpetrated violence as a school and workplace violence. The results of this study, which are the outcomes of independently conducted qualitative and quantitative studies, confirm the parallel existence of learner-perpetrated violence and teacher stress and related ill health, behavioural reaction and organisational effects. The implications of these results are that the current legislation, the South African Schools Act, and regulations and policies associated with it, is inadequate in preventing the victimisation of teachers by learners, in their workplaces. Hence, this study recommends a model that can be implemented to prevent violence against teachers at a primary, secondary, and tertiary level. Learner violence is an occupational health and safety risk for teachers and needs to be handled in the same was as any other occupational health and safety hazard; hence the desire by teachers to be covered against violence at work under the Occupational Health and Safety Act. It is recommended that future research should focus on the incorporation of violence into the existing list of occupational hazard. This will force employers to take every step possible to prevent the victimisation of teachers in their workplaces. The reduction of incidents of violence against teachers has the potential of slowing teacher attrition down.
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Boqwana, Sizakele. "Teacher and learner perceptions of the relationship between gang activity and learner academic performance in township schools." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1960.
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Thesis (MTech (Education and Social Sciences))--Cape Peninsula University of Technology, 2009This study examines the nature and the extent of school gang activity and how it impacts on learner academic performance in South African township schools. The research evidence shows that learners in South Africa have been exposed to widespread school gang activity leading to poor learner academic performance in the township schools. The effects of the phenomenon of school gang activity on learner academic performance are given a more insightful understanding of its effects. The literature review supports the central argument that school gang activity persists in South African schools, especially in the townships. In addition, the literature provides both international and local perspectives of the high prevalence of school gang activity and claims that it results in an insecure teaching and learning environment. The specific research design selected for the study is a phenomenological study and is qualitative, explorative and descriptive in nature. A semi-structured interview method was employed to gather the data required. The findings of the study reveal that many learners in the township schools experience direct incidences of school gang activity either at school or on the way to or from school. In addition, the findings reveal that feelings of insecurity are most intense in the classroom situation because the opportunities to escape danger are minimal. The conclusions drawn from the study are that classrooms are dangerous places and this impacts on the ability of learners to achieve academically. Based on the findings, this mini-dissertation recommends collaborative efforts of all role-players to interact and produce amicable strategies and solutions that will decrease the occurrence of school gang activities and school violence. Gang activity in schools severely hinders learner academic performance. Hence incorporating interdisciplinary perspectives, involving activities such as teamwork and programme development can provide some solutions. This mini-dissertation is dedicated to my little angel, Avuyile Boqwana, in memory of the day she was born. I said that day, "A professor is born in my house," trusting that my wishes will be fulfilled one day. As young as she is, she is the source of all my inspirations to pursue life-long learning. My little is a source of motivation every time I look at her. She is my hope for the future. It was her enduring love when she always missed her bedtimes waiting for me to come back from my late tiring sessions that provided "the wind beneath my wings" to complete this educational journey.
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Johnson, Dawn Alice. "Learners’ understanding and experiences of bullying at a primary school in the Western Cape." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1869.
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Thesis submitted in fulfilment of the requirements for the degree
Master of Education
in the Faculty of Education and Social Sciences
at the Cape Peninsula University of Technology
2014This study aimed to determine learners' understanding and experiences of the different types of bullying and to examine the extent of bullying and roles they have been exposed to in various types of bullying. The research question was: What are primary school learners. understanding and experiences of bullying? Literature indicates that bullying can be executed in direct and indirect forms (Olweus, 1993:10; Boulton et al., 2002:354; Hunter & Boyle, 2002:324; Piskin, 2003:556; Lee, 2004:9). Direct bullying can be defined as relatively open attacks on a victim (Boulton et al., 2002:354) that are carried out face to face and may include pushing, kicking and fighting (Lee, 2004:10). Indirect bullying can be defined as being more subtle and less direct (Boulton et al., 2002:354) and will include behaviour such as social isolation and exclusion from a group. This study used the Olweus Intervention Method (1995), which offers a theoretical framework that could help the researcher find meaning in respect of the roles of the bully, victim and bystander. Urie Bronfenbrenner.s ecological theory (Bronfenbrenner,1998:993-1027) of human development was used as a lens for understanding bullying. Bronfenbrenner places child development within four different interacting levels, for example, the microsystem, mesosystem, exosystem and macrosystem (Sigelman & Schaffer, 1995:87). The researcher used a mixed-method research design as it could provide a better understanding of how learners understand their experiences of bullying . whether they were the victim, bully or witness. The total sample comprised 296 Intermediate Phase learners. The study began with a quantitative method, testing the understanding of concepts, and using a questionnaire for learners, and thereafter concluded with a qualitative method comprising a small number of learners (interviews with a focus group), exploring their experiences of bullying. The quantitative data was analysed by means of descriptive statistics to present simple summaries about the sample and the measures. The responses were recorded in frequency tables and percentages were calculated to determine general trends. The qualitative data was systematically organised into themes and patterns to bring meaning to the themes by telling a story. Information obtained from respondents was treated as highly confidential and the research findings were presented with integrity. The results indicated that most learners have not been exposed to bullying as victims, although a high number of incidences were reported. Older boys were mostly involved in incidences of physical violence. Of significance is the fact that the main kind of bullying was that of emotional bullying. Table 4.7 shows that mostly boys are teased (37.0%), while Table 4.16 shows teasing others mostly occurs between learners of the same age (30.4%). On the other hand, Table 4.17 reveals that mostly girls are prone to spread rumours about others (17.5%) of the same age as themselves (26%) and fall prey to this type of emotional bullying.
