Psychology Human Services
Violence in schools is becoming prevalent as one of the worrying aspects in the society. This particular paper seeks to analyze the violence in schools from an educational and psychological point-of-view. According to studies and scholarly research, bullying is the most common form violence prevalent in schools. Scholars suggest that school violence signify a variety of manners referring to physical damage, psychological harm, and property damage. Literature indicates that the most prevalent form of violence in schools comes in the form of bullying. Bullying is seen as behavior intended to harm someone, occurs recurrently, and shows a distinct difference of power between the bully and the victim. The link between parental violence, history with violence and unfortunate socio-economic state of affairs and violence amongst children is perceived in the literature. The psychological aspect of having such scenes and the experiences projected on the children is considered to instigate the violence that they display in schools. In addition, the violent games and television shows that are watched and played by the children have a psychological impact on them as they transform such aggression into the schools.
Table of Contents
Major claim to be explored 4
Literature Review 4
What I learnt From the Topic 8
References 9
Major claim to be explored
This research paper will integrate two academic disciplines, which are education and psychology. In particular, the major claim explored in this paper is the 'examination of the contemporary extents of violent acts being committed in the school setting and their impact from an educational and psychological point-of-view'. The topic that interests me is the violent acts and actions of children such as bullying and how such acts negatively impact other children as regards educational and, psychologically too otherwise. Literature will reviewed from both education and psychology to ascertain what the recent studies have recommended regarding such students.
Literature Review
The different factors assigned to study school violence, and thereby meaning bullying, dominantly, comprise mainly of curricular and extracurricular activities, preceded by affective, physical and social issues. At the outset it should be clear that both the bullies and the victims thereof are prone to face strictures and reprimand from authorities, though differently (Qing Li, n.d.). Another important noticeable, common thread amongst them is that both the sets are possibly psychologically misaligned from normative and acceptable behavioral patterns. A revealing facet is that bullies themselves are prone to suicidal tendencies against as commonly understood that only the victims may exhibit such tendencies (Hoover & Olsen, 2001). Further, the victims may themselves resort to harassment of those weaker (mostly females) than themselves as an act of vengeance or compensation for the torment, they themselves underwent. As such, specially designed programs are designed through separate treatment interventions for the tormented and the tormentors (Ma, 2001; Clarke & Kiselica, 1997).
The terminology 'school violence' materialized in the year 1992. All the way through research literature, school violence is outlined and described in several different ways though no specific explanation acknowledged as absolute. Meanings of school violence signify a variety of manners referring to physical damage, psychological harm, and property damage (Clark, 2001). Bullying is one of the most deliberated and comprehensively examined areas within the research study of school violence. Similar to school violence, bullying has been described in different ways in the research literature. As Olweus (2003) opines, bullying can be perceived as having three modes. To start with, the bully's manner is belligerent or intending to harm another individual. Secondly, bullying is a recurring phenomenon by definition. Thirdly, there is a disparity of supremacy between the bully and the victim. It is imperative to take note that bullying can be physical, societal, or both (Olweus, 2003).
According to a research study undertaken by Mikulak (2013), there is a great prevalence of childhood psychiatric issues as is family hardship amongst children who are bullies. In particular, Mikulak (2013) asserts that bullies come off as children with a predominant and fundamental antisocial predisposition who are familiar with how to intimidate and terrorize other children and with victims of bullying assuming the role of their aides. From a psychological standpoint, it is imperative to come up with ways of eliminating the need for these children to bully others. By undertaking this, it will, consequently, protect several children who suffer at the hands of bullies (Mikulak, 2013).
According to Benson and Fox (2000), another aspect that has stimulated violence amongst children in schools...
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