'Causes and Effects of Violence in Schools Essay\r'

'1.0 Report Objectives\r\n sublime watch School is an education institution. The Headmaster Mr Keenan would like to bonk why power exists in the condition trans imageing and the entraps of personnel and what ignore be done with(p) to eliminate this. This calculate is an analysis of the causes and personal effects of furiousness and suggested solutions to reduce the percentage of violence that exists on the trail grounds.\r\n1.2 Historical Background\r\n in that location be round 1500 students in this civilize, offering 8 different subjects. There ar at least 5 t individuallyers in each susceptibility, coming up to a quantity of 40 teachers. The percentage of violence that exists in the school grounds is steadily increasing, in different forms, surrounded by teachers as well as students, mighty from the Kindergarten classes up to the Advanced Level. The Headmaster of the school, Mr Zia Keenan wants this issue to be analysed profoundly in order to d blunt up solu tions to lessen violence.\r\n1.3 Report Preview\r\nFirstly, the causes of violence be analysed to generalize the root of the problem. Secondly, the effects of violence be evaluated to sympathize how serious this problem is. Thirdly, various potential solutions are suggested that could serve minimize the percentage of violence.\r\nII. CAUSES\r\n2.1 Abuse\r\n mavin of the major aspects of violence in schools is bullying. This could be because of overleap of supervision and monitoring of children and/or teachers. A nonher form of abuse is displayed in the expressive style some fecal matter non function sexual urges and hence make advances on others. In defense, the victim retaliates. Vandalism takes place as a way of expressing emotion. It is a way to get gage at the school and dictating teachers or peers. Students whitethorn be looking for ways to redeem themselves from orthodox someones who reckon that the alone way to discipline students is by universe strict with the m. In this way, violence takes place.\r\n2.2 Exposure to violence and harmful substances or items\r\nExposure to violence influences nonpareil’s thoughts and actions. Weapons or d angerous toys like knives and dead reckoning guns are easily available. This accessibility does little to hold on violence from fetching place amongst individuals. round individuals take aim been exposed to violence because they come from dysfunctional families or backgrounds. Exposure to violence, much(prenominal)(prenominal) as on television, photo games, and so forth as researched by Psychological skill in the Public Interest (Anderson, C. A. et al, 2003) leads to individuals imitating those acts. Hence they do not take up proper judgment of what is right and wrong. They experiment with harmful substances which and damages this reek of discernment. â€Å"Easily available drugs add to the risk of violence.” (DHHS, 2001).\r\nWhen a person is ‘ beneath the influence’, they are not themselves and are unable to think rationally. This leads to fights, disputes etc. as individuals are not in total check out of themselves. This is related to peer pressure as an individual may puzzle tried these substances or items because others have egged them on. They may have also been encouraged to plunk down on others and take part in fights, by dint of no will nor motive of their own. As a result of which fights, violence and abuse occurs.\r\n2.3 Lack of entropy\r\nPsychological problems h vitamin Aer one’s way of life. They do not hold up how to deal with their raw emotions or self-related/emotional problems like stress and printing, for example. Some have biologic problems, like ADD and Tourrette’s Syndrome. They cannot control their behavior. Other students may not understand this and reciprocate. Carol Miller Lieber, an educator at uppercase University believes that violence in schools is a result of miss of maintaination. Lack of i nformation leads to conflict as individuals do not know how to solve problems that involve others, or their intolerance towards certain characteristics or behavior. They lack understanding. hence they take out their aggression on each other (Constitutional Rights Foundation, n.d.)\r\nIII. EFFECTS\r\n3.1 More violence and indisposition\r\nThe victims themselves turn into bullies. It is a never-ending cycle. If a person was bullied, then he reciprocates. They can also beget social outcasts, which hamper their learning of lessons in school, as well as in life. Violence in school grounds creates barriers to learning as victims are afraid to go to school, and hence they drop out. Furthermore, much(prenominal)(prenominal) intolerance and lack of information can further grow into racism or discrimination. This can contrive way to legal issues. It has a multiplier effect and can lead to more violence in society. There is a possibility that these individuals may later engage in crimina l activity. In 1999, â€Å"Olweus, D., Limber, S., & Mihalic, S. claimed that 40 percent of the boys who were bullies †compared to 10% of those who were n both victims nor bullies †had trinity or more convictions by age 24” (Christeson, W. et al, 2003: 10).Fig 1.1\r\n3.2 Psychological problems\r\nSexual violence can fail way to phobias. It may affect some so badly that they function incapable of trusting and communication with others, out of fear. Victims end up with emotional problems, such as depression. They may want to take strike back as well, leading to more violence. Even teachers, who are potential victims of violence, can suffer from depression and menial self-esteem. In 1993, the 27th Annual Survey of utmost Achievers calculated that among students, â€Å"26% had considered committing suicide, 4% had attempted suicide, 18% knew someone their own age who had committed suicide, and 41% knew another teen-ager who had attempted suicide”. (Nat ional School gum elastic Center, 2006: 24). The following chart appeared in a report by Fight Crime: Invest in Kids, written by Christeson W., Elliott D.S., Fox J.A. Kelikowske R.G., and Newman S.A. (2003) displayed that 52% of students who were bullied were either depressed or suicidal. 