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Kneip, Katharina. "A Novel Approach to Youth Crime Prevention: Mindfulness Meditation Classes in South African Townships." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-409489.
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Children growing up in poor areas with high crime rates are shown to easily get involved in violent actions and criminal gangs. In South Africa, despite considerable efforts to reduce youth delinquency, youth crime rates are still disturbingly high – specifically, in the townships of the Cape Flats. This paper points out an important aspect previously unaddressed by most youth crime prevention: the subconscious roots of youth crime. What if we could develop youth crime prevention programs that manage to impact the subconscious behavioral patterns of youth in high crime areas? This paper proposes a promising and cost-effective approach that has great potential to affect multipe causes of crime: mindfulness meditation. Built upon newest findings in Neuroscience, this paper suggests that mindfulness meditation classes are associated with a reduction in aggressive behavior, a risk factor for youth crime, and an increase in self-efficacy, a protective factor. The impact of mindfulness classes at a high school in Khayelitsha, a poor and violent-stricken township of Cape Town, is analyzed. Self-reported aggression and self-efficacy are measured via a psychometric survey questionnaire created from two well-tested and validated scales. Regression analyses of 384 survey answers provided mixed results. Whilst novice meditators were not associated with higher self-efficacy and lower aggression, long-term meditators performed better in several dimensions of self-efficacy and aggression, yet no significant relationship was found. Further research specifically needs to investigate the moderating effect of age (a proxy for psychological development) on meditation. This study aims to bridge the gap between the outdated paradigms of youth crime prevention and ancient wisdom via ground-breaking new evidence from the field of Neuroscience. This study furthermore hopes to point policy makers toward developing new, integrative and sustainable approaches to youth crime prevention – approaches that give back agency to our youth.Anders Westholm har inget med betygssättningen att göra annat än i rent formellt hänseende (examinator). Det är han som rapporterar in och skriver under men i sak är det seminarieledaren som har beslutet i sin hand. Statsvetenskapliga institutet har som princip att skilja på handledning och examination vilket innebär att handledaren inte får vara seminarieledare. Seminarieledare och personen som satt betygget var i det här fallet Sven Oskarsson: Sven.Oskarsson@statsvet.uu.se
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Londt, Marcel P. "Management of domestic violence: risk-based assessment and intervention guidelines with perpetrators of intimate violence." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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The main goal of this study was to develop assessment and intervention guidelines that will provide practitioners with a framework to develop and implement batterer intervention programmes. The development of batterer intervention programmes must be informed by risk-based assessment and the study has identified this as a priority. This priority was informed by the popular notions that batterer intervention by itself, is futile and that intervention efforts were misdirected and useless. The author was of the opinion that if specific risk markers were identified, the batterer intervention efforts could be a tool to influence the values, beliefs and dangerous behaviours of abusive men. This study attempted to formally identify those risk factors that should be considered with batterers so that appropriate guidelines for assessment and intervention could result.
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Steinsland, Linda Renate. "The response of the South African Police Service in the prevention and management of domestic violence." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019982.
