Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-5360-2.ch005
Bowie Chen, R. Luppicini
Bullying is an international public health problem that is affecting millions of youth around the world. With the proliferation of digital technology and online social networks, bullying is able to circumvent traditional safety barriers provided within the homes of youth which compounds concerns for parents. This phenomenological research study explored reflections on personal cyberbullying experiences by university students (N = 10) between the ages of 18-23. The study sought to understand why cyberbullying happens and how affected individuals respond to cyberbullying encounters. Findings revealed that online risk behaviour, perceived intention of the bully, response to cyber abuse, and quality of adult and student relationship appear to be linked to the severity of a user's cyberbullying experience. This research contributes to research by providing insight into how students experience and deal with cyberbullying.
{"title":"The New Era of Bullying","authors":"Bowie Chen, R. Luppicini","doi":"10.4018/978-1-7998-5360-2.ch005","DOIUrl":"https://doi.org/10.4018/978-1-7998-5360-2.ch005","url":null,"abstract":"Bullying is an international public health problem that is affecting millions of youth around the world. With the proliferation of digital technology and online social networks, bullying is able to circumvent traditional safety barriers provided within the homes of youth which compounds concerns for parents. This phenomenological research study explored reflections on personal cyberbullying experiences by university students (N = 10) between the ages of 18-23. The study sought to understand why cyberbullying happens and how affected individuals respond to cyberbullying encounters. Findings revealed that online risk behaviour, perceived intention of the bully, response to cyber abuse, and quality of adult and student relationship appear to be linked to the severity of a user's cyberbullying experience. This research contributes to research by providing insight into how students experience and deal with cyberbullying.","PeriodicalId":345126,"journal":{"name":"Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126472419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-5360-2.ch028
Carlos Monge López, David Montalvo Saborido, J. Torrego
Coexistence, democracy, citizenship, peace, tolerance, respect, cooperation, empathy and other similar terms are some concepts that make up the principles and aims of present education. For this reason, education managers design, develop and assess processes that try to reduce problems of coexistence. The main aim of this chapter is to show strategies for detecting problems of coexistence at school and to analyze the students' role in these processes. The background of the chapter is based on the following topics: school as a conflictive place, types of problems in coexistence, definitions and characteristics of the term conflict and models to improve coexistence at schools. After considering these ideas, the next step involves the analysis of some strategies for detecting problems of school coexistence. An important part of these strategies emphasizes student role in this task. However, students are often not properly trained to detect problems of coexistence at schools. Consequently, there are some processes for creating a school context based on democratic resolution of conflicts.
{"title":"Detecting Problems of Coexistence","authors":"Carlos Monge López, David Montalvo Saborido, J. Torrego","doi":"10.4018/978-1-7998-5360-2.ch028","DOIUrl":"https://doi.org/10.4018/978-1-7998-5360-2.ch028","url":null,"abstract":"Coexistence, democracy, citizenship, peace, tolerance, respect, cooperation, empathy and other similar terms are some concepts that make up the principles and aims of present education. For this reason, education managers design, develop and assess processes that try to reduce problems of coexistence. The main aim of this chapter is to show strategies for detecting problems of coexistence at school and to analyze the students' role in these processes. The background of the chapter is based on the following topics: school as a conflictive place, types of problems in coexistence, definitions and characteristics of the term conflict and models to improve coexistence at schools. After considering these ideas, the next step involves the analysis of some strategies for detecting problems of school coexistence. An important part of these strategies emphasizes student role in this task. However, students are often not properly trained to detect problems of coexistence at schools. Consequently, there are some processes for creating a school context based on democratic resolution of conflicts.","PeriodicalId":345126,"journal":{"name":"Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126026169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-5360-2.ch004
M. Radu
Parents play a critical role in shaping their children's educational outcomes. Scholars identify parental resources, family background, and capital investments in children as factors that contribute to educational outcomes later in life. Schools also prove to be important contexts where children develop, suggesting that both families and schools are important for promoting youths' educational success. Ecological systems theory suggests the importance of considering how multiple contexts affect youths' social, cognitive, and behavioral development and maintains that socio-demographic factors, such as race and ethnicity, may affect interactions with immediate settings, such as families and schools. Therefore, drawing from this perspective, this researcher argues that perceiving one's school as unsafe and being the victim of bullying disrupts the educational process, particularly for students of color. Bullying encompasses a power dynamic between the bully and bully-victim, and the presence of bullying in schools may exacerbate unequal school environments.