48% of them were not bullied or bullies themselves. Fig. 1.2\r\n3.3 Use of harmful substances and items\r\nExposure to violence may make individuals irresponsible and encourage them to believe that the only way to deal with things is by being untrained themselves †they carry weapons for protection. A survey carried out by USA Weekend found that 55% of the students knew that weapons were on a regular basis carried to school (National School guard Center, 2006: 32). Another graph that appeared in Fight Crime: Invest in Kids (2003) showed that 51% of the kids who never bullied or were bullied at least once a week in school carried weapons. The remaining were Fig 1.3 injured in fights and were under the care of doctors or nurses. In addition, to deal with depression or psychological problems, one may recreate to harmful substances like drugs. He may not be able to find a duty because of traces of drugs found in his blood. His health is danger and these substances can lead to serious consequences.\r\nIV. SOLUTIONS\r\n4.1 More attention should be given\r\nParents, teachers and students should be made aware of and inclined(p) for such occurrences. They should be taught how to handle with such situations. Teachers should be around on the school grounds whenever viable to make sure that the children as well as students behave in the way that they ought to. Teachers and students should also not hesitate to notify higher authorities if warnings are not received well. Higher authorities moldiness not ignore such complaints. The school and faculty members should befriend the students rather than rule over them. They should have and encourage ethical behavior. Parents/friends/t eachers should be encouraged to become better role models.\r\n4.2 Programs\r\nSeminars could be held where individuals are taught to let out up against acts of abuse. They should be made aware of the effects of their actions as well as the effects of weapons, drugs, tobacco, alcohol, etc. Workshops could be held where one is taught to relieve stress in a irresponsible manner, e.g. by writing, playing an instrument, anger management sessions, etc. School counselors should be employ to help students with emotional/self-related issues as well biological problems. The school should be made aware of such problems, and be informed about how to deal with them. Programs such as The Olweus Bullying cake should be adapted, as advised by Christeson, Elliot, Fox, Kelikowske, and Newman (2003) in order to help prevent bullying.\r\n4.3 Rules and regulations\r\nAnother way to reduce violence would be to pass laws. Weapons, drugs, etc. should not be sold to under-age people, for instance. Harmf ul weapons and substances should be confiscated upon sight. If other students know that someone is carrying a weapon, s/he should inform an authoritative figure. This would help minimize chances of violence taking place.\r\nV. CONCLUSION\r\nIn conclusion, violence has many causes, such as self-related issues, inability to express emotions (in a positive way), irresponsibility, poor self-control, peer pressure, lack of information, a reception to prior acts of violence, easy accessibility to harmful substances/items, icon to violence and ignorant guardians/supervisors. While violence is a universal problem and cannot be entirely wiped out, it can be reduced with proper education, (personality enhancement) workshops, awareness programs, ample attention from guardians or peers, taking action against those who do not act in the interest of others, casual laws, and people available to help those going through self-related problems, like counselors. This issue, if not dealt with as so on as possible will ruin the reputation of Sacred Heart School. Even if a small going is made by adapting these solutions, it is still a going away nonetheless.\r\nVI. REFERENCE LIST\r\nAnderson, C. A., Berkowitz, L., Donnerstein, E., Huesmann, L. R., Johnson, J. D., Linz, D., Malamuth, N. M., Wartella, E., 2003, ‘The Influence of Media Violence on Youth’, American Psychological Society, [online], Vol. 4, No. 3. available: http://www.psychologicalscience.org/pdf/pspi/pspi43.pdf [Accessed: 13/02/08]\r\nChristeson W., Elliott D. S., Fox, J. A., Kerlikowske R. G., Newman S. A., 2003, ‘Bullying Prevention is Crime Prevention’, Fight Crime: Invest in Kids, [online], p. 9-11. easy: http://www.fightcrime.org/reports/BullyingReport.pdf [Accessed: 13/02/08]\r\nConstitutional Rights Foundation, n.d., Creating Alternatives to Violence, Available: http://www.crf-usa.org/violence/alternative.html [Accessed: 13/02/08]\r\nNational School precaution Center, 2006, Scho ol Safety Statistics, p. 24.\r\nAvailable: http://www.schoolsafety.us/pubfiles/school_crime_and_violence_statistics.pdf [Accessed: 13/02/08]\r\nNational School Safety Center, 2006, School Safety Statistics, p. 32. Available: http://www.schoolsafety.us/pubfiles/school_crime_and_violence_statistics.pdf [Accessed: 13/02/08]\r\nU.S. part of Health and Human Services, 2001, Youth violence: a report of the Surgeon General. Available: www.surgeongeneral.gov/library/youthviolence [Accessed: 13/02/08]\r\n'