Psychology Human Services Violence in schools is becoming prevalent as one of the worrying aspects in the society. This particular paper seeks to analyze the violence in schools from an educational and psychological point-of-view. According to studies and scholarly research, bullying is the most common form violence prevalent in schools. Scholars suggest that school violence signify a variety of manners referring to physical damage, psychological harm, and property damage. Literature indicates that the most prevalent form of violence in schools comes in the form of bullying. Bullying is seen as behavior intended to harm someone, occurs recurrently, and shows a distinct difference of power between the bully and the victim. The link between parental violence, history with violence and unfortunate socio-economic state of affairs and violence amongst children is perceived in the literature. The psychological aspect of having such scenes and the experiences projected on the children is considered to instigate the violence that they display in schools. In addition, the violent games and television shows that are watched and played by the children have a psychological impact on them as they transform such aggression into the schools.

Table of Contents

Major claim to be explored 4

Literature Review 4

What I learnt From the Topic 8

References 9

Major claim to be explored

This research paper will integrate two academic disciplines, which are education and psychology. In particular, the major claim explored in this paper is the 'examination of the contemporary extents of violent acts being committed in the school setting and their impact from an educational and psychological point-of-view'. The topic that interests me is the violent acts and actions of children such as bullying and how such acts negatively impact other children as regards educational and, psychologically too otherwise. Literature will reviewed from both education and psychology to ascertain what the recent studies have recommended regarding such students.

Literature Review

The different factors assigned to study school violence, and thereby meaning bullying, dominantly, comprise mainly of curricular and extracurricular activities, preceded by affective, physical and social issues. At the outset it should be clear that both the bullies and the victims thereof are prone to face strictures and reprimand from authorities, though differently (Qing Li, n.d.). Another important noticeable, common thread amongst them is that both the sets are possibly psychologically misaligned from normative and acceptable behavioral patterns. A revealing facet is that bullies themselves are prone to suicidal tendencies against as commonly understood that only the victims may exhibit such tendencies (Hoover & Olsen, 2001). Further, the victims may themselves resort to harassment of those weaker (mostly females) than themselves as an act of vengeance or compensation for the torment, they themselves underwent. As such, specially designed programs are designed through separate treatment interventions for the tormented and the tormentors (Ma, 2001; Clarke & Kiselica, 1997).

The terminology 'school violence' materialized in the year 1992. All the way through research literature, school violence is outlined and described in several different ways though no specific explanation acknowledged as absolute. Meanings of school violence signify a variety of manners referring to physical damage, psychological harm, and property damage (Clark, 2001). Bullying is one of the most deliberated and comprehensively examined areas within the research study of school violence. Similar to school violence, bullying has been described in different ways in the research literature. As Olweus (2003) opines, bullying can be perceived as having three modes. To start with, the bully's manner is belligerent or intending to harm another individual. Secondly, bullying is a recurring phenomenon by definition. Thirdly, there is a disparity of supremacy between the bully and the victim. It is imperative to take note that bullying can be physical, societal, or both (Olweus, 2003).

According to a research study undertaken by Mikulak (2013), there is a great prevalence of childhood psychiatric issues as is family hardship amongst children who are bullies. In particular, Mikulak (2013) asserts that bullies come off as children with a predominant and fundamental antisocial predisposition who are familiar with how to intimidate and terrorize other children and with victims of bullying assuming the role of their aides. From a psychological standpoint, it is imperative to come up with ways of eliminating the need for these children to bully others. By undertaking this, it will, consequently, protect several children who suffer at the hands of bullies (Mikulak, 2013).

According to Benson and Fox (2000), another aspect that has stimulated violence amongst children in schools...

In particular, this relationship or connection between the two has been established either for hostile patterns amongst the parents of the children or even more noticeable and prominent for parental violence against their own children. The psychological influence of such scenes and the experiences of children are considered to instigate the violence that they resort to, in schools (Benson and Fox, 2000). In addition, according to Fuchs (2008), children of households in extremely deprived and forsaken socio-economic state of affairs have been confirmed to be more violent in comparison to children coming from steady, affluent, and peaceful households. This is particularly true for parents who are presently unemployed or subsist on local welfare support. Nevertheless, taking into account the literature at hand, it is not apparent whether this influence directly comes about from the socio-economic shortcoming or whether the comparative deficiency paralleled to affluent classmates evokes violent tendencies in these children.
According to Fuchs (2003), another psychological aspect that is associated to school violence is the impact that consumption of violent media on the television and online or PC games have on the children. Nonetheless, it is quite difficult to prove that consuming and watching such violent media by the children actually arouses and conjures individual violent behavior. On the other hand, it may well be that the students who partake in violent acts due to other reasons are particularly vested in PC games that are violent or online gaming that is aggressive because they are violent. This is one of the issues that remains to be explored in research to be undertaken in the future (Fuchs, 2003).

According to Weiner (2003), the tenacity and influence of school psychology's thoughtfulness to instantaneous societal difficulties is contingent on how well interventions come to be entrenched in characteristic practice and employed effectively in schools. For instance, the utilization of group treatment and other peer group support processes was prolonged in the 80s period and then entrenched in the practice of several school psychologists working in high schools. These approaches are, currently, applied to several dissimilar issues, comprising decision making regarding sexual behavior, social expertise training as well as drug abuse (Weiner, 2003). In a similar manner, the contemporary focus and concentration on the prevention of violence will have a long-lasting impact in school psychology to the extent that the intervention practices established are largely beneficial in averting or amending a range of problems (Weiner, 2003). For instance, the school wide intercessions presently being executed in schools as part of violence inhibition determinations have constructive impacts on general school and classroom environment, on stopping violent occurrences, and on the lessening of other difficulties for example disciplinary transfers and dropout rates (Weiner, 2003).

According to Terefe and Mengistu (1997), a dominating ratio of boys to girls is seen to experience more school violence. In the developing nation, the dresses used by girls can cause them to be target of school bullying, which then causes them to either drop out after a certain age or even not enroll at all in schools. High student density and lack of attention shown by teachers to the problem is also known to accentuate the malady.

According to Benson and Fox (2004), from an educational standpoint, it is quite apparent that the environment of the class, the neighborhood where the students belong, as well as the locality where the school is situated largely have an influence on the prevalence of violence at schools. For instance, research study undertaken by Benson and Fox (2004) among African-Americans showed that the greater rates of familiar violence of the parents could be accounted for by their greater probability of existing in underprivileged neighborhoods. For that reason, the view of Benson and Fox (2004) is that violence at schools progresses in a micro-social situation. Violent committers do not just act pugnaciously; instead, violence develops in contact with the social features of the setting as also with other individuals.

According to Fuchs (2008), educational aspects such as the proportion of male and female students within the class also have an impact on the violence in schools. It is considered that classes with a high fraction of female student operate as an engrossing circumstance, lessening the possibility of violent actions by individuals. In contrast, it is deemed that greater extents of individual violence have a greater likelihood of taking place when the number of male students is higher. This is largely because the level of provocations tends to be higher and this brings about a manifestation of physical violence (Fuchs, 2008).The same case applies with having a higher proportion of students who have had violent experiences in the classroom as…