Trends in adolescent violence

Adolescent or youth violence is a very visible violence in modern society and in 1996 the World Health Assembly declared violence a leading public health issue. In order to understand the scope of the problem, we looked at the epidemiology of global adolescent violence. In 2000 it was estimated that 199,000 adolescent homicides (9.2 per 100,000) occurred globally or about 565 adolescents died each day due to interpersonal violence with variations around the globe. One type of prevention program that has proven effective is prenatal and early childhood home visitation with long-term follow-up that has shown to be cost effective.     

Prioritizing the school environment in school violence prevention efforts

BACKGROUND: Numerous studies have demonstrated an association between characteristics of the school environment and the likelihood of school violence. However, little is known about the relative importance of various characteristics of the school environment or their differential impact on multiple violence outcomes. METHODS: Primarily African‐American students (n = 27) from Baltimore City high schools participated in concept mapping sessions, which produced interpretable maps of the school environment's contribution to school violence. Participants generated statements about their school environment's influence on school violence and, with the assistance of quantitative methods, grouped these statements according to their similarity. Participants provided information about the importance of each of these statements for the initiation, cessation, and severity of the violence that occurs at school. RESULTS: More than half of the 132 statements generated by students were rated as school environment characteristics highly important for the initiation, cessation, and/or severity of school violence. Participants identified students' own actions, expectations for disruptive behavior, and the environment outside the school as the characteristics most important for the initiation and increased severity of violence that occurs in school. Participants had a more difficult time identifying school environment characteristics important for the cessation of school violence. CONCLUSION: This study provides support from students for the role of the school environment in school violence prevention, particularly in preventing the initiation and reducing the severity of school violence. Schools can utilize the information presented in this article to begin discussions with students and staff about prioritizing school environment changes to reduce school violence.     

Rethinking the bystander role in school violence prevention

Public concerns about school shootings and safety draw attention to the role bystanders can play in preventing school violence. Although school violence prevention plans are often required, there is little guidance about whether these should address the roles of bystanders and what actions bystanders should take in different circumstances, from more common instances of bullying and fighting to rare, but potentially lethal, threats and use of weapons. Literature pertaining to bystanders is reviewed and applied to the school setting. The definition of bystander is expanded, including parents, teachers, and other school staff as well as youths and those who have information about potential violence as well as those who witness its occurrence. Barriers preventing bystanders from taking positive actions are discussed. The authors call on health promotion researchers and practitioners to work with school communities to identify norms, attitudes, and outcome expectancies that shape bystander behaviors to inform prevention efforts.     

唐山市中小学校园暴力发生情况及影响因素分析

目的 了解河北省唐山市中小学校园暴力流行病学特征及危险因素,为加强唐山地区校园暴力干预措施提供科学依据。方法 采用自编问卷对1414名唐山市中小学生2008年4月-2009年4月暴力发生情况进行自填式问卷调查;采用SPSS11.5软件进行统计分析,应用χ²检验对施暴行为进行单因素分析,采用Logistic回归模型对中小学生施暴行为进行多元回归分析。结果 在1414名被调查者中,校园暴力发生率为53.0%,其中躯体暴力发生率为36.3%,心理暴力发生率为31.5%,性暴力发生率为5.5%;50.8%的学生曾遭受过暴力,16.7%的学生有过施暴行为;男女生施暴行为分别为21.7%和11.8%;多因素Logistic回归分析发现,有过暴力经历、目睹过暴力事件、支持暴力观点、有不良行为、家庭高收入的学生及男生对他人施暴的危险性更大(OR值分别为5.131,3.425,1.967,1.646,1.376,1.499)。结论 唐山市中小学校校园暴力发生率较高,校园暴力危险因素复杂,应引起学校和社会的关注并采取有效措施。     

柳州市中学生校园暴力行为流行现状

目的了解柳州市中学生校园暴力行为的流行现状,为进一步采取干预措施提供依据。方法整群随机抽取柳州市15所中学学生3 173名进行问卷调查。结果暴力行为在中学生中普遍存在,并存在多发现象,有71.40%的男生和58.02%的女生遭受1种及以上的暴力,19.42%的男生和8.72%女生同时遭受4种及以上暴力。男生遭受各种暴力的报告率高于女生。被恶意取笑是学生最常见的暴力行为,报告率为46.5%;其次为性暴力,报告率为28.1%。职业高中生性骚扰的报告率最高为32.41%,普通初中学生各类暴力行为的报告率高于其他类型学生;单亲或重组家庭的学生遭受暴力的报告率较高。有暴力行为的学生伴有不良心理-情绪障碍集聚现象。结论暴力行为的发生与个体、家庭、学校等因素有关。应动员社会各方面力量,采取综合方式对学生暴力行为进行干预。     

