Teacher and principal perceptions of student victimization and the schools’ response to violence: The contributions of context on staff congruence

Stone, Susan; Astor, Ron Avi; Benbenishty, Rami

doi:10.1016/j.ijer.2009.07.002

Cited by 10 publications

(5 citation statements)

References 36 publications

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“…Also, we used a one item scale for measuring the feeling of safety. Although such use was made in many previous studies that focused on students’ feeling of safety (e.g., Côté-Lussier & Fitzpatrick, 2016; Esselmont, 2014; Nijs et al, 2014), the use of such measures raises concerns about the validity of causal conclusions as well (Stone, Astor, & Benbenishty, 2009).…”

Section: Discussionmentioning

confidence: 99%

Students’ feeling of safety in Israeli schools: A place-based perspective.

Yablon¹,

Addington²

2018

Psychology of Violence

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Objective: Using the theoretical framework of place-based crime, the aim of the present study was to investigate the effects of violence on students’ feeling of safety in school. Method: A national representative sample of 2,199 Israeli Jewish and Arab 6th, 8th, and 10th graders participated in the study. School environment, school security measures and victimization were measured in addition to feeling of safety in 5 different locations is school. Results: Measuring safety in geographical microplaces in school yielded a better understanding of the contribution of violence and each of the school and demographic characteristics to students’ feeling of safety, as the feeling of safety varied by location. Male, Arab, and middle school students felt less safe than female, Jewish, elementary and high school students. The school climate, use of security measures and the measure of violence interacted with demographic factors and contributed differently to the feeling of safety in each of the school locations. Conclusion: The use of geographic microplaces yields a better understanding of the contribution of both the individual and the school characteristics to students’ feeling of safety in schools.

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Section: Discussionmentioning

confidence: 99%

Students’ feeling of safety in Israeli schools: A place-based perspective.

Yablon¹,

Addington²

2018

Psychology of Violence

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“…It also considers some explorations of differences between students who use and do not use services (Amaral et al 2011;Anyon et al 2013a;Brindis et al 2003). Not surprisingly, findings suggest that schools are a unique host setting that can constrain the nature of services offered as well as shape intervention effects (Stone et al 2009(Stone et al , 2013Strolin-Goltzman 2010).…”

Section: Sbhc Service Utilizationmentioning

confidence: 99%

Academic, Psychosocial, and Demographic Correlates of School-Based Health Center Utilization: Patterns by Service Type

Whitaker

Stone

Anyon

et al. 2019

Child Youth Care Forum

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Background Despite the promise of school-based health centers (SBHCs) as crucial source of mental health care for youth, accumulated literature describing how SBHCs are typically arranged, patterns of service utilization, and, ultimately, effects of services delivered through SBHCs is limited. Objective This study's aim was as disentangle the types of services provided into determine unique predictors of service use with the overall goals of making an incremental step towards understanding SBHC intervention effects and implementation challenges. Method This study used student-level administrative and survey data to examine academic, psychosocial, and demographic correlates of SBHC utilization by type of service (i.e., medical services, general counseling, and behavioral health counseling). The sample includes all students from one high school with a SBHC in a large urban district (n = 658). Logistic regression models were used to identify factors that uniquely contributed to service use. Results The strongest predictors of SBHC utilization overall were race, special education participation, and GPA. With regard to behavioral health services, demographic background (i.e. Black and Latino), special education participation, and violence victimization or perpetration predicted use. With regard to general counseling, being female was the strongest predictor of service use. For medical services, age and special education participation predicted use. Conclusion Heterogeneous student characteristics (e.g., demographic, academic, and psychosocial) are related to utilization of school-based health and mental health services. Future research must address the student characteristics that predict service use in order to minimize selection bias which may skew the results intended to document the impact of SBHCs on student outcomes.

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“…We will focus on how school officials at two schools located in two different socio-economic areas describe how they handle occurrences of violence in school. Violence in schools is a complex issue, and several definitions have been used to describe the kinds of acts that include both name-calling and school shootings (Stone, Astor, & Benbenishty, 2009). In the present article, we use 'violence' as an umbrella term for acts that violate someone's dignity through physical acts, threats, rumours, mockery and exclusion (Robinson et al, 2012).…”

Section: Aim and Research Questionsmentioning

confidence: 99%

“…Violence in schools is a global phenomenon (Stone et al, 2009). However, much of the research on how contextual factors, such as race and class, affect school professionals' management of such violence has been conducted in the US (DeVoe, Bauer, & Hill, 2011;Robinson et al, 2012), where there is a long tradition of legal actions dealing with violence in schools (Brown & Munn, 2008).…”

Section: Survey Of the Fieldmentioning

confidence: 99%

“…In the educators' narratives, Park School and the surrounding neighbourhood are described as rich in social resources. Common places to meet, social networks, and personal relations are emphasized as important factors that protect students from getting involved in crime or being victims of crime (Stone et al, 2009). In narratives depicting the school and the neighbourhood as safe places, violence and problems were portrayed as exceptions.…”

Section: Explaining the Situationmentioning

confidence: 99%

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Violence in urban schools: school professionals’ categorizations and explanations of violence among students in two different demographic areas

Lunneblad

Johansson

Odenbring

2018

International Studies in Sociology of Education

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The present study explores how officials in Swedish secondary schools define and categorize situations in which students have been exposed to violence in the school. The study is designed as a case study of two secondary schools, situated in two demographically different urban neighbourhoods. The results indicate that different socioeconomic conditions influence how professionals categorize and explain violence, but also what strategies are used to deal with different incidents. In the socially disadvantaged area, there is closer collaboration with the police, and filing police reports is more common. In the school located in a middle-class area, professionals handle similar situations by collaborating with parents and using diagnoses as the main explanation for students' problematic behaviour.

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Teacher and principal perceptions of student victimization and the schools’ response to violence: The contributions of context on staff congruence

Cited by 10 publications

References 36 publications

Students’ feeling of safety in Israeli schools: A place-based perspective.

Students’ feeling of safety in Israeli schools: A place-based perspective.

Academic, Psychosocial, and Demographic Correlates of School-Based Health Center Utilization: Patterns by Service Type

Violence in urban schools: school professionals’ categorizations and explanations of violence among students in two different demographic areas

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