Violence Against British Columbia Teachers
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... To date, research on issues surrounding school violence against teachers have focused on teachers' reports on victimization (Dinkes, Cataldi, Kena, & Baum, 2006; Lyon & Douglas, 1999). There have been relatively few studies on students' reports on perpetration of violence against school teachers (Khoury-Kassabri, Astor, & Benbenishty, in press). ...
... They are expected to be role models for school children and responsible for protecting students from harm as well as promoting student well-being. Inexplicably, sometimes teachers are targets of violence committed by their students during school hours (Lyon & Douglas, 1999). According to a national school crime survey, 7 percent of U.S. primary and secondary school teachers were threatened with injury, while 3 percent were physically attacked by a student from their own school between 2003 and 2004 (Dinkes et al., 2006). ...
... Nevertheless, one study reported that 65.5 percent of surveyed junior high school teachers had been verbally assaulted by their school students (Chen, 1999). Studies in Western cultures have shown that violence negatively impacted teachers' mental health and their quality of teaching (Lyon & Douglas, 1999). Furthermore, teachers' victimization may influence students' psychosocial well-beings and academic performance. ...
This study reports preliminary findings of a national survey on student violence against teachers in Taiwanese schools; 14,022 students from elementary to high school (grades 4 to 12) participate in this study. Students were given a structured and anonymous questionnaire including a scale for reporting their violent behavior against teachers. Findings suggest the prevalence of violence against teachers varies by gender, grade level, and school type. A majority of perpetrators reported engaging in violence because of a teacher's unreasonable expectations. Findings indicate that intervention programs need to focus on promoting the quality of teacher-student interactions as a major prevention variable.
... In general, these studies have examined each risk factor separately, rather than collectively. In addition, international studies have shown the vast majority of perpetrators of violence against teachers are students (Dinkes, Cataldi, Kena, & Baum, 2006;Lyon & Douglas, 1999). Far less research exists, however, on how risk factors contribute to student perpetration of violence against teachers (Chen & Astor, 2009a; Khoury-Kassabri, Astor, & Benbenishty, 2009). ...
... Student violence against teachers. Students' perpetrating violence against teachers has negatively impacted teachers' personal safety, mental health, and their quality of teaching (Astor, Meyer, Benbenishty, Marachi, & Rosemond, 2005;Lyon & Douglas, 1999). To date, there have been far fewer reports on how risk factors contribute to students' perpetrating violence against teachers. ...
Educational tracking based on academic ability accounts for different school dynamics between vocational versus academically-oriented high schools in Taiwan. Many educational practitioners predict that the settings of vocational schools and academic schools mediate school violence in different ways. Alternatively, some researchers argue the actual mediating mechanism may not vary significantly between the different school types in different cultures. The purpose of this study was to examine how within-school variables (school engagement, risky peers, and student–teacher interaction) mediate external-school variables (personal traits, parental monitoring, and victimization) and school violence in Taiwanese vocational and academically-oriented schools. Structural equation modeling analysis, based on a national representative sample (N=7,841), suggested school violence was mediated through school variables. Similar mediational findings were found between academic and vocational schools as well as between males and females. Findings suggest that school violence is mediated by within-school variables in similar ways across different school types, genders, and cultures. © 2010 Wiley Periodicals, Inc.
... School location is also related to school violence, with urban teachers (in the U.S.) most likely to experience aggressive and violent behavior from students, such as obscene gestures/remarks, harassment, verbal threats, and theft of personal property (Bounds & Jenkins, 2016;McMahon et al., 2014). Several studies have shown that teachers in secondary schools are more likely to be victimized than those in lower grade levels (Kauppi & Pörhölä, 2012;Lyon & Douglas, 1999). In the present study, we included gender, school location (i.e., rural, urban, and suburban), and grade levels (i.e., middle, high, and combined secondary schools) as demographic variables. ...