{"title":"Educational Disparities Among Marginalized Groups of Students","authors":"M. Radu","doi":"10.4018/978-1-7998-5360-2.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-5360-2.ch004","url":null,"abstract":"Parents play a critical role in shaping their children's educational outcomes. Scholars identify parental resources, family background, and capital investments in children as factors that contribute to educational outcomes later in life. Schools also prove to be important contexts where children develop, suggesting that both families and schools are important for promoting youths' educational success. Ecological systems theory suggests the importance of considering how multiple contexts affect youths' social, cognitive, and behavioral development and maintains that socio-demographic factors, such as race and ethnicity, may affect interactions with immediate settings, such as families and schools. Therefore, drawing from this perspective, this researcher argues that perceiving one's school as unsafe and being the victim of bullying disrupts the educational process, particularly for students of color. Bullying encompasses a power dynamic between the bully and bully-victim, and the presence of bullying in schools may exacerbate unequal school environments.","PeriodicalId":345126,"journal":{"name":"Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125126780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-5858-3.CH001
Betty Denise Monzingo, Mario S. Torres
This chapter reports findings from a study of school leader perspectives on crisis preparedness. The context for the study is a sample of school superintendents in the southwest region of the United States. Interviews were conducted with four school superintendents to gather insights into mainly organizational norms, policy, and planning related to crisis preparation. This chapter seeks to add insight into what leaders perceive as preparation for potential crises and to critically assess the demands and obligations set forth through state legislative policy. Furthermore, the authors explore myriad leadership challenges to maintaining public confidence and maximizing the safety of children. Recommendations for leaders to engage in reframing of their positionality with respect to crises and a model for engaging parents and community in assessing risks and threats are offered.
{"title":"Managing Risk in School Crisis Intervention","authors":"Betty Denise Monzingo, Mario S. Torres","doi":"10.4018/978-1-5225-5858-3.CH001","DOIUrl":"https://doi.org/10.4018/978-1-5225-5858-3.CH001","url":null,"abstract":"This chapter reports findings from a study of school leader perspectives on crisis preparedness. The context for the study is a sample of school superintendents in the southwest region of the United States. Interviews were conducted with four school superintendents to gather insights into mainly organizational norms, policy, and planning related to crisis preparation. This chapter seeks to add insight into what leaders perceive as preparation for potential crises and to critically assess the demands and obligations set forth through state legislative policy. Furthermore, the authors explore myriad leadership challenges to maintaining public confidence and maximizing the safety of children. Recommendations for leaders to engage in reframing of their positionality with respect to crises and a model for engaging parents and community in assessing risks and threats are offered.","PeriodicalId":345126,"journal":{"name":"Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114502166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-6246-7.CH021
Reneè D. Lamphere, Kweilin T. Lucas
While data regarding school violence are gathered on a regular basis, noticeably missing from the literature are incidents that involve violence directed toward K-12 teachers and school leaders. The scarce evidence that does exist regarding this phenomenon suggests that this population is targeted more often than one may think, and they suffer from great harm as a result of various violent behaviors such as harassment, verbal threats and intimidation, bullying, property offenses, and physical attacks. Since very little is known about violence that is directed toward K-12 teachers and school leaders, there is a significant need for more research in this area in order to provide a more comprehensive view of school violence and to develop policies and formulate effective solutions. Addressing these issues will not only allow teachers and school leaders to perform to the best of their abilities, but school environments will be safer so that learning can take place without the interruption of violence.
{"title":"The Role of Teachers and School Leaders in K-12 School Violence","authors":"Reneè D. Lamphere, Kweilin T. Lucas","doi":"10.4018/978-1-5225-6246-7.CH021","DOIUrl":"https://doi.org/10.4018/978-1-5225-6246-7.CH021","url":null,"abstract":"While data regarding school violence are gathered on a regular basis, noticeably missing from the literature are incidents that involve violence directed toward K-12 teachers and school leaders. The scarce evidence that does exist regarding this phenomenon suggests that this population is targeted more often than one may think, and they suffer from great harm as a result of various violent behaviors such as harassment, verbal threats and intimidation, bullying, property offenses, and physical attacks. Since very little is known about violence that is directed toward K-12 teachers and school leaders, there is a significant need for more research in this area in order to provide a more comprehensive view of school violence and to develop policies and formulate effective solutions. Addressing these issues will not only allow teachers and school leaders to perform to the best of their abilities, but school environments will be safer so that learning can take place without the interruption of violence.","PeriodicalId":345126,"journal":{"name":"Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124159628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-5360-2.ch030
P. Maarhuis, A. Rud
Since the tragic shootings at Sandy Hook Elementary in 2012 there have been at least 159 school shootings in America (Everytown, n.d.). This chapter focuses on application of Deweyan thought to school shootings and aesthetic responses. Educational and aesthetic theories are used to understand the effects of school violence and inquiry includes analysis of artful works made in response to shootings. Common themes are noted across all 3 sites in various aesthetic responses and the steps toward reconstruction of associated living. Findings suggest engagement in responsive art works may ameliorate the disruption and trauma of school shootings. Within aesthetic response, there is potential for reclamation, restoration, and re-presentation of experience through the doubled reconstruction of communal spaces/places and of relational identity after shooting incidents. Considerations include the use of aesthetic response and associated living practices by activist and educators as a potential means to understand and work against gun violence.
