Violence committed and victimization in courtship in adolescents: Does gender matter?

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
E A Villegas Vázquez ◽  
J C Leyva Chipol ◽  
K C Cervantes Gómez ◽  
S I Valencia Almeida ◽  
F G Márquez Celedonio ◽  
...  
Keyword(s):  
High School Students ◽  
Sexual Violence ◽  
Mental Health Problems ◽  
Physical Violence ◽  
Statistical Significance ◽  
Research Question ◽  
Middle Level ◽  
School Students ◽  
History Of ◽  
Del Rio

Abstract Introduction Within the current context in our Mexico, major states of violence for women have been manifested on a daily basis without having any more reason than being female. Veracruz is the first place in feminicides in Mexico with a rate of 3.44 per 100 thousand women. Research question: What is the intensity of the violence committed and victimization in the courtship of young students of the Upper Middle level in the Veracruz - Boca del Río area, according to their gender? Material and Methods A cross-sectional, prospective, observational and analytical study was carried out from December to February 2020. Middle-high school students from the Veracruz-Boca del Río region were included, who had a dating relationship and were excluded those who did not accept to participate. The variable “violence committed and victimization in courtship” was quantified with the CADRI instrument. The spss v22 software was used, Sudent's T was calculated for independent samples, with statistical significance p < 0.05. Results 741 students were included. There was a prevalence of violence committed of 86.2% and victimization of 89.2%. Of the total number of students who suffered and committed violence, women occupy 66.3% and 66.7% respectively. There is a difference in the intensity of violence between women and men in verbal-emotional violence (4.5 ± 4.2 vs. 3.4 ± 3.4), physical violence (0.6 ± 1.3 vs. 0.36 ± 3.6) and violence in general (5.7 ± 5.7 vs 4.3 ± 4.8) (p < 0.05), while victimization scores do not make a difference between both genders (p > 0.05). The history of psychological and sexual violence in previous relationships, as well as sexual violence in daily life are more frequent in the female sex (p < 0.05) Conclusions The violence generated is more intense in women, however, they also have a history of having suffered violence more frequently in previous relationships and in their daily lives. Key messages Women suffer more aggressions at different stages of their lives, which may increase the risk to tolerate aggressions or be more aggressive or suffer mental health problems. We must study if the violence generated by women is a response to a previous aggression from their boyfriend.

Teen Dating Violence: Predicting Physical and Sexual Violence and Mental Health Symptoms Among Heterosexual Adolescent Males

2017 ◽  
Vol 32 (5) ◽  
pp. 886-896 ◽  
Author(s):  
Peter R. Fawson ◽  
Timothy Jones ◽  
Bobby Younce
Keyword(s):  
Mental Health ◽  
High School Students ◽  
Sexual Violence ◽  
Dating Violence ◽  
Partner Violence ◽  
Physical Violence ◽  
Teen Dating Violence ◽  
Mental Health Symptoms ◽  
School Students ◽  
Health Symptoms

This study investigated the prevalence of female-to-male intimate partner violence (IPV) and mental health symptoms among 589 male high school students. Participants completed questionnaires asking if they had experienced dating violence victimization, mental health symptoms, and violent attitudes. Correlations revealed strong positive associations between sexual, physical, and psychological IPV among male victims. Multiple regression found significant predictors of negative mental health consequences were experiencing psychological violence, experiencing physical violence, and having attitudes that accept violence. Further analysis revealed that participants who experience three types of dating violence (physical, sexual, and psychological) were significantly more likely to perpetrate physical and sexual violence. These findings suggest that violent attitudes and experiencing dating violence are significantly predictive of future negative mental health and perpetration among adolescent boys.

Factors associated with the violence and victimization in dating between high school students

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
E A Villegas Vázquez ◽  
J C Leyva Chipol ◽  
S I Valencia Almeida ◽  
F G Márquez Celedonio ◽  
J E Villegas Domínguez
Keyword(s):  
High School ◽  
High School Students ◽  
Sexual Violence ◽  
Associated Factors ◽  
Daily Life ◽  
Psychological Violence ◽  
School Students ◽  
Factors Associated ◽  
The Family ◽  
History Of

