Experiencing Violence in Schools: Voices of Learners in the Lesotho Context

Ngakane, Mamolibeli Vitalina.; Muthukrishna, Nithi; Ngcobo, Jabulani Edward

doi:10.1080/09720073.2012.11891218

Cited by 8 publications

(4 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This figure indicated that (58, 0%) of the studied subjects were strongly able to protect her selves after implementation of the program compared to (88.0 %) unable to protect themselves pre-implementation of the program respectively. This result supported by [20] who conducted a study of experiencing violence in schools: This Study reveals that about a half of the interviewed students have experienced better forms self confidence to face sexual harassment than in the past year after utilization of a designed program.…”

Section: Discussionmentioning

confidence: 55%

Impact of a Planned Sexual Harassment Protective Program on Feeling of Safety and Self Confidence among Adolescent Girls

Younis¹

2015

AJNS

View full text Add to dashboard Cite

Abstract:Background: Sexual harassment is a widespread phenomenon among adolescents. Its emergence is correlated to biological development; this behavior is neither normative nor socially appropriate given the negative impact on victims and its association with other aggressive and violent behavior. Enhancing adolescents' self-confidence is helpful in empowering then to feel safe and protected against this antisocial phenomenon. Aim: is to assess the impact of a planned sexual harassment protective program on feeling of safety and self confidence among adolescent girls. Design: A quasi experimental research design was utilized. Setting: The study was conducted in two secondary schools at Menoufia Governerate: (1) El-Sanawia banat old secondary school. (2) El-Sanawia banat new secondary school. Sample: a number of 100 secondary school adolescent girls were selected randomly from the previously mentioned settings. Tools: Two tools were used for data collection. Tool one: Students' knowledge questionnaire: it consisted of two parts. Part one: a structured: socio-demographic questionnaire to obtain demographic data about the studied sample. Part two: -sexual harassment structured questionnaire. Tool two: Five points Likert-scale structured questionnaire regarding degree of self confidence and felling of safety of adolescent girls. .Results: The results of the current study showed that, there were highly statistically significant differences between pre and after implementation of planned sexual harassment protective program of studied group regarding their level of confidence in their abilities and their actions for facing sexual harassment. Also, highly statistically significant differences were found between pre and after implementation of planned sexual harassment protective program of studied group concerning levels of self confidence and feeling of safety where p: (<0.001). Conclusion: it was concluded that, adolescent girls had significant improvement in their feeling of safety and self confidence after utilization of a planned sexual harassment protective program .Recommendation: the study recommended to urgently utilize a planned sexual harassment protective programs for all adolescent girls as a mean to protect themselves and enhance their feeling of safety and self confidence regarding this negative phenomenon.

show abstract

Section: Discussionmentioning

confidence: 55%

Impact of a Planned Sexual Harassment Protective Program on Feeling of Safety and Self Confidence among Adolescent Girls

Younis¹

2015

AJNS

View full text Add to dashboard Cite

show abstract

“…Bullying behaviour occurs when there is intent to harm (the perpetrator finds pleasure in the taunting and continues even when the target's distress is obvious), there is abuse of power (the abuser maintains power over the target because of age, strength, authority and or gender) and when the target is vulnerable and unsupported (Fried and Sosland, 2011;Ncontsa and Shumba, 2013;Makou and Bourdin, 2017;Nthate, 2017). It is a combination of verbal and physical aggression directed from the agent towards the victim (Ngakane et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Managing bullying in South African secondary schools: a case study

