Violence is as American as Cherry Pie

2019 ◽  
pp. 305-317
Author(s):  
Stephen C. Stanko ◽  
Gordon A. Crews
Keyword(s):  
School Violence ◽  
Social Environment ◽  
Constant Flow ◽  
Personal Lives ◽  
Juvenile Violence ◽  
Patterns Of Behavior ◽  
And Behaviors

The purpose of this chapter is to offer “food for thought” regarding an under researched area of juvenile violence causation: the possible connection between steadily increasing incarceration rates and steadily increasing incidents of school violence. Unfortunately, the negative, and sometimes violent, traits individuals develop while incarcerated are often brought out into their lives in society and personal lives, which often involve the raising of children. Research has documented the impacts that being incarcerated can have upon an individual. There is growing research supporting that these newly developed traits and behaviors can easily be imbedded in the children in which they have contact with upon release. The authors argue that we should not be surprised about the increases in juvenile violence given the constant flow of individuals in and out of American prisons. This is not to say that everyone who has served time will follow this path, but this is one area where actions and patterns of behavior which have been developed in one social environment can saturate another.

Educational Experiences: Voices of Incarcerated Male Youth & School-to-Prison Pipeline

2021 ◽  
pp. 54-72
Author(s):  
Everett Singleton
Keyword(s):  
School Violence ◽  
Educational Experiences ◽  
Academic Failure ◽  
Incarcerated Youth ◽  
Male Youth ◽  
Personal Lives ◽  
Parental Neglect ◽  
Indirect Impact ◽  
Complex Events ◽  
Personal Challenges

Youth who experience academic failure are at a greater risk for involvement in delinquency. While studies have revealed a myriad of factors for such failure, the perceptions of these youth regarding their educational experiences have proven to be one of the most valuable resources regarding the systematic barriers to academic achievement. The purpose of this study was to understand how incarcerated male youth perceive their educational experiences. Results indicated that some incarcerated youth make meaning of their educational experiences through a series of complex events, changes, and circumstances occurring in their school and personal lives. Some of these were positive, while others often exposed them to unhealthy environments, substance abuse, and criminal elements. Although their experiences varied, it was clear that failure was an ongoing occurrence throughout their academic journey. Their stories were also rife with suspensions, expulsion, truancy, retention, academic failure, school violence, poverty, and parental neglect; furthermore, youth revealed personal challenges that had a direct or indirect impact on their academic journey, including feeling of inferiority due to their academic shortcomings.

scholarly journals The social dimensions of space in school environment

2018 ◽  
Vol 16 (2) ◽  
pp. 307-314
Author(s):  
Milan Tanic ◽  
Danica Stankovic ◽  
Vojislav Nikolic ◽  
Aleksandra Kostic
Keyword(s):  
Social Environment ◽  
School Children ◽  
Physical Environment ◽  
School Environment ◽  
Spatial Planning ◽  
Social Dimensions ◽  
The Social ◽  
Patterns Of Behavior ◽  
Social And Physical Environment ◽  
Dimensions Of Space

Children?s patterns of behavior in the school environment, conditioned by various levels of individual or group needs, represent the basic modalities of their relationship towards the immediate, both social and physical, environment. This paper studies the connection between the behavior of school children, whose relationships with their given social environment can take various forms, and certain spatial characteristics of elementary schools. The results indicate that there is a need to achieve a balanced relationship between a strictly defined and an open form of the physical environment in order to create conditions in which school children will express their current orientation and attitude toward their immediate social environment through their behavior in that particular physical environment. This includes the organization of a dynamic and shifting environment, spatial planning which needs to enable a greater degree of privacy in certain zones and the organization of spatial flow which enables adequate visual communication between the school children and the flexible structure of the space meant for education.

Self-Presentation and Social Influence

2015 ◽  
Author(s):  
James M. Tyler ◽  
Katherine E. Adams
Keyword(s):  
Social Influence ◽  
Social Environment ◽  
The Self ◽  
Self Presentation ◽  
Cognitive Mechanism ◽  
The Social ◽  
And Behaviors ◽  
Influence Tactic ◽  
Self Presentations

Self-presentation is a social influence tactic in which people engage in communicative efforts to influence the thoughts, feelings, and behaviors of others as related to the self-presenter. Despite theoretical arguments that such efforts comprise an automatic component, the majority of research continues to characterize self-presentation as primarily involving controlled and strategic efforts. This focus is theoretically challenging and empirically problematic; it fosters an exclusionary perspective, leading to a scarcity of research concerning automatic self-presentations. With the current chapter, we examine whether self-presentation involves an automatic cognitive mechanism in which such efforts spontaneously emerge, nonconsciously triggered by cues in the social environment.