Abstract Introduction According to data from the World Health Organization (WHO), 3 out of 10 adolescents report that they suffer violence in dating. In the Mexican case, 76% of adolescents between 15 and 17 years have suffered 17% sexual and 15% physical psychological violence. In 2019, Veracruz registered in the first place of feminicide in Mexico with a rate of 3.44 per 100 thousand women Methods A cross-sectional, prospective, observational and analytical study was carried out from December to February 2020. Middle-high school students from the Veracruz-Boca del Río region were included, who had a dating relationship and were excluded those who did not accept to participate. The CADRI test was applied to quantify “violence committed and victimization in dating”. Results 741 students were included. There was a prevalence of violence committed of 86.2% and victimization of 89.2%. Being a woman, having active sex life, relationships over 12 months, living in a rural area, having a history of physical, psychological and sexual violence in previous relationships, daily life and in your family were the main factors associated with the violence committed, highlighting physical violence in previous relationships (OR 7.36 95% CI 1.8-31.6) (p < 0.05). With regard to victimization, the associated factors were being a woman, having a relationship greater than 12 months, having suffered physical, psychological and sexual violence in the family, daily life and previous relationships, the main one being psychological violence (OR 7.1 IC95 % 2.5-19.8) in previous relationships, as well as sexual violence in everyday life (OR 6.0 IC95% 1.4-25.1) (p < 0.05.) Conclusions The violence generated and victimization share associated factors, the most important being women, having a history of physical, psychological and sexual violence in the family, daily life and previous relationships. Key messages Women suffer more aggressions at different stages of their lives, which may increase the risk to tolerate aggressions or be more aggressive or suffer mental health problems. We must study if the violence generated by women is a response to a previous aggression.

scholarly journals Prevalence of Violence among High School Students in Hat Yai Municipality, Southern Thailand: ICAST-CI Thai Version Study

2018 ◽  
Vol 36 (4) ◽  
Author(s):  
Sasivara Boonrusmee ◽  
Tansit Saengkaew ◽  
Nannapat Pruphetkaew ◽  
Somchit Jaruratanasirikul
Keyword(s):  
Risk Factors ◽  
High School ◽  
High School Students ◽  
Sexual Violence ◽  
School Violence ◽  
Physical Violence ◽  
Psychological Violence ◽  
School Students ◽  
Cross Sectional ◽  
Southern Thailand

Objective: To determine the prevalence and risk factors of school violence among Thai high school students usinga Thai version of the International Society for the Prevention of Child Abuse and Neglect (ISPCAN) Child AbuseScreening Tool-Children: Institute Version (ICAST-CI).Material and Methods: A cross-sectional study was conducted at two high schools in Hat Yai municipality, Songkhla, southern Thailand with 480 students. Univariate logistic regression analysis was used to assess the risk factors associated with school violence.Results: Overall, 88.8% of the students reported experiencing violence at school in their lifetimes. The prevalences of psychological, physical and sexual violence were 84.0%, 66.9% and 30.6%, respectively. The most commonly reported violence patterns among each form of violence were swearing (87.8%), slapping on hand/arm (66.4%), and showing pornography (67.3%), respectively. Students with good school performance tended to report psychological violence [odds ratio (OR)=3.03, 95% confidence interval (CI)=1.13-8.07] whereas students aged >15 years were less likely to report physical violence (OR=0.47, 95% CI=0.31-0.71). Sexual violence was reported more among male students (OR=1.71, 95% CI=1.12-2.61) and students aged >15 years regardless of gender (OR=1.58, 95% CI=1.04-2.39). Students were more likely to be reported as a perpetrator than teachers in most patterns of violence.Conclusion: The prevalence of school violence among high school students in Hat Yai municipality, southern Thailand, is significant. and the patterns of violence are similar to other ICAST-CI studies. Violence at school should be recognized as a serious problem, and preventive measures should be implemented nationwide.

Sobre Educação, Arte e Vídeoarte: rupturas, resiliência e práticas de ensino/aprendizagem na sala de aula

2020 ◽  
Author(s):  
Nélia Lúcia Fonseca
Keyword(s):  
High School ◽  
High School Students ◽  
Video Art ◽  
Theory And Practice ◽  
First Year ◽  
School Students ◽  
Forest School ◽  
Moving Images ◽  
History Of ◽  
Teaching Learning

This study first approaches the history of the observer’s gaze, that is, as observers, we are forming or constructing our way of visualizing moving images. Secondly, it reaffirms the importance and need of resistance of the teaching / learning of Art as a compulsory curricular component for high school. Finally, the third part reports an experience with video art production in a class of first year high school students, establishing an interrelationship between theory and practice, that is, we study video art content to reach the production of videos, aiming as a final result, the art videos created by the students of the Reference Center in Environmental Education Forest School Prof. Eidorfe Moreira High School. The first and second stages of this research share a theoretical part of the Master ‘s thesis, Making films on the Island: audiovisual production as an escape line in Cotijuba, periphery of Belem, completed in 2013.

