Understanding Youth Violence - Essay Example

? Youth Violence of Youth Violence Introduction According to Lane (2004), violence costs the government of the United States approximately $ 425 billion annually for use in criminal justice, security, victim treatment, reduced productivity and low quality of life. However, violence amongst youths is the widely recognized form of violence in the society. Throughout the world, media present reports on almost daily a basis about violence being perpetrated by youths in schools or as gangs in the streets (Lane, 2004). Youth violence does not only affect the victims but it also leads to significant effects to the families of those affected, their friends and the communities (Rutherford, Quinn, and Mathur, 2004). The effects of youth violence are not only viewed from the number of deaths, disabilities and illnesses caused, but it also affects the quality of life. Violence perpetrated by and against young people leads to increased costs of welfare and health care, causes a decline in property value, disrupts some services and causes a breakdown of the social fabric (Rutherford, Quinn, and Mathur, 2004). Webber and Plotts (2008) explain that youth violence cannot be isolated from other problem behaviors exhibited by young people. Violent youths generally commit more types of crimes and exhibit a range of problems including truancy, drug and substance abuse, school drop-out, cheating, high rate of sexually transmitted diseases and reckless driving (Ryan, Pierce and Mooney, 2008). Nevertheless, teachers should be aware that all violent youths do not necessarily show the problems outlined above and neither do all young people having such problems have to be violent. According to Lane (2004), there is usually a close relationship between youth violence with other types of violence. For instance, a child who goes up witnessing violence at home or is sexually or physically abused may grow up with his mind set that violence is accepted as a way of resolving conflicts. Additionally, if a child grows up in an environment where s/he is exposed to prolonged armed conflict may lead to such a child to develop a mind set of terror and this can increase rates of violence (Lane, 2004). In developing a plan to manage youth violence, it is critical to understand the factors that lead to such behaviors and its symptoms. This paper has been prepared as a guide for teachers to understand this behavioral disability. Particularly, the history of the youth violence, its cause, statistics and symptoms will be discussed. In addition, strategies that can be used by teachers to manage this disability will be discussed. The History of Youth Violence Youth violence is described as the harmful behaviors which start during a person’s early age but continue into early adulthood. A young person can either be a perpetrator, victim, or witness of violence (Webber and Plotts, 2008). This form of violence includes an array of behaviors such as hitting, bullying and slapping all which cause high emotional harm. Furthermore, youth violence may be perpetrated through assault and robbery causing significant serious physical harm which may lead to death. Recognition of youth violence as a behavior disability has a long history (Ryan, Pierce and Mooney, 2008). Youth violence is recognized as both social and public health behavior problem. Previously, infectious diseases such as tuberculosis and pneumonia were the main causes of deaths in the United States. Once the government has been able to put infectious diseases under control, cases of suicide and homicide begin to rise causing significant number of deaths. From 1965, suicide and homicide have consistently been ranked among the fifteen top causes of death in the United States (Ryan, Pierce and Mooney, 2008). Suicide and homicide cases perpetrated by mostly the youths and minority groups in the society reached alarming levels in the 1980s. Further increase in rates of suicide and homicide increased at the beginning of the 20th century with rates of suicide among youths within the age bracket of 15 to 24 years tripling in 1990 from the rates recorded in the 1950s. Additionally, between 1985 and 1991, the rates of homicide in male youths aged between fifteen and nineteen years rose by 154 percent which was a rapid change from the levels experienced about 20 years ago (Ryan, Pierce and Mooney, 2008). The high levels of youth violence were more alarming among African American youths. The high rates caused increased concerns and calls for better strategies to deal with this problem. From 1990, there have been more cases of youth violence that have been able to attract media attention leading to prompt actions to deal with this vice. For instance, on April 20th, 1999 two youths in Columbine High School located in Littleton, Colorado killed twelve of their classmates and one teacher before shooting themselves (Webber and Plotts, 2008). Given that the incidence occurred in a middle-class neighborhood and the substantial number of people affected, this became a starting point for subsequent actions to deal with the issue of youth violence (Webber and Plotts, 2008). The other notable example