Meta-synthesis on learners’ experience of aggression in secondary schools in South Africa

Myburgh, Chris; Poggenpoel, Marie

doi:10.15700/saje.v29n4a290

Cited by 22 publications

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“…This study revealed a number of psychological effects of learner violence on students and teachers who are victims of violence, in particular low self-esteem, low morale and lack of confidence when they were bullied or humiliated. These findings were supported by Myburgh and Poggenpoel (2009) who report that learners experience negative feelings resulting from student violence, such as anger, worthlessness, humiliation, disappointment, discouraged feelings, depression and fear.…”

Section: The Psychological Effects Of Learner Violencesupporting

confidence: 55%

“…Moreover, for adolescents the need to belong to a group is paramount, and when they are victimised, this feeling of belonging is taken away from them (Anderson 2007). For the victims of bullying, the consequences are devastating (Shaffer and Kipp 2010) since it leads to a variety of adjustment problems, including loneliness, anxiety, depression, further erosion of self-esteem and a growing dislike for and avoidance of school (Moeller 2001;Myburgh and Poggenpoel 2009;Shaffer and Kipp 2010).…”

Section: Low Self-esteemmentioning

confidence: 99%

“…According to Dellasega and Nixon (2003) and Myburgh and Poggenpoel (2009), the vic-THE IMPACT OF LEARNER VIOLENCE IN SCHOOLS tims of violent behaviour suffer feelings of anxiety, insecurity and fear. This was confirmed by one of the principals (School D):…”

Section: Fear and Anxietymentioning

confidence: 99%

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The Impact of Learner Violence in Rural South African Schools

Singh

Steyn

2014

Journal of Sociology and Social Anthropology

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A safe school environment is central to learners' academic performance and holistic development. This article reports on part of a study that sought to identify the forms of learner aggression, the contributory factors to aggression, the consequences and psychological effects of learner aggression and the identification of strategies that can help to manage learner aggression in rural secondary schools in the Empangeni district of KwaZulu-Natal. A qualitative research design was deemed to be most appropriate for the purpose of this study and interviews were conducted with principals, teachers and students in the selected schools. The findings identify a number of psychological responses of victims to learner aggression and the consequences of learner aggression in schools, which have had a negative impact on the quality of teaching and learning in these schools. This research concluded that the consequences of learner aggression are devastating, have a serious effect on the victims mental health and leads to high levels of stress, anxiety, depression and even suicide.

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Section: The Psychological Effects Of Learner Violencesupporting

confidence: 55%

Section: Low Self-esteemmentioning

confidence: 99%

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The Impact of Learner Violence in Rural South African Schools

Singh

Steyn

2014

Journal of Sociology and Social Anthropology

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“…Social aggression is defined as harmful in terms of friendship, social relationships, social standing, peer status and self concept. It includes explicit non-verbal displays of social exclusion and overt and covert forms of relationship manipulation (Myburgh & Poggenpoel, 2009). Concepts and words related to aggression range from assertive behaviour, or healthy competition, to aggression-related attitudes and emotions, to sadistic violence or brutality (Arunima, 1994).…”

mentioning

confidence: 99%

“…Thus, aggression is when an emotion or behaviour that is socially undesirable and emotionally destructive is enacted onto another person. Aggression can inflict hurt that need not necessarily involve physical violence (Baron, 1977;Siann, 1985;Myburgh & Poggenpoel, 2009). It often is about expressed negative attitudes towards others.…”

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confidence: 99%

Teachers' Experience of Aggression in a Secondary School: Case study

Steyn

Myburgh

Poggenpoel

2011

Journal of Psychology in Africa

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The study explored and described the experience of aggression on teachers by students in a secondary school. Participants were a purposive sample of 8 (males = 3, females = 5, language group= Afrikaans and English, range in years of experience = 4-29 years). We used qualitative exploratory research design for the study. Data were collected using individual phenomenological interviews augmented by detailed field notes. Analyses used mostly thematic coding. Results reflected that teachers experienced behavioural and attitudinal aggression from students. They perceived the aggression to be cyclical and self-perpetuating once initiated. They believed that a systemic barrier to constructive relationships exist.

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Power and Privilege

Botha¹

2012

Safe Spaces

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Meta-synthesis on learners’ experience of aggression in secondary schools in South Africa

Cited by 22 publications

References 0 publications

The Impact of Learner Violence in Rural South African Schools

The Impact of Learner Violence in Rural South African Schools

Teachers' Experience of Aggression in a Secondary School: Case study

Power and Privilege

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