scholarly journals Assessment of the Sexual Violence Situation in a Regional Hospital in Guatemala: The Need for a Multidisciplinary Clinic

2017 ◽  
Vol 4 (suppl_1) ◽  
pp. S105-S105
Author(s):  
Blanca Soto ◽  
Miriam Canet ◽  
Diego Erdmenger
Keyword(s):  
Sexual Violence ◽  
Physical Violence ◽  
Negative Impact ◽  
Epidemiological Data ◽  
Depth Analysis ◽  
Significant Negative Impact ◽  
Comprehensive Health ◽  
History Of ◽  
Hepatitis B Testing

Abstract Background Sexual violence is a global health problem, in terms of age and sex, showing a significant negative impact on health. Incidence in Guatemala is among the highest of the region reaching an average of 23 cases reported daily nationally per statistics from the Ministry of Health in 2015. Methods Retrospective analysis of the database of all sexual violence cases reported from a secondary -level national hospital in Guatemala from January 2005 to September 2015 (period A) and in-depth analysis on demographic and epidemiological data along with information of the follow-up of cases between January 2012 and September 2015 (period B) was performed. Results Period A: 500 cases; female (96%; 481/500). Assault occurred between 16–20 years (34%; 163/481) 11–15 years (22.25%; 107/481), and 21–30 years (22.04%; 106/481). From all reported male cases, 73.68% (14/19) occurred under 15 years. Period B: 154/217 (70.96%) cases included; female (95.45%; 147/154), mean age: 17.87 years. Assault occurred in public spaces (57.14%; 88/154) and victim’s home (29.87%; 46/154). Almost 13% of victims reported history of previous assault, 5.84% by the same aggressor. More than one aggressor participated in 36.37% of assaults. Physical violence was associated in 57.79% of cases. Most victims (92.76%; 141/152) consulted within 72 hours of the assault. HIV, VDRL, and Hepatitis B testing performed in 100, 52, and 33.77%, respectively, were negative. Follow-up visits at 3, 6, and 12 months after the aggression were attended by 20.78% (30/154), 1.95% (3/154), and 1.95% (3/154) of victims, respectively. Psychology support was completed only in 18.18% (28/154). Emergency contraception was provided when indicated; pregnancy as result of the aggression was reported in nine cases (5.84%). Conclusion The study shows that young women were the most vulnerable group for sexual violence. There is a lack of multidisciplinary approach and follow-up. Interventions on infectious diseases screening have to be optimized to reduce the risk of ETS transmission. This evidence supports the need for a specialized clinic to ensure access to comprehensive health services for victims. Disclosures All authors: No reported disclosures.

Students who are both victims and perpetrators of physical violence at a private high school in rural Northern Vietnam: Prevalence and Socio-Demographic Correlates

2021 ◽  
Vol 05 (04) ◽  
Author(s):  
Ngoc Binh Nguyen ◽  
Kim Anh Le ◽  
Quang Dat Truong
Keyword(s):  
High School ◽  
High School Students ◽  
School Violence ◽  
Physical Violence ◽  
Cross Sectional Survey ◽  
School Students ◽  
Cross Sectional ◽  
Northern Vietnam ◽  
Perpetrators And Victims ◽  
Private High School

Backgrounds: Physical violence in schools is a fairly common problem in Vietnam. However, current studies pay little attention to violence in private schools. Objectives: The study aims to estimate the prevalence and related sociodemographic factors of school physical violence among students at Hiep Hoa 5 private high school in Bac Giang province in Northern Vietnam. Methods: This was a school-based cross-sectional survey using a random sample technique with a multistage process from April to June 2019. Main findings: 412 students participated in the study, and the results indicated that 55/412 (13.3%) students were both perpetrators and victims of school violence. While 16.7% of students performed physical violence, 27.9% of students suffered physical violence by other students in the past six months. Experiencing physical violence was associated with sociodemographic characteristics such as gender, grade, exposure to physical violence in the media, time playing action games and witnessing violent events in the living place... Conclusions: More than 13% of students are perpetrators and victims of physical violence by their peers at a rural private high school. This prevalence is significantly correlated with individual factors. The results suggest that a greater focus on young people's educational activities should be provided to direct their development, including preventing physical violence. Keywords: Physical violence, high school students, perpetrators and victims.