唐山市某职业高中校园暴力的流行病学调查与分析

目的探讨职业高中校园暴力的发生情况及其影响因素。方法采用整群抽样方法对唐山市某职业学校学生进行问卷调查,分析各种类型暴力的发生率,并采用多因素Logistic回归分析暴力发生的危险因素。结果唐山市某职业学校校园暴力发生率为59.0%,其中男生为75.9%,女生为50.5%,暴力形式以心理暴力发生率最高,为50.7%,其次是躯体暴力,为34.8%,性暴力发生率最低,为7.2%;多因素Logistic回归分析结果表明,性别、年级、户口、逃学、看暴力电影、父母经常打骂、玩暴力游戏均是发生校园暴力的可能影响因素。结论该校校园暴力的发生率很高,一些危险因素也不容忽视,应积极采取措施预防校园暴力的发生。     

北京市中学生校园躯体暴力行为影响因素分析

目的 了解北京市不同性别中学生校园躯体暴力行为的流行状况及其影响因素.方法 采用多阶段整群随机抽样方法抽取北京市初一到高三学生5718名,匿名填写问卷,有效问卷5660份.采用logistic回归方法进行影响因素分析.结果 北京市中学生校园躯体暴力的报告率为14.3%,男生高于女生(男生25.2%、女生5.1%).无论男女生,学校亲密度差是校园躯体暴力发生的危险因素(男生OR=1.060、女生OR=1.065);父亲初中及以下文化程度(OR=1.653)、重组/单亲家庭(OR=1.834)、低年级(初一OR=5.291、高二OR=1.526)、学习成绩较差(OR=1.470)是男生躯体暴力发生的危险因素.家庭经济状况较好(OR=0.546)、同伴关系较好(OR=0.618)、与父亲沟通容易(OR=0.756)是男生躯体暴力发生的保护因素.与母亲沟通容易(OR=0.358)是女生躯体暴力发生的保护因素.结论 校园躯体暴力的流行状况及影响因素与性别有关,应充分考虑性别差异,从个人、家庭、学校等多方面采取干预措施,预防校园躯体暴力行为的发生.     

Nurturing hostile environments: the problem of school violence

Although school violence directly affects the overall health and well-being of children and adolescents, clear priorities have not been identified for dealing with the problem. Horrific events such as the 1999 Columbine High School shooting in Littleton, Colo, and recent shootings at Virginia Tech have focused the nation on high-profile, media-worthy school violence to the detriment of addressing everyday forms of violence in schools. Policies that have been developed to reduce school violence have mixed reviews. To raise the consciousness of healthcare professionals, educators, legislators, and the general public, the most salient issues are discussed.     

青少年校园暴力与学习成绩关系分析

探讨学习成绩与校园暴力的关联,为预防青少年伤害提供科学依据.方法 采用中国青少年健康相关行为调查问卷,对随机抽取的辽宁省12~ 23岁学生23 246名进行问卷调查.结果 不论性别,不同学习成绩间8类校园暴力报告率差异均有统计学意义,且“成绩差”学生的报告率普遍较高.不同类型高中学校间校园暴力报告率差异普遍无统计学意义,且职业高中的报告率并不高.结论 校园暴力与绝对的学习成绩(高中学校类型)无明显关联,而与相对的学习成绩(班级排位)有明显关联.     

校园暴力中施暴群体的成因及心理特征分析

  目的  了解小学生校园暴力施暴行为现况,探讨个人及家庭因素对校园暴力行为的影响。  方法  于2018年10月 — 2019年1月,采用分层整群抽样方法,对四川省泸州市12所小学3～5年级6 048名小学生进行匿名自填式问卷调查。  结果  调查对象校园暴力施暴行为发生率为30.20 %。家庭因素中,和兄弟姐妹关系一般（OR = 1.28,P = 0.046）、母亲文化程度较低（OR = 1.26,P = 0.036;OR = 1.42,P = 0.002;OR = 1.59,P < 0.001）、非原生家庭（OR = 1.34,P = 0.001）等是校园暴力行为的危险因素;父母未当面吵架（OR = 0.53,P < 0.001）、积极教养方式（OR = 0.54,P < 0.001）是校园暴力施暴行为的保护性因素。  结论  不良家庭结构、紧张的家庭氛围,消极教养方式与母亲文化程度较低等家庭因素都与小学生暴力行为有关,因此良好的家庭关系与氛围,优化的家庭教育形式与方法,有助于减少校园暴力行为的发生。     

