School Violence: Types, Impacts and Support

Research Article
Open access

School Violence: Types, Impacts and Support

Yanyan Zhou 1 , Yuhan Gu 2* , Alex Hu 3 , Yueying Du 4
  • 1 Chongqing Nankai Secondary school, Chongqing, 400030, China    
  • 2 Yangzhou High School of Jiangsu Province, Yangzhou, 225000, China    
  • 3 Beijing City International School, Beijing, 100020, China    
  • 4 Northeast Yucai Experimental International High School, Fushun, 113122, China    
  • *corresponding author eryngu0601@qq.com
LNEP Vol.5
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-915371-35-5
ISBN (Online): 978-1-915371-36-2

Abstract

In this study, our paper focus on school violence: types, impact and support. This paper pays more attention to the relationship between school violence than the relationship between people and school violence. Our purpose is to find the following relationships. Relationship between duration and degree of impact. Relationship between duration and impact type. Relationship between the type of bullying and what kind of support was most helpful. Relationship between being bullied and receiving some kind of help. Our group sent out 110 questionnaires and collected these data to analyze.

Keywords:

Social Psychology, School Violence, School Violence effects, School Violence support, school violence types

Zhou,Y.;Gu,Y.;Hu,A.;Du,Y. (2023). School Violence: Types, Impacts and Support. Lecture Notes in Education Psychology and Public Media,5,87-110.
Export citation

References

[1]. Sameer Hinduja & Justin W. Patchin (2018): Connecting Adolescent. Suicide to the Severity of Bullying and Cyberbullying, Journal of School Violence

[2]. Champion, Dean J. 1997. The Roxbury Dictionary of Criminal Justice. Los Angeles: Roxbury.

[3]. Zhou, X. F., Zettler, C., & Rush, R. A. (1994). An improved procedure for the immunohistochemical localization of nerve growth factor-like immunoreactivity. Journal of neuroscience methods, 54(1), 95-102.

[4]. Osowski, S. A. (2014). Why culture matters: A case study to determine the promising practices in the prevention of bullying in K–12 schools. University of Southern California.

[5]. Chen, J. K., & Chen, L. M. (2020). A cross-national examination of school violence and nonattendance due to school violence in Taiwan, Hong Kong, and Mainland China: A Rasch model approach. Journal of school violence, 19(2), 177-191.

[6]. Beale, A. V. (2001). " Bullybusters": Using drama to empower students to take a stand against bullying behavior. Professional School Counseling, 4(4), 300.

[7]. Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, gender, and social‐psychological adjustment. Child development, 66(3), 710-722.

[8]. Smokowski, P. R., & Kopasz, K. H. (2005). Bullying in school: An overview of types, effects, family characteristics, and intervention strategies. Children & Schools, 27(2), 101-110.

[9]. Gold, P. W., Machado-Vieira, R., & Pavlatou, M. G. (2015). Clinical and biochemical manifestations of depression: relation to the neurobiology of stress. Neural plasticity, 2015.

[10]. Cantwell, D. P., & Baker, L. (1991). Manifestations of depressive affect in adolescence. Journal of Youth and Adolescence, 20(2), 121-133.

[11]. Han, Z., Zhang, G., & Zhang, H. (2017). School Bullying in Urban China: Prevalence and Correlation with School Climate. International journal of environmental research and public health, 14 (10), 1116. https://doi.org/10.3390/ijerph14101116

[12]. Spitzer, R. L. (2001). Values and assumptions in the development of DSM-III and DSM-III-R: An insider's perspective and a belated response to Sadler, Hulgus, and Agich's" On values in recent American psychiatric classification". The Journal of nervous and mental disease, 189(6), 351-359.

Cite this article

Zhou,Y.;Gu,Y.;Hu,A.;Du,Y. (2023). School Violence: Types, Impacts and Support. Lecture Notes in Education Psychology and Public Media,5,87-110.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

Disclaimer/Publisher's Note

The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

About volume

Volume title: Proceedings of the International Conference on Interdisciplinary Humanities and Communication Studies (ICIHCS 2022), Part 4

ISBN：978-1-915371-35-5(Print) / 978-1-915371-36-2(Online)
Editor：Matilde Lafuente-Lechuga, Muhammad Idrees
Conference website: https://www.icihcs.org/
Conference date: 18 December 2022
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.5
ISSN：2753-7048(Print) / 2753-7056(Online)

© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license. Authors who publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See Open access policy for details).

References

[1]. Sameer Hinduja & Justin W. Patchin (2018): Connecting Adolescent. Suicide to the Severity of Bullying and Cyberbullying, Journal of School Violence

[2]. Champion, Dean J. 1997. The Roxbury Dictionary of Criminal Justice. Los Angeles: Roxbury.

[3]. Zhou, X. F., Zettler, C., & Rush, R. A. (1994). An improved procedure for the immunohistochemical localization of nerve growth factor-like immunoreactivity. Journal of neuroscience methods, 54(1), 95-102.

[4]. Osowski, S. A. (2014). Why culture matters: A case study to determine the promising practices in the prevention of bullying in K–12 schools. University of Southern California.

[5]. Chen, J. K., & Chen, L. M. (2020). A cross-national examination of school violence and nonattendance due to school violence in Taiwan, Hong Kong, and Mainland China: A Rasch model approach. Journal of school violence, 19(2), 177-191.

[6]. Beale, A. V. (2001). " Bullybusters": Using drama to empower students to take a stand against bullying behavior. Professional School Counseling, 4(4), 300.

[7]. Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, gender, and social‐psychological adjustment. Child development, 66(3), 710-722.

[8]. Smokowski, P. R., & Kopasz, K. H. (2005). Bullying in school: An overview of types, effects, family characteristics, and intervention strategies. Children & Schools, 27(2), 101-110.

[9]. Gold, P. W., Machado-Vieira, R., & Pavlatou, M. G. (2015). Clinical and biochemical manifestations of depression: relation to the neurobiology of stress. Neural plasticity, 2015.

[10]. Cantwell, D. P., & Baker, L. (1991). Manifestations of depressive affect in adolescence. Journal of Youth and Adolescence, 20(2), 121-133.

[11]. Han, Z., Zhang, G., & Zhang, H. (2017). School Bullying in Urban China: Prevalence and Correlation with School Climate. International journal of environmental research and public health, 14 (10), 1116. https://doi.org/10.3390/ijerph14101116

[12]. Spitzer, R. L. (2001). Values and assumptions in the development of DSM-III and DSM-III-R: An insider's perspective and a belated response to Sadler, Hulgus, and Agich's" On values in recent American psychiatric classification". The Journal of nervous and mental disease, 189(6), 351-359.

For authors
Guide for authors Policies for authors Aims and scope Subscription Open access policy
For editors
Policies for editors Editorial board
For reviewers
Policies for reviewers Privacy policy

Cookies are used by this site.
Copyright © 2024 EWA Publishing, its licensors, and contributors. All rights reserved, including text and data mining, AI training, and similar technologies.