skip navigation

PUBLICATIONS

Register for Latest Research

Stay Informed
Register with NCJRS to receive NCJRS's biweekly e-newsletter JUSTINFO and additional periodic emails from NCJRS and the NCJRS federal sponsors that highlight the latest research published or sponsored by the Office of Justice Programs.

NCJRS Abstract

The document referenced below is part of the NCJRS Virtual Library collection. To conduct further searches of the collection, visit the Virtual Library. See the Obtain Documents page for direction on how to access resources online, via mail, through interlibrary loans, or in a local library.

 

NCJ Number: 221559 Find in a Library
Title: Operational Assessment Areas of Verbal, Physical and Relational Peer Victimisation in Relation to the Prevention of School Violence in Public Schools in Tshwane South
Journal: Acta Criminologica  Volume:20  Issue:3  Dated:2007  Pages:46-60
Author(s): J. Prinsloo; J. Neser
Date Published: 2007
Page Count: 15
Document: PDF
Publisher: http://www.journals.co.za/crim/acta/index.html 
Type: Research (Applied/Empirical)
Format: Article
Language: English
Country: United States of America
Annotation: Following a literature review identifying the operational assessment areas in relation to verbal, physical, and relational peer victimization, this study sought to acquire knowledge and insight and to arrive at general conclusions pertaining to the orientation and actions of learners in relation to the phenomenon of school violence within certain primary and secondary public schools in Tshwane South.
Abstract: Findings are presented in the areas of prevalence of school violence and impact on victimized learners, reasons advanced for the perpetration of school violence by fellow learners, perceptions regarding school safety, consequences of victimization, comparison of victims and non-victims, and school connectedness and peer victimization. Highlights of the findings include: (1) regarding the incidence and nature of the observed violence, it is clear that it is not an isolated phenomenon; (2) the majority of the victims were subjected to verbal aggression, such as cruel teasing, bad name calling, and threats of harm; (3) reasons given for the perpetration of school violence by fellow learners were aggressors’ desire to show their dominance (63 percent), for the fun of it (55 percent), and as retaliatory behavior (52 percent); (4) especially male participants, learners in the older age group, senior grades, felt more unsafe in the school situation; (5) general feelings experienced by victims were rage (51 percent), as well as distress and sadness (48 percent); (6) lack of sufficient self-esteem, proneness to depression, feelings of anxiety and low levels of self-restraint were associated with peer victimization; and (7) more than half the participants had been subjected to peer victimization at school. School violence and peer group victimization by fellow pupils in public schools are part of a universal problem. There has been a significant increase in offenses, such as assaults and sexual violence in South African schools from 2001 to 2004. A comprehensive literature study was conducted to identify the operational assessment areas in relation to verbal, physical, and relational peer victimization, followed by a survey to collect and analyze information from a sample of 1,873 learners in grades 6 to 11 in the Tshwane South district of South Africa. Table, bibliography
Main Term(s): Crime in schools; South Africa; Victimization
Index Term(s): Bullying; Child victims; Peer assessment; Public schools; Victimization risk
Note: To access the full text PDF: 1) select the provided link; 2) from the Acta Criminologica Web site, select "Table of Contents"; 3) select the corresponding Volume and Issue (see the NCJRS abstract record for the exact Volume and Issue); 4) scroll the Table of Contents to the exact article; and 5) click on the "full text" icon Downloaded on February 13, 2008.
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=243440

*A link to the full-text document is provided whenever possible. For documents not available online, a link to the publisher's website is provided. Tell us how you use the NCJRS Library and Abstracts Database - send us your feedback.