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The levels of crime and violence in South Africa seem to go hand in hand with the increase in the number of police practitioners. However, despite all the work going into it, “nothing seems to reduce the general trend” (Burger 2007:1). Domestic violence, for instance, is one of the major challenges practitioners are faced with on a daily basis at all levels in South Africa (Bendall 2010:100). Nonetheless, the country has yet to recognise this specific type of violence as a crime in their official crime statistics (SAPS 2010). Domestic violence has, in fact, struggled to become recognised as one of the most serious types of crime in today‟s society. This might be explained in terms of the developments that have occurred – both in international research and in the domestic realm – especially in terms of the ever-changing nuclear family. However, this could also be explained in the way such violence is treated by the South African Police Service. Nonetheless, it appears that a significant amount of research has been undertaken on the nature and impact of domestic violence, including the various responses and strategies to its management. However, it seems as though no-one can come up with a proper solution to this problem. In terms of violence in general, a number of different researchers in the field have suggested possible explanations to the problem. Burton, for instance, explained violence in terms of the neglect of basic human needs, the need for identity and the need for control. This author suggested that if these basic needs are frustrated, violence could be expected to occur, including violence within the family. Moreover, some violent behaviour could be described in terms of a loss of control of the situation and the management thereof. It is especially in these circumstances that conflict management techniques are to be highly recommended. Mediation – or facilitation – collectively referred to as restorative justice – is an example of such a technique. However, the question of whether or not to include mediation has been subject to much discussion amongst scholars in the field. As one of the main roles of the police is to prevent violence, and to protect the citizens from harm, it would be appropriate for the purpose of this study, to focus specifically on the SAPS and their response to cases of domestic violence. Their lived experiences are evaluated in terms of the existing legal framework, as well as in the light of other empirical research.
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Masinga, Kate Poppy. "A school-based violence prevention programme for high school learners in Tshwane South District Gauteng Province." Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/60388.
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A report released by the South African Council of Educators (SACE) (2011:12) reveals a grim picture on school safety and the shocking results showing that 1.8 million learners experienced violence at school. Eight years after the Human Rights Watch World Report (2008:164), sexual violence, corporal punishment; bullying, gang-related activities, and occasional murder continue to plague some South African schools. Violence against children and youth has reached endemic proportions in South Africa (Huisman, 2014:10).
The goal of the study was to develop, implement and evaluate a school-based violence prevention programme with high school learners in Tshwane South District. The bio-ecological systems theory and a combination of practice approaches, namely: the developmental social work approach, the social and emotional learning (SEL) approach, character education (CE) and social cognitive and social competence perspective were utilised as theoretical frameworks for the study.
The study was embedded within the pragmatic and critical research paradigms. The Intervention Research, Design and Development (D&D) model which is a sub-type of applied research, was utilised for the study. The exploratory convergent design was used, starting with the exploratory design and followed by the descriptive design (Creswell & Plano Clark, 2007:59). For the qualitative phase, the collective case study method was used to solicit in-depth views of learners on the school violence problem and interventions to address the problem (Creswell & Plano Clark, 2007:59). During the quantitative phase, the descriptive survey research design was employed to identify and describe the nature and aetiology of the phenomena of school violence (Onwuegbuzie & Leech, 2006:474) and to obtain quantitative data about the learners' opinions, attitudes, and experiences of school-based violence (Engel & Schutt, 2013:18).
Concurrent multilevel sampling was employed (Sharp, Mobley, Hammond, Withington, Drew, Stringfield & Stipanovic, 2012:35), including both purposive and random sampling techniques (Teddlie & Yu, 2007:85). In developing the Triple T school-based violence prevention programme in collaboration with learners as service users, Lipsey's Theory-Based Programme Development and Evaluation Model was utilised (Lipsey, 1993:33). Mixed methods, namely a One-Group Pretest-Posttest design in combination with a focus group interview was used to evaluate the programme.
The Triple T programme was effective in enhancing learners' knowledge of the nature, causes and impact of violence; their knowledge of moral values and ethical principles; their understanding that violence is a violation of human rights; the importance of caring, compassionate and supportive interpersonal relationships that are based on respect and UBUNTU principles; and increased their knowledge of conflict resolution and anger control strategies. Although some skills in problem-solving and decision-making were learnt, time constraints did not allow in-depth skills development. Furthermore, the use of ICT and role play was unproductive and there was a lack of preference for homework exercises. It cannot be confirmed that the programme has been effective in changing learners' attitudes and behaviours because change is a process and happens over time. Based on the study's findings, it is recommended that the programme be modified, improved, and then implemented and evaluated pertaining to the promotion of an anti-violence school culture and the prevention of violence.Thesis (DPhil)--University of Pretoria, 2016.
Social Work and Criminology
DPhil
Unrestricted
Books on the topic "School violence – South Africa – Prevention"
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Landsberg, Chris. The benevolent giant: Can South Africa contain the Great Lakes crisis? Johannesburg: Centre for Policy Studies, 1996.
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Mark, Shaw. Recommending peace: Summary of the reports and an initial follow-up of the recommendations of the Goldstone Commission. [South Africa?]: Institute for the Study of Public Violence, 1993.
