Violence in High School - Dissertation Example

 INTRODUCTION The current study focuses on the school violence that has become an increasingly threatening factor in the education premises in recent years. In a milder way, a certain amount of violence, bullying, racism and other forms of difficulties always existed in the schools of almost all the countries. Cognitive difficulties, adolescent tensions, mood changes and other traumas have targeting the schools everywhere. In recent years, gun culture has entered the school premises, mainly in the west. In the East, although there have been similar signs recently, it is yet to make a prominent appearance. Of all the countries, the trigger-happy US seem to be paying a bigger price. Under the circumstances, the present study conducts a non-experimental research on the students of two high schools to find out more about the student violence, their apprehensions and fears, how the school violence possibilities have changed their attitude and how the parents of the students and the teachers might be able to bring down such possibilities. CONCLUSIONS OF THE STUDY Violence in schools has not been a new phenomenon in United States and reports, surveys and research have been conducted over the issue for more than a decade now. “Although gun-related activity was associated with crime, drug, and gang-related activity, criminal behavior characterized only a small number of the respondents. The average juvenile was not seriously involved in criminal activity” http://www.ncjrs.gov/pdffiles/172857.pdf Various conclusions could be drawn from the current study and its primary research. First of all, it is important to note that the students are not unaware of what exactly is happening in their world. They are well-informed, well-educated and to some extent, well-prepared too. Study also realized that the student perspectives are clearer than many other perspectives, even if they belonged to social scientists. Students are clearer, closer to the problem and are going through it and these close proximities make them more practical and more knowledgeable. There is no presumption or assumption in their minds about the issue. They are very clear about the happenings and how it could happen again. There could be flippancy, denial, brash carelessness; but absolutely no bewilderment. Perhaps it is necessary for the society to know more about the violence from the children before jumping into conclusions as they have done depending mainly on media. “The societal response to this epidemic has been largely limited to increasingly harsh and lengthy sentencing with little evidence that this approach is deterring violence or rehabilitating young offenders. What is needed are new insights into the causes of this epidemic and new intervention strategies for making our schools safer places of learning,” Elliot et al (1998, p.3). Second conclusion that could be drawn is about the underlying fear and concern. Even though some candidates pretended to be uninterested or untroubled, it was not difficult to locate an underlying concern about the violence. Even though these schools have not been the target of a killer gunman, violence word strikes a chord in every student, because students, in some way or other, become the targets of some kind of violence or other during their adolescent days. There is a commonality and sympathy amongst the students even for those victims whom they have neither seen nor known. Every school is recognized as a potential death trap and students are convinced that it could happen in many schools. This fear psychosis makes the entire issue much more dangerous, because students confess that any extra-ordinary behavior in any of the students now never goes unnoticed and creates uneasiness in their minds. Such students are either feared or ignored or distanced. Here once again, the attitude of the society is rather confusing about crime prevention. “The concentration of violent offending within a fairly narrow age range and our awareness of involvement in violence has the potential to derail movement toward developmental goals, suggest that we adopt a developmental perspective when considering preventive options,” Sexton Radic (2005, p.5). Another conclusion that could be drawn is that despite students not giving any great thought to the role of parents and teachers were comfortable with such roles when they were suggested to them, and were even enthusiastic about it. Out of the two, students insisted more on the parental role, than on the teachers’, with the pretext that teachers have limited hours to spend with each student to notice any irregular behavior, unlike parents, and have too many students to consider. Also there is a sneaking assumption that the influence of the teachers on students could be limited compared to that of the parents, who have only their children to worry about and if they have developed a very close relationship with their children, influencing the tender minds might not be very difficult. They have no problem in parents and teachers playing a much better role in their lives, as long as it does not take a stifling attitude. They agree that schools and teachers should take action against students who carry deadly weapons, anything that could hurt other children. Here, schools face difficulties because one research mentions under destructive devices knives, swords, daggers, simulated firearms, razor blades, even pencils, keys and pen, wooden poles, snowballs etc. “Thus school personnel are obliged to be alert not only to the presence of actual weapons but also to the likelihood that angry students might use such common school items as pencils, pens or tools to harm others,” Thomas (2006, p.22). The last conclusion is that the school violence belongs not only to the students, but also to teachers, parents, administrators and the entire society. “The community, the administrators, the teachers, the parents, and the students must come together and make schools safe. Otherwise, prevention and punishment will not be effective” http://712educators.about.com/cs/schoolviolence/a/schoolviolence_2.htm Students do not deny self-responsibility either. They feel that they too are responsible, because