of youth violence happened in March, 2000 when a boy aged six years killed his second grade classmate. In 2006, there were shootings in Colorado, Pennsylvania and Wisconsin which prompted the federal government to take actions to mitigate the problem (Webber and Plotts, 2008). Statistics on Youth Violence Youth violence is rampant in US and is the second main cause of deaths for young people aged between ten and twenty four years. According to Estrada-Martinez, et al. (2011), more than five thousand seven hundred youth aged between 10 and 24 were killed in 2007 which translates to an average of sixteen people daily. In addition, more than 656000 patients suffering from injuries sustained during physical assaults were treated in emergency hospitals in 2008. In a nationwide survey conducted in 2009, approximately 32 percent of youths in high schools said that they had been involved in a fight in the last twelve months that preceded the study (Estrada-Martinez, et al., 2011). The 2009 survey found out that six percent of the respondents carry guns, club or knife to school and that approximately 20 percent of high school students are bullied at school by colleagues. In 2003, the school victimization rates for those involved in violent crimes such as robbery, sexual assault, rape and aggravated assault stood at 2.8 percent. In a Youth Risk Behavior Survey (YRBS) carried out by Center for Disease Control (CDC) in 2003, ten percent of the respondents reported that they had been injured or threatened using a weapon when in the school premises during the twelve preceding months (Rutherford, Quinn, and Mathur, 2004). The more disheartening findings are that 5.4 percent in the CDC survey reported that they failed to attend to school for safety reasons. The statistics presented above however show a decline in rates of youth violence from the 1990s levels. Looking at specific forms of youth violence shows that approximately 199, 000 youths globally were involved in homicide in 2000 (Lewis, Hudson, Richter and Johnson, 2004). The rates of homicide vary across countries based on the level of economic development. In Europe, parts of Asia and Pacific, the homicide rates are 0.9 per 100,000 while in Africa, this rates are17.6 per 100,000. Homicide rates are higher in Latin America where they hit 36.4 per 100,000. The variations in rates of homicide are also evident across countries. In fact, except United States whose homicide rates stands at 11 per 100, 000; most countries that have homicide rates higher than 10 per 100,000 are the developing countries and those that are experiencing rapid changes in their economic and social structures (Lewis, Hudson, Richter and Johnson, 2004). In all the cases, homicide cases are higher in males compared to their female age mates. Risk Behaviors for Youth Violence Having considered the trends in youth violence, it is critical to assess the factors that could predispose one to get engaged in this behavior. According to Landrum, Tankersley, and Kauffman (2003), risk behaviors for youth violence may either be categorized as individual factors and relationship factors. Relationship factors include peer influence and family factors. Societal factors are the other risk factors to youth violence and this entails demographics, social changes, and inequalities in income, cultural influences and political structures (Landrum, Tankersley and Kauffman, 2003). Individual factors are categorized into either biological or psychological factors. Biological studies have been carried out to investigate the relationship between complications and injuries experienced during delivery and pregnancy with youth violence. A study revealed that complications experienced by mothers during delivery may be used as a predictor for the number of arrests made on the child before the age of 22 years (Wagner et al., 2006). A majority of youths arrested for violent offenses have a history of complications during their birth compared to a low number of those arrested for crimes relating to property. In addition to complications experienced during delivery, reduced heart rate mostly found in boys is a risk factor for violence. Low heart beat is associated with risk taking and sensational seeking which are characteristics predisposing boys to violence and aggression (Wagner et al., 2006). Individual behavioral and psychological factors to violence include hyperactivity, attention problems, impulsiveness and lack of behavioral control. Low levels of intelligence and achievement are also associated to youth violence (Wagner et al., 2006). The family environment and the behavior of the parents have a strong influence on whether a child develops violent behavior. Harsh and physical punishment of children is a major precursor to youth violence (Webber and Plotts, 2008). In addition poor monitoring and supervision may also drive a person to become violent during his adolescence and early adulthood. In addition, children brought up in families that are consistently in conflicts and those who have poor attachment to their parents during their age end up being violent. The other family risk factors to youth violence include children born out of large