Causes and Effects of Violence in Schools Essay

1.0 stem ObjectivesSacred Heart give lessons is an education institution. The Headmaster Mr Keenan would akin to have sex why delirium exists in the school ground and the effects of r come along and what cig arette be done to eliminate this. This report is an epitome of the causes and effects of ferocity and suggested solutions to reduce the pct of fierceness that exists on the school grounds.1.2 Historical Background on that point are approximately 1500 students in this school, offering 8 different subjects. There are at least(prenominal) 5 teachers in each faculty, coming up to a total of 40 teachers. The percentage of force play that exists in the school grounds is steadily increasing, in different forms, between teachers as well up as students, right from the Kindergarten classes up to the Advanced Level. The Headmaster of the school, Mr Zia Keenan wants this issue to be analysed deeply in high society to play up up solutions to minimize fury.1.3 Report PreviewF irstly, the causes of military force are analysed to understand the root of the problem. Secondly, the effects of violence are evaluated to understand how serious this problem is. Thirdly, various potential solutions are suggested that could help minimize the percentage of violence.II. CAUSES2.1 AbuseOne of the major aspects of violence in schools is bullying. This could be because of lack of supervision and monitoring of children and/or teachers. Another form of step is displayed in the stylus rough cannot control sexual urges and thus put to work advances on others. In defense, the victim retaliates. Vandalism takes indue as a way of expressing emotion. It is a way to get back at the school and dictating teachers or peers. Students may be looking for ways to give up themselves from orthodox individuals who believe that the only way to discipline students is by creation strict with them. In this way, violence takes place.2.2 Exposure to violence and harmful substances or itemsExposure to violence catchs ones thoughts and actions. Weapons or insecure toys like knives and pellet guns are easily available. This accessibility does little to prevent violence from taking place amongst individuals. Some individuals have been exposed to violence because they come from dysfunctional families or backgrounds. Exposure to violence, such as on television, video games, etc. as researched by Psychological Science in the Public involvement (Anderson, C. A. et al, 2003) leads to individuals imitating those acts. Hence they do not have proper judgment of what is right and wrong. They experiment with harmful substances which just damages this sense of discernment. Easily available drugs add to the risk of violence. (DHHS, 2001).When a person is under the influence, they are not themselves and are unable to think rationally. This leads to fights, disputes etc. as individuals are not in total control of themselves. This is related to peer pressure as an individual m ay have tested these substances or items because others have egged them on. They may have withal been encouraged to pick on others and take variance in fights, through no will nor motive of their own. As a result of which fights, violence and abuse occurs.2.3 Lack of informationPsychological problems hamper ones way of life. They do not know how to crapper with their raw emotions or self-related/ mad problems like stress and depression, for example. Some have biological problems, like ADD and Tourrettes Syndrome. They cannot control their behavior. Other students may not understand this and reciprocate. Carol Miller Lieber, an educator at Washington University believes that violence in schools is a result of lack of information. Lack of information leads to combat as individuals do not know how to solve problems that involve others, or their intolerance towards certain characteristics or behavior. They lack understanding. Therefore they take out their aggression on each other ( Constitutional Rights Foundation, n.d.)III. EFFECTS3.1 much violence and disorderThe victims themselves turn into bullies. It is a never-ending cycle. If aperson was bullied, then he reciprocates. They can also become social outcasts, which hamper their learning of lessons in school, as well as in life. forcefulness in school grounds creates barriers to learning as victims are afraid to go to school, and hence they drop out. Further much, such intolerance and lack of information can further grow into racism or discrimination. This can give 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 deplorable activity. In 1999, Olweus, D., Limber, S., & Mihalic, S. claimed that 40 percent of the boys who were bullies compared to 10% of those who were neither victims nor bullies had three or more convictions by age 24 (Christeson, W. et al, 2003 10).Fig 1.13.2 Psychological problemsSe xual violence can give way to phobias. It may affect some so badly that they become incapable of trusting and communicating with others, out of fear. Victims end up with emotional problems, such as depression. They may want to take revenge as well, leading to more violence. even out teachers, who are potential victims of violence, can suffer from depression and low self-esteem. In 1993, the 27th Annual follow of High Achievers calculated that among students, 26% had considered committing suicide, 4% had attempted suicide, 18% knew someone their own age who had affiliated suicide, and 41% knew another teen-ager who had attempted suicide. (National School Safety Center, 2006 24). The following graph appeared in a report by Fight abuse set 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. 1.23.3 Use of harmful substances and itemsExposure to violence may make individuals irresponsible and encourage them to believe that the only way to push-down stack with things is by being violent themselves they carry weapons for protection. A survey carried out by USA Weekend found that 55% of the students knew that weapons were regularly carried to school (National School Safety Center, 2006 32). Another graph that appeared in Fight Crime Invest in Kids (2003) showed that 51% of the kidswho 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 resort to harmful substances like drugs. He may not be able to find a job because of traces of drugs found in his blood. His health is risk of exposure and these substances can lead to serious consequences.IV. SOLUTIONS4.1 More attention should be givenParents, teachers and students should be made conscious of and prepared for such occurrences. They should be taught how to handle with such situations. Teachers should be around on the school grounds whenever possible 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 g everyplacenment if warnings are not received well. Higher authorities must 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/teachers should be encouraged to become better role models.4.2 ProgramsSeminars could be held where individuals are taught to speak 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 positive manner, e.g. by w riting, vie an instrument, anger management sessions, etc. School counselors should be hired 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 Prevention should be adapted, as advised by Christeson, Elliot, Fox, Kelikowske, and Newman (2003) in order to help prevent bullying.4.3 Rules and regulationsAnother way to reduce violence would be to pass laws. Weapons, drugs, etc. should not be sold to under-age people, for instance. Harmful weapons and substances should be confiscated upon sight. If other students know thatsomeone is carrying a weapon, s/he should inform an authoritative figure. This would help minimize chances of violence taking place.V. CONCLUSIONIn conclusion, violence has umpteen causes, such as self-related issues, inability to express emotions (in a positive way), irresponsibility, poor self-control, peer pressure, lack of information, a response to prior acts of violence, easy accessibility to harmful substances/items, exposure 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, sufficient attention from guardians or peers, taking action against those who do not act in the refer of others, passing laws, and people available to help those going through self-related problems, like counselors. This issue, if not dealt with as in brief as possible will ruin the reputation of Sacred Heart School. Even if a clarified difference is made by adapting these solutions, it is still a difference nonetheless.VI. REFERENCE LISTAnderson, 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, onl ine, Vol. 4, No. 3. Available http//www.psychologicalscience.org/pdf/pspi/pspi43.pdf Accessed 13/02/08Christeson 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. Available http//www.fightcrime.org/reports/BullyingReport.pdf Accessed 13/02/08Constitutional Rights Foundation, n.d., Creating Alternatives to Violence, Available http//www.crf-usa.org/violence/alternative.html Accessed 13/02/08National School Safety Center, 2006, School Safety Statistics, p. 24.Available http//www.schoolsafety.us/pubfiles/school_crime_and_violence_statistics.pdf Accessed 13/02/08National School Safety Center, 2006, School Safety Statistics, p. 32. Available http//www.schoolsafety.us/pubfiles/school_crime_and_violence_statistics.pdf Accessed 13/02/08U.S. Department of Health and Human Services, 2001, Youth violence a report of the Surgeon General. Available www.surgeongeneral.gov/library/youthviolence Accessed 13/02/08