they are not mere children any more and should be able to behave in a more responsible way and tackle problems with self-initiative. “..students themselves must take part in the development and implementation of intervention and prevention programs. From the beginning of their school years, students must be taught to take responsibility for their actions and about the natural and consistent consequences of their actions,” says Doty (2001, p.84), and the candidates agree with it. As argued by United States Congress Report (2000, p.129), “We must break the ‘Code of Silence’ which too often exists in our schools. Students should feel a sense of responsibility to inform someone if they become aware of another student who may carry out a violent act,” and the candidates agree with this argument too. HOW RESEARCH QUESTIONS WERE ANSWERED? Research questions were answered in many ways. Students are not at all averse to the idea of teachers and parents involving themselves more in the lives of the students. This is a totally different perception, compared to the much-believed assumption that students do not like any authority encroachment into their lives. Perhaps the mindsets were changed due to the unpredictable ways in which violence could strike the students. Also the sensible students can see how their lives have altered, with a disastrous result on the society and might have realized that they should take more help from others. School violence might have reached a higher pitch by making the youngsters realize that if they have to face it, they have to do with external support. Also the study realizes that the students prefer to endure the interference of parents and teachers to counseling and external help through care agencies. They are comfortable with the idea of parents probing into their friendships and school lives as long is it does not become too much of prying into their own affairs. They are also happy with some interference by the well-meaning teachers as far as it does not become too oppressive an authority. Here we see a new pattern of bellying the so-called teenage rebellion. In addition, it is, to some extent, a slight surrender of bristling individuality. The candidates, with some help and suggestions, came up with brilliant ideas of teacher and parent intervention. No doubt, the ideas did not originate from them; but when they were suggested, there was enthusiasm and agreement. They did not deny the existence of parental responsibility as pointed out by many social researchers. “Parents have legal and moral responsibility for their children, and it is their societal function to raise their children and prepare them for adulthood; thus it makes sense that society would want to hold them accountable when their children commit criminal acts of violence,” Comell (2006, p.40). INTERVENTIONS Interventions that found acceptance were many-sided. Actually this study was surprised that the candidates were happy to give up a substantial amount of freedom for peace and security. They were contented with the idea of sharing information about their friends with the parents. They are even ready to inform the parents where and with whom they are spending their free hours or to which party and where exactly they are going in the evenings. They are ready to discuss the ups and downs of their friendships with the parents and the majority has no problem in accepting the advice or certain hints from the parents. They are ready to be guided in matters where wiser counseling could bring better results. They are also agreeable with the idea of their parents creating subtle understanding with the fellow-parents. All these looked like a far-cry from the conventional teenage rebellion days and also showed that students must be really anxious to change the school atmosphere and of their own safety. As stated by California Attorney General Bill Lockyer, “They are subjected to bullying, harassment, violent assaults, and senseless, sometimes fatal, disputes over clothing, gang affiliations, race and drugs. Although these conflicts may happen on the school campus, many of them also occur while students are traveling to and from school.” http://safestate.org/documents/NE_School_Safety_for_CSSA.pdf As far as the teachers are concerned, the candidates were not happy with the idea of perpetual counseling, advising or security systems installed all over the school. They thought that the authoritarian behavior and systems will discourage normal behavior amongst students. Also it will create some kind of fear in the minds. It is robbing their independence in the best student years. It is like being policed all the while. Some arguments extended by the candidates sounded very genuine. They are unhappy with the searchings, checkings, CCTVs, and with the security personnel. But they were amenable towards teachers being sympathetic in an advisory role, talking to small groups of students, trying to solve misunderstandings, create an atmosphere of bonhomie, targeting troubled areas, preventing vulnerable students from being bullied etc. This too sounded unbelievable compared to the earlier attitudes of totally keeping the teachers out of all personal problems and issues. PARTICIPANTS Participants were normal students equally divided gender-wise and mostly they were white. Remaining candidates belonged to various groups and from different nationalities. They have not witnessed gun problem in schools, but admitted that they have seen one or two students keeping guns hidden in their bags occasionally. On enquiring, it came out that these guns were carried as protection from inside and outside gangs of especially the drug sellers, and there was no perpetration. As the problems died down, the guns disappeared too, though the other students whispered to each other, were apprehensive and contemplated reporting the matter to the teachers, at least anonymously; but did not do so, because they did not want the gun-trotters to be caught. There is heart-warming unity amongst the students and all are cast in the role of victims and not killers. This does not mean that they do not understand that one among them could turn out to be a killer of the rest. Participants were well-informed, normal