{"title":"Dewey, School Violence, and Aesthetic Response","authors":"P. Maarhuis, A. Rud","doi":"10.4018/978-1-7998-5360-2.ch030","DOIUrl":"https://doi.org/10.4018/978-1-7998-5360-2.ch030","url":null,"abstract":"Since the tragic shootings at Sandy Hook Elementary in 2012 there have been at least 159 school shootings in America (Everytown, n.d.). This chapter focuses on application of Deweyan thought to school shootings and aesthetic responses. Educational and aesthetic theories are used to understand the effects of school violence and inquiry includes analysis of artful works made in response to shootings. Common themes are noted across all 3 sites in various aesthetic responses and the steps toward reconstruction of associated living. Findings suggest engagement in responsive art works may ameliorate the disruption and trauma of school shootings. Within aesthetic response, there is potential for reclamation, restoration, and re-presentation of experience through the doubled reconstruction of communal spaces/places and of relational identity after shooting incidents. Considerations include the use of aesthetic response and associated living practices by activist and educators as a potential means to understand and work against gun violence.","PeriodicalId":345126,"journal":{"name":"Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions","volume":"245 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128010602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-8076-8.CH009
Joanna Lizut
It is very important to collocate the occurrence of cyberbullying with a negative school environment. School bullying is widely known to be associated with many negative indicators, including lower academic achievement, lower school satisfaction, and lower levels of attachment and involvement at school. Several studies have combined cyberbullying with negative school experiences, such as lower academic performance and negative perceptions of the school climate. Moreover, many have suggested a strong link between the climate in the school and both traditional and cyberbullying. Some recent studies have shown that people who are perpetrators of cyberbullying and those who are victims both report a worse climate in schools than others not involved in the behavior. A poor disciplinary climate is one in which students are either unaware of the rules and the consequences of violations or one in which students are unmotivated to internalize and conform to the rules because they feel that they are unfair or unimportant. Weak parental involvement implies that the parents are not involved with the student's school life; they provide no help with homework, have very little communication with teachers, and rarely assist with school activities. Having a lack of didactic pressure means that neither teachers nor students hold high expectations for their academic achievement.
{"title":"Cyberbullying at School","authors":"Joanna Lizut","doi":"10.4018/978-1-5225-8076-8.CH009","DOIUrl":"https://doi.org/10.4018/978-1-5225-8076-8.CH009","url":null,"abstract":"It is very important to collocate the occurrence of cyberbullying with a negative school environment. School bullying is widely known to be associated with many negative indicators, including lower academic achievement, lower school satisfaction, and lower levels of attachment and involvement at school. Several studies have combined cyberbullying with negative school experiences, such as lower academic performance and negative perceptions of the school climate. Moreover, many have suggested a strong link between the climate in the school and both traditional and cyberbullying. Some recent studies have shown that people who are perpetrators of cyberbullying and those who are victims both report a worse climate in schools than others not involved in the behavior. A poor disciplinary climate is one in which students are either unaware of the rules and the consequences of violations or one in which students are unmotivated to internalize and conform to the rules because they feel that they are unfair or unimportant. Weak parental involvement implies that the parents are not involved with the student's school life; they provide no help with homework, have very little communication with teachers, and rarely assist with school activities. Having a lack of didactic pressure means that neither teachers nor students hold high expectations for their academic achievement.","PeriodicalId":345126,"journal":{"name":"Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133530016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-0113-9.ch014
A. Copenhaver
The United States has a well-documented history of violence. School shootings are a contemporary social problem which raise much concern, as children and young adults are killed on school grounds. After such tragic events there is public debate as to what causes such horrible events to occur. When looking for a source of such shootings, violent video games are often named as a source of such unconscionable violence. However, it is argued here that blaming violent video games constitutes a moral panic when violent video games are unfairly scapegoated as the source of school shootings. This chapter also points to other sources of violence which may be identified as potential causes of school shootings once the scapegoating of violent video games is acknowledged.