families and those born by young mothers (Webber and Plotts, 2008). Although peer influence is critical during adolescence in developing positive interpersonal skills, they may also lead to negative effects. Youths who associate with delinquent friends are more likely to become violent. In addition, communities within which youths grow are critical determinants of whether such a person can become violent during the early adulthood. Boys brought up in urban areas tend to be more violent compared to those who grow up in rural areas. Furthermore, those in poor neighborhoods having high rates of crime are more likely to become violent compared to children in middle or high end of the society. Availability of guns, drugs and gangs is another risk factor in violence. In the United States, the three factors are available, explaining the cause of high rates in juvenile violence. The level of social integration is a major determinant of youth violence. Integration in a community is measured using social capital that includes rules, obligations, norms, trust and reciprocity (Ryan, Pierce and Mooney, 2008). Children who are brought up in societies where social capital is low are more prone to performing poorly or dropping out of school. In the light of the above, such children are prone to becoming violent during their youthful ages. Rapid variations in youth population, modernization, urbanization, emigration and variations in social policies are associated with increased youth violence. Ryan, Pierce and Mooney (2008) further notes that countries experiencing high rates of poverty have high cases of youth violence that results from desperation and hopelessness. High rates of homicide and other problems associated with youth violence are higher in countries having wide disparities in terms of income. The form of political structure adopted in a country determines the level of social protection provided and the legal framework operating in such a country (Webber and Plotts, 2008). Consequently, such structures determine the level to which laws on violence are enacted and enforced as they act as deterrence to crime. In this regard, it is evident that governance has an impact on violence specifically one affecting young people. Cultural factors that come in form of norms and social values are great determinants to the level that the society is able to respond to the changing environment. One way in which such cultural values are propagated is through media. Consequently, new media has a great influence on the behavior of youths. In the current society where there is increased usage of social media such as Facebook may act as channels for bad influence among youths (Wagner et al., 2006). Symptoms of Youth Violence Teachers and parents have to be aware of the signs which they have to look out for to know whether adolescents and young adults are developing behaviors of youth violence. Individuals who become violent tend to lose respect for themselves and for others. Other signs that indicate that a person may become violent include frequent loss of temper. Whenever a child starts showing signs of being temperamental, a teacher should be aware that such a person could soon start becoming violent. The other early warning symptom of youth violence is frequent physical fights (Wagner et al., 2006). Additionally, signs of vandalism of property indicate violence in a person. Adolescents and young adults who increasingly engage in drug and substance abuse raise red flags on youth violence (Wagner et al., 2006). Increased indulgence in risky activity is a symptom used in recognizing violence. According to Landrum, Tankersley, and Kauffman (2003), increased risk taking behavior among adolescents may indicate violence and necessary actions should be taken. Teachers and parents should be on the lookout for adolescents and young adults who spend much time developing plans on how to execute crime or the way they can hurt others. Youth violence may also be recognized based on the way adolescents treat animals. People who love hurting animals are more likely to grow into violent youths. The other symptom useful in recognizing violence is whenever a parent or teacher notes that a young person loves to carry weapons. In addition to the symptoms explained above for recognizing violence, they are signs that teachers may use to clearly determine the presence of youth violence. History of an aggressive or violent behavior could indicate a violent person. In addition, involvement in drug use and membership to a particular gang is a useful indicator of youth violence. Youths who tease others, those who complain of being disrespected or rejected and those who have serious cases of indiscipline at school are more likely to be violent. Violent youths may also be known by observing difficulties in controlling anger, withdrawal from friends and failure to acknowledge the feelings of others. Idea Requirements and Management of Youth Violence To make schools safer for children, several guidelines have been developed towards this end. IDEA of 1997 and its reauthorization spells out various requirements to ensure that schools become safe (Webber and Plotts, 2008). One of requirements