泸州市小学生心理弹性对校园暴力认知偏向的影响

目的探讨心理弹性与三至五年级小学生校园暴力认知偏向之间的关系,为小学生校园暴力防控提供科学依据。方法采用分层整群随机抽样的方法,选取泸州市三至五年级5976名小学生为研究对象,对校园暴力认知和心理弹性进行自填式匿名问卷调查。结果小学生心理弹性平均为(40.08±8.05)分,校园暴力认知平均为(62.55±6.38)分。多因素Logistic回归分析显示,心理弹性是影响校园暴力认知的独立影响因素(OR=1.04,P<0.01),心理弹性越好,校园暴力认知越高。此外,公立学校(OR=0.45,P<0.01)与校园暴力高认知呈负相关;高年级(OR=1.77)、女生(OR=1.20)、朋友数量较多(OR=1.37)、是班干部(OR=1.37)、成绩中上(OR=2.13)、没有玩游戏(OR=1.33)、没有校外游荡(OR=1.78)、犯错误后父母积极教育(OR=1.45)与校园暴力高认知呈正相关(P值均<0.05)。结论小学生心理弹性越高,校园暴力认知更具正向偏向。家庭、学校及社会可采取针对提高小学生心理弹性的相关干预措施,改善小学生对校园暴力的认知,减少校园暴力的危害。     

Physical dating violence among high school students--United States, 2003

Dating violence is defined as physical, sexual, or psychological violence within a dating relationship. In a study of dating violence victimization among students in grades 7-12 during 1994-1995, the 18-month prevalence of victimization from physical and psychological dating violence was estimated at 12% and 20%, respectively. In addition to the risk for injury and death, victims of dating violence are more likely to engage in risky sexual behavior, unhealthy dieting behaviors, substance use, and suicidal ideation/attempts. Dating violence victimization can be a precursor for intimate partner violence (IPV) victimization in adulthood, most notably among women. Among adult women in the United States, an estimated 5.3 million IPV incidents occur each year, resulting in approximately 2 million injuries and 1,300 deaths. By using data from the 2003 Youth Risk Behavior Survey (YRBS), CDC analyzed the prevalence of physical dating violence (PDV) victimization among high school students and its association with five risk behaviors. The results indicated that 8.9% of students (8.9% of males and 8.8% of females) reported PDV victimization during the 12 months preceding the survey and that students reporting PDV victimization were more likely to engage in four of the five risk behaviors (i.e., sexual intercourse, attempted suicide, episodic heavy drinking, and physical fighting). Primary prevention programs are needed to educate high school students about healthy dating relationship behaviors, and secondary prevention programs should address risk behaviors associated with dating violence victimization.     

Prevalence and risk factors of violence among elementary school children in Cairo

School violence is a growing problem that has received widespread attention. Violent behavior for elementary school children is primarily expressed as physical or verbal aggression. Various factors contribute to violent and aggression by children at homes, schools or individual risk factors. The aim of the present study is to measure the prevalence of violence, risk factors, and different forms among elementary school children, to identify consequence of violent exposure and children with abnormal behavior score. A cross-sectional study was done enrolling a total of 500 elementary students from two mixed schools (private and public) 250 from each in North Cairo Educational Zone. Data collected from students, parents and teachers were: violence behavior, home and family atmosphere, peer relation, exposure to violence at school; being victimized, witness, or initiator, and other risk factors. Standardized questionnaires were used as Achenback Child Behavior checklist, parent and teacher forms of Strength and Difficulty questionnaires (SDQ), and developmental history of child. Monthly grades of students, IQ assessment, physical examination of students were recorded. RESULTS: Prevalence of different forms of violence was higher in public school than private; physical violence 76%, 62% respectively. All forms of violence were higher among boys. Living with a single parent (OR = 2.3), absence of an attachment figure (OR = 13.6), instrumental delivery or cesarean section (OR = 1.9), corporal punishment (OR = 3), violent video games preference (OR = 2.5), exposure to verbal aggression (OR = 3), relations with aggressive peers (OR = 3) were risk factors for violence. Teacher's report of SDQ revealed abnormal score of student's behavior in (32.4%) and (22%) students of public and private schools respectively. The most frequent problems revealed by SDQ among victimized students of both schools was conduct problems (64.7%) in teacher's report and peer relation problems 93.6% in parent's report. CONCLUSION AND RECOMMENDATIONS: Abnormal and borderline scores of SDQ are high among studied students, Follow up and supervision is needed to prevent violence among them. An effective role model to direct student's behavior should receive more concern at the school and home level.     