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Intimidation, South Africa Commission of Inquiry Regarding the Prevention of Public Violence and. List of the archives of the Commission of Inquiry Regarding the Prevention of Public Violence and Intimidation (1990-1994). Pretoria: National Archives of South Africa, 1998.
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California. Legislature. Assembly. Select Committee on School Safety. Proceedings of the Assembly Select Committee on School Safety: Topic, overview of community response to emergency preparedness and response in K-12 schools : Friday, January 11, 2001 [i.e. 2002], 10:00 A.M. - 12:00 P.M., South Whittier Community Resource Center, South Whittier, CA. Sacramento, Calif.]: The Committee, 2002.
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FEMNET review report: Male involvement in programmes to combat gender based violence : Malawi and South Africa, September-November 2002. Nairobi, Kenya: African Women's Development and Communication Network, 2002.
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Africa, Regional Forum on Strengthening Partnerships with Faith-Based Organizations (FBOs) for the Prevention of HIV/AIDS and Violence Against Women (2007 Durban South Africa). Africa Regional Forum on Strengthening Partnerships with Faith-Based Organizations (FBOs) for the Prevention of HIV/AIDS and Violence Against Women: Durban, South Africa, 4-5 December 2007 : report on the conference proceedings. New York: United Nations Population Fund, 2008.
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Brysk, Alison. Expanding Rights. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190901516.003.0009.
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Chapter 9 turns to the gendered impact of public policy and the potential of rights-based public policy as a response to violence. First, we will chronicle the diffusion of global models of gendered public policy on urban planning, transportation, sanitation, and social services. Next, we will trace the emergence of new models of policing and social services to address family violence in Turkey, Brazil, South Africa, Mexico, and El Salvador. Moving from protection to prevention, we will examine how transnational programs and coalitions for urban safety, sanitation, and transportation respond to the sexual violence tracked above in India, South Africa, Colombia, and Mexico, as well as similar problems in slum areas in Kenya. We will also consider burgeoning efforts to ensure safe schools and refugee protection.
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(Editor), Vije Franchi, Norman Duncan (Editor), and Viji, Ph.D. Franchi (Editor), eds. Prevention and Intervention Practice in Post-Apartheid South Africa. Haworth Press, 2003.
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Tony, Emmett, and Butchart Alexander 1961-, eds. Behind the mask: Getting to grips with crime and violence in South Africa. Pretoria: HSRC Publishers, 2000.
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(Editor), Tony Emmett, and Alex Butchart (Editor), eds. Behind the Mask: Getting to Grips with Crime and Violence in South Africa. Human Sciences Research Council, 2000.
Find full textBook chapters on the topic "School violence – South Africa – Prevention"
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Casella, Ronnie. "The Historical and Political Roots of School Violence in South Africa: Developing a Cross-National Theory." In Rethinking School Violence, 38–55. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137015211_3.
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Morrell, Robert, Deevia Bhana, and Vijay Hamlall. "‘I’m not scared of the teacher — I can hold him — I can hold him with my bare hands’: Schoolboys, Male Teachers and Physical Violence at a Durban Secondary School in South Africa." In Rethinking School Violence, 111–28. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137015211_7.
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Bhana, Deevia. "Violence and the Gendered Negotiation of Masculinity Among Young Black School Boys in South Africa." In African Masculinities, 205–20. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979605_13.
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Behle, Maliabeng Historina, and Hlengiwe Sehlapelo. "School violence in South Africa." In Challenges and Issues facing the Education System in South Africa, 101–24. Africa Institute of South Africa, 2014. http://dx.doi.org/10.2307/j.ctvh8r1tk.12.
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Mncanca, Mzoli, and Chinedu Okeke. "Early Exposure to Domestic Violence and Implications for Early Childhood Education Services." In Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools, 35–55. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7476-7.ch003.
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This meta-analysis drew statistical data from the Victims of Crimes Survey (VOCS) and gleaned empirical insights from the literature to present a comprehensive discussion about the extent of early childhood exposure to domestic violence and the effects on children's developmental trajectories. Bandura's social learning theory and the intergenerational transmission of violence were adopted as guiding theoretical perspectives to highlight the dangers of early exposure to violence and to elucidate the importance of raising children in safe and stable homes and schooling environments. Findings show that many South African children are severely affected by domestic violence, with far-reaching implications for their future holistic development and life chances. The chapter recommends that universities should ensure their early childhood education qualifications are socially relevant and contextually grounded. Similarly, practitioners should initiate and play a leading role in multi-stakeholder preventive interventions on domestic violence.