Steyn

Singh

2018

IJEM

View full text Add to dashboard Cite

Purpose The high prevalence of bullying in South African schools in recent times is a cause for serious concern. Bullying is traumatic and has a painful, corrosive and damaging impact on children, families and society. Hence, curbing the problem before it spirals out of control in secondary schools requires immediate urgent attention from all stakeholders of the school. The purpose of this paper is to report on part of the investigation done for a doctoral thesis (Singh, 2016), which looked at the factors contributing to bullying perpetration in secondary schools and on the basis of the findings, recommend a model that may be used to curb bullying in secondary schools. A qualitative research design was used to investigate the problem through an interview process with participants from secondary schools, as well as a circuit manager from the Uthungulu district of KwaZulu-Natal. The findings confirmed that the problem of bullying emanated at the level of the family, the school and the community. The paper concludes with the provision of a model to manage and curb bullying in these secondary schools. Design/methodology/approach A qualitative research approach, in particular a case study design, was selected to give a clear understanding of participants’ views and experiences (Johnson and Christensen, 2011; Mason, 2013). The design involved a social constructivist paradigm, which was primarily concerned with meaning and understanding people’s “lived experiences” and “inner-worlds” in the context of the conditions and circumstances of their lives, which in this particular instance was bullying in secondary schools, occurring within a social context, which was the school (Johnson and Christensen, 2011). Purposeful sampling was used to identify five secondary schools in the Uthungulu district of KwaZulu-Natal where the problem of bullying was most prevalent principals at circuit and district-level meetings complained about the high incidence of bullying perpetration in their schools. Findings This paper highlights the findings in respect of the factors contributing to bullying perpetration in schools and presents a management model to curb bullying in secondary schools in KwaZulu-Natal. Factors contributing to bullying: the findings from the empirical investigation avowed that the three key factors contributing significantly to bullying behaviour are located at the level of the family, the school and the community. First, influence at family level: “60–70 per cent of our learners come from broken homes”. An overwhelming majority of participants in all five secondary schools attributed the escalation of bullying in schools directly to the influence at the family level. Broken homes, poor upbringing, the absence of positive role models and the influence of media violence on learners have had a negative impact on the culture of discipline, teaching and learning in the classroom and the general ethos of schools. Second, influence at school level: “the foremost problem here is peer pressure”. An overwhelming number of participants identified several factors at the school level that contributed to bullying in secondary schools. Learner 3 (School A) highlighted the problem of peer pressure and the need to belong to a group as a critical factor in advancing bullying in schools. Third, influence at community level: “they come from that violent environment”. Participants explained that the absence of after-school programmes and a lack of facilities, particularly in rural communities, misdirected youngsters into engaging in other destructive vices such as forming gangs and indulging in drugs and alcohol, to keep themselves occupied. Originality/value Various studies have been conducted in South Africa to understand the phenomenon of bullying and violence in South African schools. While the current body of research highlights the problem of bullying in schools and provides some guidelines on what measures may be adopted to address the problem, the suggested methods are not effective enough, resulting in the problem continuing unabated. This study therefore suggests a model to manage and curb bullying in secondary schools in South Africa.

show abstract

“…In Vietnam, however, Horton (2015) found that girls experienced CPD more frequently than boys at school because they were generally seen as well-behaved, leading to any misdemeanours being viewed more seriously. Finally, in Lesotho, gendered power relations and norms intersected with teachers' authority: male teachers hit girls and lowered their marks as punishment for rejecting sexual relations with them (Ngakane, Muthukrishna, & Ngcobo, 2012).…”

Section: Gender Norms Affect How Boys and Girls Experience Cpdmentioning

confidence: 99%

Corporal punishment, discipline and social norms: A systematic review in low- and middle-income countries

Lokot

Bhatia

Kenny

et al. 2020

Aggression and Violent Behavior

View full text Add to dashboard Cite

There is increased recognition that incorporating a social norms approach provides insights for understanding corporal punishment and/or discipline (CPD). This review seeks to explore how the literature analyses social norms and CPD in low-and middle-income countries (LMICs). We searched eight electronic databases, Google Scholar, Google and institutional websites, including articles in LMICs which examined social norms and CPD perpetrated by family members or teachers. Data was extracted, assessed for quality and analyzed according to key themes. Of 21,708 articles from academic databases and 92 from other sources, 37 studies were included. We observed heterogeneity in study design, and in the definition and measurement of social norms. In the majority of studies, social norms supporting CPD were either harmful or, at times, protective. The review also finds that gender, age, power hierarchies and changes such as conflict, migration and modernization may influence norms on CPD. CPD interventions should be evaluated over longer periods and with consideration to the continuum of violence between homes and schools. Future research on CPD should (1) theorize and define social norms more clearly; (2) examine both harmful and protective norms linked to CPD; (3) explicitly examine perpetration of violence across the home-school continuum.

show abstract

Experiencing Violence in Schools: Voices of Learners in the Lesotho Context

Cited by 8 publications

References 9 publications

Impact of a Planned Sexual Harassment Protective Program on Feeling of Safety and Self Confidence among Adolescent Girls

Impact of a Planned Sexual Harassment Protective Program on Feeling of Safety and Self Confidence among Adolescent Girls

Managing bullying in South African secondary schools: a case study

Corporal punishment, discipline and social norms: A systematic review in low- and middle-income countries

Contact Info

Product

Resources

About