Sabinet | Skoolgeweld en portuurgroepviktimisering in openbare skole in Tshwane-Suid
n Tydskrif vir Geesteswetenskappe - Skoolgeweld en portuurgroepviktimisering in openbare skole in Tshwane-Suid
Author Johan Prinsloo and Jan Neser
Source : Tydskrif vir Geesteswetenskappe, Volume 47, Issue 3, Sep 2007, p. 320 - 330
Keyword(s) : Fisieke aggressie, Peer group victimisation, Physical aggression, Portuurgroepviktimisasie, Relational aggression, School violence, Skoolgeweld, Verbal aggression, Verbale aggressie and Verhoudingsaggressie
Skoolgeweld en portuurgroepviktimisering deur medeleerders in openbare skole maak deel van 'n universele probleem uit en daar heers kommer oor die toename in voorvalle van skoolgeweld in die algemeen. Die skool is die vergestalting van die gemeenskap se opvoedingsverantwoordelikheid en vervul in 'n sinvolle mate die rol van sosialiseerder. Dit is derhalwe noodsaaklik dat skolastiese aktiwiteite in 'n milieu uitgevoer word wat geskik is vir die opvoeding en ontwikkeling van leerders. Geweld binne skoolverband is teenproduktief en verydel die skolastiese instelling se opvoedkundige en sosiale doelstellings. Hierdie verkennende studie is geloods met die doel om kennis en insig te verwerf deur middel van 'n deursnee-onderskeiding tussen toestande, oriëntasies en handelinge van leerders met betrekking tot die verskynsel van skoolgeweld binne bepaalde primêre en sekondêre openbare skole in Tshwane-Suid. Skoolgeweld is vir hierdie doeleindes geoperasionaliseer in terme van verbale, fisieke en verhoudingsaggressie. Die bevindinge van die volgende navorsingsdoelstellings word vervolgens gerapporteer :
Die aard en omvang van skoolgeweld.
Die persone verantwoordelik vir geweld binne skoolkonteks.
Redes aangevoer vir die pleeg van skoolgeweld deur medeleerders.
Leerders se belewenis van skoolgeweld .
Die invloed van skoolgeweld op slagoffers.
Aanbevelings in bovermelde verbande.
School violence and peer group victimisation in public schools in Tshwane South
School violence and peer group victimisation by fellow pupils in public schools are part of a universal problem. The school is the embodiment of the community's educational responsibility and serves increasingly as an agent of socialisation. Therefore, it is essential that scholastic activities should take place on in an environment that is conducive to the education and development of learners. Violence at schools is counter-productive and frustrates the scholastic institution's educational and social goals. The research problem underlying this study relates to learners as victims of school violence committed by fellow learners in certain primary and secondary public schools in Tshwane South, South Africa. A comprehensive literature study was undertaken to identify the operational assessment areas in relation to verbal, physical and relational peer victimisation. The survey method was used to collect and analyse information of a purposive sample of 1 873 learners in grades 6 to 11 from nine primary, eight secondary and two special schools in the Tshwane South district through the application of a structured self report questionnaire in accordance with their proportional age, sex, academic grade and willingness to participate in the research. The research objectives were to:
Establish the nature and extent of this form of school violence.
Determine who is responsible for the violence.
Survey possible reasons for it.
Reflect on victims' experience of school violence.
Reflect on the impact of school violence on victims.
Persistent Link : https://hdl.handle.net/10520/EJC20053