The goal of this study is to examine individual-level and school-level predictors of teacher victimization (TV) by students in China based upon the multilevel social-ecological framework. A sample of 1,711 teachers (7th to 12th grade) from 58 schools from eight provinces in mainland China completed measures of teacher victimization (i.e., physical TV, verbal TV, social TV, cyber TV, sexual harassment, and personal property offenses) by students, school-wide bullying and disciplinary practices, and demographics. In the present sample, 25.1% of teachers reported that they experienced at least one of the six forms of victimization from students in the past school year. Prevalence of teacher victimization ranged from 4.0% (physical victimization) to 16.8% (social victimization). Male teachers were more likely to experience all forms of TV and homeroom teachers were more likely than non-homeroom teachers to experience social TV. Schools with fewer students, but higher number of teachers, also had higher levels of TV. Student bullying and punitive disciplinary practices at the teacher level were associated with higher levels of most forms of TV. Implications of these findings are discussed.
... First, when educators are exposed to school violence, they may be precluded from performing their academic and related functions effectively (Masitsa 2011). In the light of the foregoing, it is important to have knowledge and understanding of educator awareness and exposure to violence at schools either as victims or witnesses as it negatively impacts them (Lyon and Douglas 1999;Chen and Astor 2009;Geissler 2015) in a variety of ways inclusive of, but not limited to attrition, burnout, mental health, and teaching quality. Educator experiences with school-based violence is also important as it impacts teacher attrition (Geissler 2015), school matters, and the policies they support, helps teachers to recognize the signs that students may display when they are at risk for violent behaviors, assist teachers in better understanding school violence, and assist them to better communicate with students, and/or assist them in solving problematic issues. ...
School violence is a significant problem for educators in Small
Island Developing States (SIDS) and has been recognized as a pervasive
problem which affects many individuals. This study analyzed
the experiences (characteristics and frequency) of educators in four
SIDS in the Caribbean regarding their exposure to school violence.
Three hundred self-administered questionnaires were randomly
distributed to teachers in Barbados, St. Lucia, St. Vincent and the
Grenadines, and Trinidad and Tobago regarding the character and
frequency of violence at schools. After the data were cleaned, 120
questionnaires were found to contain valid data. Quantitative analyses
of these questionnaires revealed a wide range of violent acts at
schools in the Caribbean. Thirty-eight percent of the respondents
reported having witnessed five or more acts of school violence per
month, 33% witnessed three to four acts of school violence per
month, and 29% witnessed one to two acts of school violence per
month. Weapons of choice for these violent acts included knives,
bottles, belts, bottles, fists, and feet. The use of firearms was hardly
ever witnessed by the respondents. Analyses also indicated that
children as young as 5 years old were involved in school violence;
however, there was a concentration of violence at schools perpetrated
by students aged 11–15. Policy implications and directions
for future research are discussed.
Keywords: School violence; Educator; Small Island Developing
States; Caribbean
... First, when educators are exposed to school violence, they may be precluded from performing their academic and related functions effectively (Masitsa 2011). In the light of the foregoing, it is important to have knowledge and understanding of educator awareness and exposure to violence at schools either as victims or witnesses as it negatively impacts them (Lyon and Douglas 1999;Chen and Astor 2009;Geissler 2015) in a variety of ways inclusive of, but not limited to attrition, burnout, mental health, and teaching quality. Educator experiences with school-based violence is also important as it impacts teacher attrition (Geissler 2015), school matters, and the policies they support, helps teachers to recognize the signs that students may display when they are at risk for violent behaviors, assist teachers in better understanding school violence, and assist them to better communicate with students, and/or assist them in solving problematic issues. ...
In an effort to clarify the relationship between the experience of sexual assault and physical health, rape victims and a matched comparison group were repeatedly assessed for somatic symptoms, psychological distress, health care use, and self-rated health perceptions during the year immediately after the assault. Women who experienced sexual assault reported more somatic complaints, poorer perceptions of physical health, greater psychological distress, and increased use of medical services. However, victims did not show a significantly higher use of mental health services and continued to seek medical attention at the end of the year after the assault, when health perceptions and somatic symptoms were no longer significantly elevated. The use of mental health services and social support as moderating variables are examined, and implications for the medical and psychological treatment of sexual assault victims are discussed.