Negotiating the Global and National: Immigrant and Dominant-Culture Adolescents’ Vocabularies of Citizenship in a Transnational World

2009 ◽  
Vol 111 (11) ◽  
pp. 2589-2625 ◽  
Author(s):  
John P. Myers ◽  
Husam A. Zaman
Keyword(s):  
Human Rights ◽  
High School Students ◽  
Civic Education ◽  
Global Citizenship ◽  
Research Question ◽  
International Studies ◽  
Dominant Culture ◽  
School Students ◽  
Global Issues ◽  
National Debate

Background/Context The current national debate over the purposes of civic education is largely tied to outdated notions of citizenship that overlook its changing nature under globalization. Civic education is based on a legalistic understanding of citizenship that emphasizes patriotism and the structures and functions of government. This study examined adolescents’ civic beliefs and affiliations, drawing on theories of transnational and global citizenship. Purpose/Objective/Research Question/Focus of Study The purpose was to examine diverse adolescents’ vocabularies of citizenship, a concept that captures the tensions in their civic beliefs and affiliations. Their vocabularies were explored in terms of two topics at the intersection of national and global affiliations: universal human rights and global citizenship. The central question asked was: How do adolescents from immigrant backgrounds understand the tensions between national and global civic affiliations, and do they differ from dominant-culture adolescents’ understandings? Setting The research setting was the Pennsylvania Governor's School for International Studies, a 5-week summer program for high school students that emphasizes current scholarship and skills in international affairs, cultural studies, and foreign language. Research Design A mixed-method case study design was employed to collect detailed and rich data on the students’ beliefs about citizenship. Findings/Results The findings showed that the students from immigrant backgrounds favored universal positions and were the only students to call attention to national economic inequalities. In contrast, a majority of the dominant-culture students gave a more central role to national affiliations. However, over half of the students switched between universal and nationally oriented positions for the issues of global citizenship and human rights. It is argued that these switches represent a strong indication of the tensions in civic affiliations in light of globalization. Conclusions/Recommendations The findings presented here suggest that the question of either national- or global-oriented civic education makes little sense. This research suggests that differentiated forms of civic education are needed if all youth will have access to full citizenship and the range of civic affiliations needed in the world. Two approaches for reconceptualizing civic education are proposed: Civic education curricula should focus on the intersection of national with global issues and affiliations, and civic education should address, in addition to civic attitudes, skills, and knowledge, a conscious effort to help adolescents build flexible and multiple civic identities.

After the Blackbird Whistles: Listening to Silence in Classrooms

2010 ◽  
Vol 112 (11) ◽  
pp. 2833-2849 ◽  
Author(s):  
Katherine Schultz
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Practice ◽  
Literacy Practices ◽  
Longitudinal Research ◽  
Research Question ◽  
Ethnographic Study ◽  
School Students ◽  
Student Talk ◽  
The Individual

Background/Context Students spend a large part of their time in schools in silence. However, teachers tend to spend most of their time attending to student talk. Anthropological and linguistic research has contributed to an understanding of silence in particular communities, offering explanations for students’ silence in school. This research raised questions about the silence of marginalized groups of students in classrooms, highlighting teachers’ role in this silencing and drawing on limited meanings of silence. More recently, research on silence has conceptualized silence as a part of a continuum. Purpose/Objective/Research Question/Focus of Study The purpose of this project was to review existing literature and draw on two longitudinal research studies to understand the functions and uses of silence in everyday classroom practice. I explore the question, How might paying attention to the productivity of student silence and the possibilities it contains add to our understanding of student silence in educational settings? Silence holds multiple meanings for individuals within and across racial, ethnic, and cultural groups. However, in schools, silence is often assigned a limited number of meanings. This article seeks to add to educators’ and researchers’ tools for interpreting classroom silence. Research Design The article is based on two longitudinal qualitative studies. The first was an ethnographic study of the literacy practices of high school students in a multiracial high school on the West Coast. This study was designed with the goal of learning about adolescents’ literacy practices in and out of school during their final year of high school and in their first few years as high school graduates. The second study documents discourses of race and race relations in a postdesegregated middle school. The goal of this 3-year study was to gather the missing student perspectives on their racialized experiences in school during the desegregation time period. Conclusions/Recommendations Understanding the role of silence for the individual and the class as a whole is a complex process that may require new ways of conceptualizing listening. I conclude that an understanding of the meanings of silence through the practice of careful listening and inquiry shifts a teacher's practice and changes a teacher's understanding of students’ participation. I suggest that teachers redefine participation in classrooms to include silence.

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