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Public schools have experienced an increase in violence exposure and a decline in overall student academic achievement. The proposed school community social achievement model, based on the school safety and achievement model and the social development model, was used as the theoretical foundation for the study. The study involved examining the relationships between the independent variables, exposure to violence and perceptions of school safety; the intervening variables, school and family social bonds; and the dependent variable, academic achievement. A quantitative longitudinal survey design was employed and included archival data from the National Longitudinal Study of Adolescent Health Waves I and II. Multiple regression analyses were utilized to examine the effects of the exposure to violence and perceptions of school safety on achievement as well as both school and family social bonding; and the effects of school and family social bonding on academic achievement, while controlling for gender, ethnicity, and socioeconomic status. The findings indicated that exposure to violence was negatively related to school and family social bonds and academic achievement. Perceptions of school safety were positively related to school and family social bonds and academic achievement. The findings also indicated that school and family social bonds were positively related to academic achievement. Implications for social change are that school officials, teachers, and parents may be able to design intervention and prevention programs that will improve family and school social bonds, which may reduce the negative effects of exposure to violence and increase academic achievement.
Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have "asked for" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life. Although bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication. Composition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences.
(Purpose) The purpose of this study was to examine the consequences of violence exposure (personal and community) on African American students at historically black colleges and universities (HBCUs) as well as those attending predominantly white institutions (PWIs). Further, this study sought to determine if violence exposure makes a difference in academic achievement above and beyond traditional variables that have been studied in the past. (Methodology) Two groups of African American college students were studied to address the question of whether there is a difference between the deleterious effects of violence on African American students attending HBCUs and those attending PWIs. Four theories were hypothesized; the theories alluded to a statistically significant relationship between early exposure to violence and the later academic achievement of African American students at HBCUs and the PWIs. The study also sought to determine if the two groups of students were impacted differently. (Results) Data indicate very strong/strong correlations between and among numerous variables. (Conclusions) Statistical analyses indicate that early exposure to violence, especially personal violence, plays a role in determining the student's locus of control. The student's locus of control then determines the fervor with which the student will engage in academic pursuits. (Recommendations) Professional development incorporating research based techniques that requires participants to think in innovative and creative ways is essential for administrators, faculty, and staff; effective strategies are included. (Additional Data) Contains six (6) tables. A bibliography is included.
Violence at school can have a significant impact on young people, affecting their mental health, academic achievement, and socialization and adjustment. This brief examines that impact. It begins by defining school violence and examining the prevalence of exposure to, and victimization from, violence at school within a developmental framework. The most serious form of victimization, homicide at school, is discussed, and the early warning signs of the perpetration of violence are identified. The brief ends with a discussion of the behavioral and mental health consequences of exposure and victimization, and implications for strategies to ameliorate them. The challenge for educators is to react appropriately to warning signs of violence, but not to overreact. To respond adequately, schools need to employ appropriately trained mental health professionals who will be consistently available to students and staff. Mental health services should be considered part of the basic services provided to all students and staff.
Abstract: Exposure to parental intimate partner violence (IPV) has been shown to be negatively correlated with children's behavioral, social, emotional, cognitive, and physical outcomes. Yet, research studying the impact of IPV exposure on students' academic performance is scarce, and the findings from the limited literature do not converge. This study aimed to examine the relationship between exposure to IPV and academic performance, and whether parental academic involvement and school support will combat the negative academic outcomes of children exposed to IPV. Results indicated that exposure to IPV was not associated with academic performance, and parental academic involvement and school support were not protective factors. However, it revealed a complex relationship between exposure to IPV, parental academic involvement, and school support that warrants further investigation by future studies. Understanding the influences that home interactions may have on students' school functioning can be helpful in creating supportive interventions to support at-risk students.
This book uses life-course longitudinal data collected from a national probability sample of respondents over a span of nearly three decades to examine the impact of multiple forms of exposure to violence in adolescence on a broad range of outcomes in adulthood. The forms of adolescent exposure to violence include general violence victimization, parental physical abuse, witnessing parental violence, and exposure to neighborhood violence. The adult outcomes include adult educational attainment, employment, marital status, income and wealth, mental health, life satisfaction, illicit and problem substance use, general violence victimization and perpetration, intimate partner violence victimization and perpetration, and arrest. The results demonstrate the complex pattern of how the different forms of exposure to violence in adolescence have varying effects on different types of adult outcomes, and matter differently for females and males. Based on these results, implications for theory, policy, and future research are considered.
This open access book brings together discourse on children and peace from the 15th International Symposium on the Contributions of Psychology to Peace, covering issues pertinent to children and peace and approaches to making their world safer, fairer and more sustainable. The book is divided into nine sections that examine traditional themes (social construction and deconstruction of diversity, intergenerational transitions and memories of war, and multiculturalism), as well as contemporary issues such as Europe’s “migration crisis”, radicalization and violent extremism, and violence in families, schools and communities. Chapters contextualize each issue within specific social ecological frameworks in order to reflect on the multiplicity of influences that affect different outcomes and to discuss how the findings can be applied in different contexts. The volume also provides solutions and hope through its focus on youth empowerment and peacebuilding programs for children and families. This forward-thinking volume offers a multitude of views, approaches, and strategies for research and activism drawn from peace psychology scholars and United Nations researchers and practitioners. This book's multi-layered emphasis on context, structural determinants of peace and conflict, and use of research for action towards social cohesion for children and youth has not been brought together in other peace psychology literature to the same extent. Children and Peace: From Research to Action will be a useful resource for peace psychology academics and students, as well as social and developmental psychology academics and students, peace and development practitioners and activists, policy makers who need to make decisions about the matters covered in the book, child rights advocates and members of multilateral organizations such as the UN.