The topic of school violence is becoming an increasingly contentious issue. Claims are made by parents and the media that educators are intentionally downplaying the true nature and extent of the problem. Educators, on the other hand, accuse the media of playing on isolated incidents in order to fuel public hysteria. Unfortunately, many of the supporting data for both sides of the issue have been drawn from largely secondary sources (e.g., teachers, politicians, the media, police), not from students themselves. This article reports the key findings from an Alberta-based study that sought to explore perceptions of junior high school students and administrators as to the management of violent incidents in their schools. Data were drawn from questionnaires of 231 students and 27 administrators in five schools, representing public and separate school jurisdictions, grades 7 to 9. Students were asked to indicate: (a) their satisfaction with the way schools dealt with victims and perpetrators of violence; (b) the extent to which they perceived certain behaviors were a problem in their school; and (c) circumstances under which they would report the witnessing or victimization of violence. The study found that students intentionally do not report most incidents of violence from a fear of reprisals, a belief that such behaviors are normal, and a lack of satisfaction with how victims and perpetrators of violence are dealt with by school staff.
Diana, Princess of Wales, was killed in an automobile accident on August 31, 1997. Millions grieved at the loss of what they felt to be a personal relationship with a woman they had never met. This chapter emphasizes that recognizing the force of fantasy as a central component of intense emotion and inexplicable behavior is the first step in understanding the psychology of stalking. Stalking is a crime involving acts of pursuit of an individual over times that are threatening and potentially dangerous. Clinical definitions of stalking vary, but tend to be more easily operationalized and measurable than legal definitions. In 1997 the Center for Policy Research in Denver published a study that reported the results of a telephone survey of 8000 men and 8000 women concerning their experiences with stalking. The findings of this survey indicate that stalking is a substantial criminal justice and public health concern. This chapter also discusses cyberstalking. Although there is no research on cyberstalking at present, there are legal cases, in which the Internet has been utilized as a means of unwanted communication to stalk someone.
In order to provide insight into actual prevalence rates, this chapter describes issues in victimization assessment and then reviews several of the major epidemiological studies in some detail to allow readers to make judgements regarding validity of specific study findings relative to their population of interest. This literature is then summarized, and general risk factors for victimization are reviewed. Following this, a review of the prevalence and risk factors for PTSD in relation to criminal victimization for relevant subgroups is provided. Finally, findings relating to PTSD comorbidity are described. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The sexual harassment of junior, senior, and graduate student women and men by male and female professors, graduate assistants, and staff was investigated to determine students' personal experiences in the classroom, outside the classroom, and in job-related settings. Usable survey responses were returned by 393 students, and incidents were detailed by 38 women and 9 men who noted their responses to the harassment and its effects. Attitudes toward and acceptance of sexually harassing behaviors were measured by a 10-item Tolerance for Sexual Harassment Inventory (TSHI). The frequency of initiation of sexual behaviors was also assessed. More women than men reported being sexually harassed. Male and female perceptions of classroom behaviors were in agreement for most items. Men and women differed significantly on the TSHI, with men more tolerant of sexual harassment than women, and highly significant age differences were found, indicating a greater acceptance of sexual harassment by younger students. There was little difference between male and female students in the frequency of their initiating sexual behaviors. The TSHI was assessed; reliability coefficients and a factor analysis are presented.
Although the issue of sexual harassment on college campuses has been discussed in the literature for the last five years, little attention has been paid to sex differences in levels of tolerance and attribution of blame in harassment. The current survey, based on a random sample of faculty, students, and staff at a large southern university, details sex differences in definitions of harassment, in attitudes toward causes, in attitudes toward romantic relationships between faculty and students, and in attitudes toward university policy. The authors suggest that sex differences reflect differing perceptions by men and women of their own self-interests within the university, and the organizational environment. Attention is also directed to the explanatory power of attribution theory.
Although only recently reaching public and scholarly awareness as an important issue, the sexual harassment of women workers and students has been a problem for as long as women have worked and studied outside the home. Although now recognized as an important barrier to women's career development, sexual harassment has proven difficult to study due to the lack of a commonly accepted definition and any standardized instrumentation that could provide comparable results across studies. This paper describes the results of research undertaken to provide such an instrument, which we call the Sexual Experiences Questionnaire. The following sections will detail the instrument's development, results of psychometric analyses undertaken (including reliability and validity), and finally, the results of the application of the inventory to two large public universities. In addition, we describe the development of a second form of the inventory designed for working women and report the results for a large sample of academic, professional and semiprofessional, and blue-collar women.