{"title":"Violent Video Games as Scapegoat After School Shootings in the United States","authors":"A. Copenhaver","doi":"10.4018/978-1-7998-0113-9.ch014","DOIUrl":"https://doi.org/10.4018/978-1-7998-0113-9.ch014","url":null,"abstract":"The United States has a well-documented history of violence. School shootings are a contemporary social problem which raise much concern, as children and young adults are killed on school grounds. After such tragic events there is public debate as to what causes such horrible events to occur. When looking for a source of such shootings, violent video games are often named as a source of such unconscionable violence. However, it is argued here that blaming violent video games constitutes a moral panic when violent video games are unfairly scapegoated as the source of school shootings. This chapter also points to other sources of violence which may be identified as potential causes of school shootings once the scapegoating of violent video games is acknowledged.","PeriodicalId":345126,"journal":{"name":"Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131527066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-8283-0.CH019
S. Mthethwa-Sommers, Otieno Kisiara
The purpose of the chapter is to examine how parents from refugee backgrounds understand and perceive school bullying and anti-bullying policies. Given that bullying continues to be a serious problem in schools, and that immigrant and refugee-background students are particularly severely impacted, it is imperative that perspectives from different stakeholders, including refugee background parents, be incorporated in anti-bullying policies and interventions. Data were collected using the focus group method, with parents drawn from the refugee community in a town in upstate New York. Focus group interviews were conducted with a total of 27 parents from refugee backgrounds. Interviews were recorded and transcribed. Data were analyzed and organized thematically. Findings showed that parents (1) experience secondary stress from bullying of their children, (2) advocate for their children, (3) often feel unheard and diminished by school teachers and administrators, and (4) have an interest in meeting and working with teachers and other school officials to address bullying. Findings provide implications for bullying policies and practices for school personnel.
{"title":"Refugee Parents' Perceptions of Bullying Practices of Their Children in Urban Schools","authors":"S. Mthethwa-Sommers, Otieno Kisiara","doi":"10.4018/978-1-5225-8283-0.CH019","DOIUrl":"https://doi.org/10.4018/978-1-5225-8283-0.CH019","url":null,"abstract":"The purpose of the chapter is to examine how parents from refugee backgrounds understand and perceive school bullying and anti-bullying policies. Given that bullying continues to be a serious problem in schools, and that immigrant and refugee-background students are particularly severely impacted, it is imperative that perspectives from different stakeholders, including refugee background parents, be incorporated in anti-bullying policies and interventions. Data were collected using the focus group method, with parents drawn from the refugee community in a town in upstate New York. Focus group interviews were conducted with a total of 27 parents from refugee backgrounds. Interviews were recorded and transcribed. Data were analyzed and organized thematically. Findings showed that parents (1) experience secondary stress from bullying of their children, (2) advocate for their children, (3) often feel unheard and diminished by school teachers and administrators, and (4) have an interest in meeting and working with teachers and other school officials to address bullying. Findings provide implications for bullying policies and practices for school personnel.","PeriodicalId":345126,"journal":{"name":"Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127636004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-5360-2.ch032
S. Taukeni, M. Taole
Students need to feel safe and secure in school so that they can perform to their full potential. Therefore, a safe school is an essential element in any learner's progress and functioning. To achieve student healthy development and their capacity to learn, peaceful circumstances must be ensured in the education environment. Thus, violence prevention and nonviolent teaching strategies have become essential focus areas for ongoing research. This chapter focuses on nonviolent teaching techniques that could be used in schools to ensure a positive school climate. The objective is to expand and deepen existing theory on multicultural nonviolent teaching techniques in schools, institutions of high learning, and centers of teacher development and training, in order to better understand nonviolence concepts, related techniques and their applications to achieve desired peaceful outcomes. The chapter further highlights potential forms of school violence, effects on the students and suggests techniques of dealing with the violence.
{"title":"Nonviolent Teaching","authors":"S. Taukeni, M. Taole","doi":"10.4018/978-1-7998-5360-2.ch032","DOIUrl":"https://doi.org/10.4018/978-1-7998-5360-2.ch032","url":null,"abstract":"Students need to feel safe and secure in school so that they can perform to their full potential. Therefore, a safe school is an essential element in any learner's progress and functioning. To achieve student healthy development and their capacity to learn, peaceful circumstances must be ensured in the education environment. Thus, violence prevention and nonviolent teaching strategies have become essential focus areas for ongoing research. This chapter focuses on nonviolent teaching techniques that could be used in schools to ensure a positive school climate. The objective is to expand and deepen existing theory on multicultural nonviolent teaching techniques in schools, institutions of high learning, and centers of teacher development and training, in order to better understand nonviolence concepts, related techniques and their applications to achieve desired peaceful outcomes. The chapter further highlights potential forms of school violence, effects on the students and suggests techniques of dealing with the violence.","PeriodicalId":345126,"journal":{"name":"Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114171726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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