and thinking students and had done their homework as they knew that they had to answer the structured questionnaire. RELATED EVIDENCE SUMMARY The summary of evidence shows that despite being very young, the students have given plenty of thought to the recently developed situation. While they are amenable to certain interference from parents and teachers, it should not encroach into their liberty zone too much. They are not agreeable to submit themselves into any kind of security checks and are unhappy about the possibilities of security people manning the school. Although they are apprehensive about the possibilities of becoming a target of any kind of school violence, they are also fiercely protective of their own space. They understand the risks and are aware of the situations. For them, it is not simply the gun culture or a single perpetrator. They are aware of the entire series of happenings in the school premises and sometimes even outside the premises and many types of dangers that might be haunting the school spaces and the young lives of the students all over. Another argument that has been cropping up incessantly is that moral and ethical education is necessary to curb violence in schools. “Perhaps with conscious attention to our own character development, we can role model caring and responsible behavior while supporting our youth in becoming aware of the consequences of their daily choices hopefully earlier in life than we began to do so. By facilitating self-discovery, internalization and motivation in our youth to practice ethical behavior, we are securing a much brighter, healthier and happier future for the global community”. http://mindohfoundation.org/pdf/Jen_O_Brien-Curbing_School_Violence.pdf IMPLICATIONS FOR TEACHING PRACTICE The Study feels that there are far-reaching implications to the teaching practice. Teachers have to alter their attitudes and enhance their responsibilities from the mere region of teaching into other extended areas of counseling, watching student behavior, advising, interfering where necessary, watching out not only for internal gangs, but also outside interference and handling such happenings so that the students are well-protected. It cannot be teaching and getting good results any more. Instead, it is total involvement, reporting, discussing and sometimes even getting professional help. More than anything else, teachers are now required to be very attentive, almost exploring, to identify budding psychological problems and anti-social behavior among the students. It is necessary that they have more involvement in the student community and be very attentive to any kind of abnormal behaviors, quarrels, difficulties and physical and mental problems of the students. “Caring Teacher Discipline holds promise for permanently reducing violence among students because it addresses issues that are at the root of this violence. Children who feel powerless in their lives are more prone to violence,” Gootman (1997, p.6), and it becomes the work of the teacher to empower such children with responsibility. AS A TEACHER As a teacher, I have learnt from this study that the students need the teachers now more than before, because they are more vulnerable today. I have learnt that even though the students do not express their problems, they hope that the teachers should understand, interfere and solve their problems, as they are in a better position to do so. I understand that it is the responsibility of the teacher to involve self with the students’ free time activities, school/class relationships, their playing time etc. I cannot say any more that once I impart my teaching part of the profession, I have nothing to do with the students. It is more complicated than that, because students need the help of the teachers even during holidays and out of classrooms. Society, circumstances, situations have all changed and naturally schools too have changed along with them. I have understood that I should be able to recognize psychological trauma in the students. Also I should be able to identify unruly and unsocial behavior among them, which, if goes unchecked, could be the beginning of a criminal career with terrible results for self and others. I know now that it is the responsibility and duty of the teacher to be vigilant, more protective, more understanding and implicitly sympathetic towards the students, which might not always easy. “Often, teachers are unprepared for handling bullying behaviors. Many education schools across the country do not cover social skill development and school safety as core courses; bullying behaviors are often not addressed unless the issue is covered during a discussion of classroom management strategies,” Barton (2003, p.52). CHANGES I MIGHT BRING I will talk more to the students and I will observe them more. I will maintain note sheets to jot down any abnormal behavior and its recurrence. I will discuss the matter with colleagues and Head Teacher if it is getting dangerous. I will talk to the person involved and will try to understand his/her point of view. I will deal with the person sympathetically and will be very kind. If the problem is located in the family, I will try to meet and discuss the matter with the parents. If it is the friends who are causing disruption in the minds of another student, I would meet and talk to the friends and try to convince them tactfully the affect their behavior is having on a fellow-student. If that too fails, I would take professional help with the permission of the school authorities. I will watch out for problem spots, stay late in the school premises, and reach the school earlier than others to watch out for unsuitable activities. I will be more vigilant and more understanding in my approach. It is not the punishment, but the treatment that is needed today. More sympathy will invoke a better trust in the young minds. Also it is necessary to be firm wherever necessary. I will also see that suspensions are not usually made, and if made, then proper support will be given to the person even after the suspension is revoked. It is necessary to treat the individual students as an erring person who needs help, and not as a criminal. This is very important because