of IDEA is for school personnel to assess disturbing behaviors and address such behaviors using the positive behavioral intervention model (PBS). This approach faced mixed reactions with some groups advocating for punishment of children as others support it (Webber and Plotts, 2008). Following the recommendation for the adoption of PBS, the model was developed and calls for use of the best known approaches in addressing youth violence. In PBS, a functional system is developed for assessing the behavior of a student. Moreover, curriculum and instructional restructuring and modifications are carried to address the specific needs of the child. PBS also advocates for use of self-management and social instructors to help a student handle factors that cause the violent behavior (Webber and Plotts, 2008). Lastly, PBS requires that all students be placed in social, inclusive and integrated settings for them to learn positive behaviors. All the components of PBS should be offered in a supportive environment. PBS advocates for the use of a three tiered model in offering interventions. The first tier comprises all the students and in this tier, schools are required to define, establish, teach and advocate for fewer school rules (Ryan, Pierce and Mooney, 2008; Webber and Plotts, 2008). The second tier known as secondary prevention seeks to address the problems of those students at risk of developing anti-social behavior. Students placed in this tier are identified through systematic screening and analysis of information from office discipline referral (ODR). PBS tier 3 also known as tertiary prevention uses functional behavior assessment to select individuals who require additional intervention (Ryan, Pierce and Mooney, 2008). In additions to interventions proposed under the PBS in the IDEA, teachers should maintain close communication and trust with their students. Moreover, teachers should encourage other student to report fellow students suspected of being violent. Teachers should also maintain close relationships with students as this can help them identify problems that their students are undergoing. Close relationship also helps students gain confidence and trust with thems and they can approach them in case of any problem. Teachers should also support students in social, academic and social problems to reduce the problems weak students go through (Webber and Plotts, 2008). Conclusion Youth violence is a common problem among adolescents and young adults. This disability of youth violence leads to various problems including deaths, injuries and high costs in provision of social and health care services. From the statistics available, it is evident that youth violence contributes to homicide and suicide which are leading causes of death. There are various risk factors that may cause youth violence. These factors include previous experience of violence, drug and substance use, family conflicts and poor performance in schools. Other risk factors include peer pressure, social problems and rigid political structures. To manage youth violence, teachers must be proactive in recognizing violence students or those who are developing such traits. Some of the early warning includes loss of temper, physical fighting, drug and substance abuse and risk taking behavior. The other signs of violence include trends of carrying weapons and development of plans for executing crime. IDEA requires that all school personnel must assess disturbing behaviors and address such behaviors using the positive behavioral intervention model (PBS). PBS intervention is executed through a three-tiered approach. References Estrada-Martinez, L., M., Padilla, M. B., Caldwell, C. H., & Schulz, A. J. (2011). Examining the influence of family environments on youth violence: A comparison of Mexican, Puerto Rican, Cuban, non-Latino black, and non-Latino white adolescents. Journal of Youth and Adolescence, 40(8), 1039-1051. doi: 10.1007/s10964-010-9624-4 Landrum, T.J., Tankersley, M., & Kauffman, J.M. (2003). What is special about special education for students with emotional or behavioral disorders? Journal of Special Education, 37, 148-156. Lane, K. (2004). Academic instruction and tutoring interventions for students with emotional and behavioral disorders. In R. B. Rutherford, M. M. Quinn, & S. Mathur (Eds.), Handbook of research in emotional and behavioral disorders (pp.462-486). New York: Guilford. Lewis, T., Hudson, S., Richter, M., & Johnson, N. (2004). Scientifically supported practices in emotional and behavioral disorders: A proposed approach and brief review of current practices. Behavioral Disorders, 29, 247 259. Rutherford, R.B., Quinn, M.M., & Mathur, S.R. (2004). Handbook of research in emotional and behavioral disorders. New York: Guilford. Ryan, J.B., Pierce, C.D., & Mooney, P. (2008). Evidence-based teaching strategies for students with EBD. Beyond Behavior, 17, 22-29. Wagner, et al. (2006). Educating students with disabilities: A national perspective on programs and services. Journal of Emotional and Behavioral Disabilities, 14, 12-30. Webber, J. and Plotts, C.A. (2008). Emotional and behavioral disorders: Theory and practice. Boston, MA: Pearson. Read More