合肥市中小学生暴力行为的流行病学调查

目的 了解合肥市城区中小学生暴力行为的流行特征。方法 采用两阶段整群抽样法,从城区随机抽取4所学校3064名中小学生接受调查。结果 暴力月发生率为16.22％,男生高于女生(X2=25.13,P=0.000)。同学是施加攻击的主要人群,占45.80％,以空手打(37.42％)、辱骂(31.21％)、恐吓(20.88％)为主,使用棍棒、利器等占10.49％。校园是学生暴力行为发生的主要场所,占46.08％,家庭和校外分别占28.41％和25.51％,场所分布差异有显著性(P=0.000)。3.33％的学生因此导致骨折,0.51％因此而致残。经常攻击他人者97人,占3.21％,被对方激怒是致使他们实施攻击的主要原因(47.38％)。结论 合肥市中小学生中的暴力行为较为严重,应强化素质教育,改善校园环境,预防和控制学生暴力的发生。     

中学生遭受校园暴力与性取向的关系

目的调查中学生遭受校园暴力现状及与性取向之间的关系,为校园暴力的干预提供参考。方法采用分层整群抽样方法,选取重庆市某区3 738名中学生进行问卷调查。结果有49.9%的学生遭受过校园暴力。不同学段、性别、父/母受教育程度、学业成绩、性取向学生遭受校园暴力检出率差异均有统计学意义(χ²值分别为18.66,88.35,7.71,8.26,10.07,15.23,P值均<0.01),初中生(53.4%)高于高中生(46.3%),男生(58.1%)高于女生(42.7%),父母受教育程度本科及以上者(54.0%,54.6%)比本科以下者(48.6%,48.7%)高,成绩中等以下学生(54.5%)比中等及以上学生(48.9%,47.9%)高,同/双性恋(58.7%,58.7%)比不确定/异性恋(51.6%,48.1%)高。多因素Logistic回归分析显示,同/双性恋与中学生遭受校园暴力正性相关(OR值分别为1.51,1.68,P值均<0.05)。结论学校应加强中学生校园暴力的预防和干预;引导学生理性面对同/双性恋群体,减少和避免对其做出暴力行为。     

宁波市中学生暴力行为流行现状及影响因素分析

了解宁波市中学生暴力流行现状及影响因素,为制定校园暴力干预措施提供依据.方法 通过多阶段分层整群抽样的方法抽取宁波市70所初高中学校10 787名学生进行问卷调查,问卷在美国青少年危险行为监测系统(Youth Risk Behavior Surveillance System,YRBSS)的基础上进行编制,主要包含人口学信息、自我暴力、躯体暴力和网络暴力等内容.结果 在调查前1年内,20.20%的学生发生了暴力行为.其中12.88%的学生曾发生至少1次的打架行为,8.86%曾在校园内打架.分别有2.40%和5.36%的学生曾遭受至少1次的校园欺凌和网络欺凌.5.42%的学生实施过自我暴力行为,且30.09%自我暴力实施者需送医院就诊.多因素分析显示,男生和城市地区是打架的危险因素(OR值分别为5.51,1.23),而高年级和跟父母一起生活则是保护因素(OR值分别为0.78,0.81);男生、城市地区和父母婚姻关系异常是学生遭受校园欺凌的危险因素(OR值分别为3.32,1.48,2.04),而高年级、近视和跟父母一起生活的则是保护因素(OR值分别为0.88,0.71,0.63);男生、城市地区和父母婚姻关系异常是中学生遭受网络欺凌的危险因素(OR值分别为1.72,1.35,1.50),而跟父母一起生活的则是保护因素(OR=0.61);父母关系异常是学生发生自我暴力的危险因素(OR=1.84),而高年级、跟父母一起生活则是保护因素(OR值分别为0.90,0.87).结论 青少年暴力普遍存在,低年级中学男生、父母婚姻异常家庭的孩子是暴力的高危人群,需要采取综合性的防制措施.