Support for Nation and Government Among English Children

1971 ◽  
Vol 1 (1) ◽  
pp. 25-48 ◽  
Author(s):  
Donald Mccrone
Keyword(s):  
Mass Media ◽  
Social Environment ◽  
Political Socialization ◽  
Developmental Process ◽  
Adult Life ◽  
Political Orientations ◽  
Patterns Of Behavior ◽  
Self Adaptation ◽  
Pass Through

Political socialization refers to the developmental process through which political orientations and patterns of behavior are acquired by members of a society. Some persons acquire only limited political dispositions as they mature while others continuously elaborate and revise personal systems of political belief, value, motivation and activity as they pass through childhood arid adult life. In some part socialization of political orientations is conscious self-adaptation to an otherwise confusing social environment. More often, perhaps, it is the result of taking unconscious cues and examples from such convenient sources as family, school, peers and mass media of communication.

Introduction to Attachment Theory: Behavioural System and Individual Differences

2019 ◽  
pp. 23-42
Author(s):  
Chia-Huei Wu
Keyword(s):  
Individual Differences ◽  
Attachment Theory ◽  
Social Environment ◽  
Later Life ◽  
Internal Working Models ◽  
Behavioral Systems ◽  
Working Models ◽  
Internal Working ◽  
Behavioral System ◽  
And Behaviors

The aim of this chapter is to introduce attachment theory to provide a knowledge background for applying the theory to understand employee proactivity. This chapter firstly introduces the concept of behavioral system in attachment theory and then specifically elaborates the development and operation of an attachment behavioral system, the central behavioral system that can shape operation of other behavioral systems. Finally, the chapter elaborates how the development of the attachment behavioral system shapes individuals’ internal working models of self, others, and the broader social environment which continuously guide an individual’s attitudes, beliefs, and behaviors in later life.

scholarly journals Loneliness and social behaviors in a virtual social environment

2016 ◽  
Author(s):  
Maike Luhmann ◽  
Felix D. Schönbrodt ◽  
Louise Hawkley ◽  
John T. Cacioppo
Keyword(s):  
Positive Affect ◽  
Social Environment ◽  
Social Behaviors ◽  
Two Dimensional ◽  
Vicious Cycle ◽  
Behavioral Consequences ◽  
And Behaviors

Feeling lonely motivates people to reconnect with others, but it can also trigger a vicious cycle of cognitions and behaviors that reinforces their loneliness. In this study, we examined the behavioral consequences of loneliness in a virtual social environment. A total of 176 participants navigated a character (protagonist) through a two-dimensional browser game and rated the character’s loneliness multiple times during the game. In the first part of the game, another character is introduced as the protagonist’s spouse. At one point, the spouse leaves for an undetermined period of time but later returns. Immediately before this separation, higher ascribed loneliness of the protagonist was associated with more frequent interactions with the spouse. After the reunion, however, higher ascribed loneliness was associated with less frequent interactions with the spouse. Ascribed loneliness was not significantly related to the frequency of interactions with others nor to the frequency of solitary activities. These patterns held after controlling for ascribed positive affect. Participants’ levels of loneliness were related to the level of ascribed loneliness only when the spouse was present but not when the spouse was absent. In sum, these findings suggest that the conditions that trigger the vicious cycle of loneliness are person-specific and situation-specific.

A Heuristic Model of School Violence and Bullying in Evolving Nested Contexts

2018 ◽  
pp. 14-28
Author(s):  
Ron Avi Astor ◽  
Rami Benbenishty
Keyword(s):  
Theoretical Model ◽  
Organizational Structure ◽  
School Violence ◽  
Student Outcomes ◽  
School Context ◽  
School Organization ◽  
Heuristic Model ◽  
Student Body ◽  
And Behaviors ◽  
Internal Context

This chapter presents an integrated ecological theoretical model of school violence in evolving and nested contexts. In contrast to other models that put the student in the center, this heuristic model puts the school in the center of nested contexts, such as the student body, family, community, and culture. The school is also embedded in a hierarchical organizational structure, being part of a district, county, state, and country that also affect the school. All these outside contexts overflow into the school and influence internal school violence and safety. The school’s internal context, including the school organization and climate, moderates and mediates outside influences and helps shape the students’ experiences, perceptions, emotions, and behaviors Finally, the model suggests that school violence, bullying, safety, and student outcomes are dynamic and ever evolving, reflecting changes in norms and contexts. The dynamics of the school context impact all the external ecological layers as well.

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