a marginalized perpetrator or victim could both be potential dangers to others and self. I will be in touch with the parents whenever necessary and even though it is not required to ply the parents throughout their children’s schooling, it is also necessary to make them understand, identity problems, and participate in their child’s life as frequently as possible. This study has changed my perspectives on the issue completely. PROFESSIONAL ISSUES It is necessary to note that even though psychological counseling is one of the best helps that could be provided to students who are difficult in one way or other, the present Study has shown that it is not appreciated by the student community much. It is as though there is a stigma connected to it, giving an impression of mental difficulties and students, who are naturally less tolerant about such assumptions, are rather avoided or hate the stigma. Even if it becomes absolutely necessary that a child should have psychological help or counseling, it should be done in the subtlest way possible, so that it does not reach the other students. If it becomes a common knowledge, the child could be abhorred, ridiculed and avoided. Security professionals are not tolerated either. Students were clearly against such bureaucracy and through it was blatant interference in their lives. They were distressed and rebellious at the possibility of introduction of security system in their schools or for that matter in any schools. There are many reports that such systems have totally failed. Instead, in a funny way, they increased difficult behavior from all students. Teachers’ profession is becoming more difficult, more exciting and more responsible and also more blamable. Every time an unfortunate event occurs, teachers are getting squarely blamed and questioned. IMPLICATIONS FOR OTHERS Parents are definitely needed to acquire higher responsibilities. They cannot say any more that the teenager is beyond repair; instead they should try their best to repair, mend, and change, guide their children, if they want them to stay away from violence and danger. Psychologists, even though unappreciated, have a definite role to play in understanding the problems of individual students referred to them. Head teachers are answerable to all the happenings in the school and they have to attain responsibility of the school in its entirety. This also means that they have to take the co-operation and help of other teachers, student counselors, professional psychologists etc. Even though students will make the security personnel’s life miserable, it is necessary to have some kind of security hidden somewhere to be used in hours of emergency. Their schools have to be connected with police, emergency and Fire squads in an unprecedented way. The schools have to keep in touch with all the parents all the time, and that should be a routine matter of every school now. To protect their students, schools have to take a lot of trouble, and be prepared to face all the circumstances and consequences. IMPLICATIONS FOR FURTHER RESEARCH Further far-reaching research is necessary in this field involving many more students belonging to diverse schools of different backgrounds. Data gathering should be more extensive and the structured questionnaires should cover many more fields. There should be more time available for the research and it should be a much bigger study with extensive results. I am of the opinion that some of the following questions, if not all, should be explored in the future research: 1. After the recent unfortunate occurrences, what kind of action or changes in policy has been taken by schools? 2. What has the government done in this direction? Are there any further directives to the schools or to the police or to any other agencies? 3. How have the Schools reacted to different kinds of violence in schools in recent years? 4. What are the results and consequences of security systems introduced in some of the schools? 5. What are the results of excessive counseling that has been introduced in some elite schools? How have the students reacted to it? 6. In what way, the parents have become more involved in the lives of their children, and if they have done so, what degree of success they have achieved? 7. To what extent the students have started confiding their problems either with the parents or with the students? 8. To what extent, the violent shows on the TV or the games have infiltrated into the young minds? 9. Is there any possibility of the gun laws being repealed? What does the society and schools feel about it? 10. How have the law-enforcing agencies made themselves useful where schools are concerned? 11. To what extent the teachers are involved in the lives of their students and do they feel that they should be doing more than their routine job to ensure the security of the students? The future researches should be not only from the perspective of the students, but also from the parents’ angle, from the viewpoint of teachers etc. Unless well-rounded research is conducted on the issue, it is very difficult to get a fully formed picture of the future. BIBLIOGRAPHY 1. Barton, Elizabeth A. (2003), Bully Prevention, Glenview, Skylight Professional Development. 2. Cornell, Dewey, G. (2006), School Violence, fear Versus Facts, Routledge, London. 3. Doty, Gwen (2001), Fostering Emotional Intelligence in K-8 Students, Corwin Press, Thousand Oaks. 4. Elliot, Delbert S. et al (1998), Violence in American Schools, a new perspective, Cambridge University Press. 5. Gootman, Marilyn E. (1997), The Caring Teacher’s Guide to Discipline, Thousand Oaks, Corwin Press. 6. Thomas, R. Murray (2006), Violence in America’s Schools, Westport, Praeger. 7. Sexton-Radek, Kathy (2005), Violence in Schools, Issues, Consequences and Expressions, Westport, Praeger. 8. United States Congress Report (2001), School Violence, What is being done to combat school violence? Washington G.P.O. ONLINE SOURCES 1. http://www.ncjrs.gov/pdffiles/172857.pdf 2. http://712educators.about.com/cs/schoolviolence/a/schoolviolence_2.htm 3. http://safestate.org/documents/NE_School_Safety_for_CSSA.pdf 4. http://mindohfoundation.org/pdf/Jen_O_Brien-Curbing_School_Violence.pdf 5. Read More