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"CHAPTER 2. “Old School” Policing versus “the New South Africa”: Violence and Security in South Africa." In Twilight Policing, 30–54. University of California Press, 2019. http://dx.doi.org/10.1525/9780520962507-007.
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Monyai, Reginald Botshabeng, and Kemoneilwe Momi Metsing. "Understanding Teenage Pregnancy in the South African Context." In Socio-Cultural Influences on Teenage Pregnancy and Contemporary Prevention Measures, 117–28. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6108-8.ch007.
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This chapter will attempt to dissect the reasons behind the high prevalence of teenage pregnancy among secondary school girls in South Africa. The causes and factors responsible for teenage pregnancy are identified as psycho-social, social, and economic, including stigmatization. The chapter takes a qualitative position, where respondents are interviewed over and above the use of questionnaires. The health belief model is used as a theoretical framework to provide better insights into to why teenagers in secondary schools fall pregnant.
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"Where criminal justice is not enough: Integrated urban crime and violence prevention in Brazil and South Africa." In World Development Report 2014, 164–65. The World Bank, 2013. http://dx.doi.org/10.1596/9780821399033_spotlight4.
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Britton, Hannah E. "Moving beyond Carceral Feminism." In Ending Gender-Based Violence, 149–58. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043093.003.0007.
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Recently in South Africa, social problems such as gender-based violence are interpreted primarily as legal issues that may be ameliorated by carceral solutions. These approaches are appealing because political leaders know how to set sentencing guidelines, monitor arrests, and track prosecutions. Yet what the postapartheid case underscores is that such reactive approaches are woefully inadequate to address the complexity of violence that individuals, families, and communities face. The service providers in this project argue that the prevention of gender-based violence starts with community-based approaches. When communities are strengthened, leaders are better able to foster social transformation. Service providers are calling for a broader understanding of the upstream solutions to address all forms of violence and to uproot the legacies of violence and oppression.
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Ramulumo, Mashudu Richard. "Causes and Factors Responsible for Teenage Pregnancy." In Socio-Cultural Influences on Teenage Pregnancy and Contemporary Prevention Measures, 44–63. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6108-8.ch003.
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Teenage pregnancy in South African schools poses a serious management and leadership challenge. This chapter is based on the findings of a study that was conducted in South Africa, Limpopo Province. The aim of the study was to examine causes and factors responsible for teenage pregnancy in secondary schools in the Vhembe district of Limpopo Province, South Africa. This chapter explores the consequences of teenage pregnancy. Findings reveal that poverty, lack of parental guidance, and peer pressure could be some of the causes of teenage pregnancy. The study also suggests that pregnant learners are victims of expulsion or school dropout. The study further recommends that intervention programs be developed that include training of school management teams, school governing bodies, and educators to effectively educate and manage learners who are pregnant.
Conference papers on the topic "School violence – South Africa – Prevention"
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Pratami, Yustika Rahmawati, and Nurul Kurniati. "Sex Education Strategy for Adolescents: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.27.
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Background: Comprehensive Sexuality Education (CSE) plays an important role in preparing safe and productive lives of adolescents through understanding about HIV/ AIDS, sexually transmitted infections, unintended pregnancy, gender-based violence, and gender disparity. This scoping review aimed to investigate the appropriate method of sex education and information for adolescents. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The research question was identified using population, exposure, and outcome(s) (PEOS) framework. The search included PubMed, ScienceDirect, Wiley Online Library, ProQuest, and EBSCO databases. The inclusion criteria were English-language and full-text articles published between 2009 and 2019. A total of 460 articles was obtained from the searched database. After the review process, twenty articles were eligible for this review. The data were reported by the PRISMA flow chart. Results: Eleven articles from developing countries (Nigeria, Thailand, Iran, California, Vietnam, Spain, South Africa, Indonesia) and nine articles from developed countries (USA, England, Australia) met the inclusion criteria with quantitative (cross-sectional, quasi-experiments, cohort, RCT) and qualitative design studies. The findings discussed available sources of sex education for adolescents including peers, school, media, and other adults. Digital media (internet and TV) contributed as preferable sources for adolescents. The parents and teacher’s involvement in providing sex education remained inadequate. Inappropriate sources of sex education like invalid information from the internet and other adults caused negative consequences on the sexual and reproductive health of children and adolescents. Conclusion: Parents-school partnership strategies play an important role in delivering appropriate information about sex education for children and adolescents. Keywords: digital media, sex education, parents, schools, adolescents Correspondence: Yustika Rahmawati Pratami. Jl. Siliwangi No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: yustikarahmawati068@gmail.com. Mobile: +6282198915596. DOI: https://doi.org/10.26911/the7thicph.02.27