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Journal articles on the topic 'School harassment'
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UCHIDA, RYO, YASUHIRO OMI, MASAOMI KANEKO, and YUSAKU OTSUKA. "Harassment at School:." Annual Report of Educational Psychology in Japan 59 (March 30, 2020): 338–58. http://dx.doi.org/10.5926/arepj.59.338.
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Cunningham, Nancy J., and Shaun M. Sowell. "Prevention of Sex-Based Harassment in K–12 Schools." Professional School Counseling 25, no. 1 (January 1, 2021): 2156759X2110186. http://dx.doi.org/10.1177/2156759x211018658.
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Student sex-based harassment has a negative impact on individual students and on the school environment. This review of the literature describes the evolution of sex-based harassment from elementary through high school, clarifies the relationship between bullying and sex-based harassment, and summarizes the research-based system and individual factors that support the development of such harassment in schools. Based on the research, we recommend the adoption of a comprehensive planning process for prevention that addresses the factors that reinforce student sex-based harassment and supports the school’s bullying prevention efforts. School counselors can advocate for and play a leadership role in both developing and implementing a school-wide plan that includes needs assessment and evaluation. We offer suggestions for system-wide and individual interventions for school personnel and Tier 1–3 prevention and problem-solving interventions for students to support a healthy school environment free of sex-based harassment.
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Thompson, David P. "The “Special Relationship” Doctrine and School Officials’ Duty to Protect Students from Peer Sexual Harassment." Journal of School Leadership 6, no. 4 (July 1996): 424–43. http://dx.doi.org/10.1177/105268469600600404.
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Students who allege to be victims of peer-inflicted sexual harassment have increasingly relied on the “special relationship” doctrine to attempt to hold school officials individually liable under federal constitutional law for failing to protect students from peer harassment. Applied to schools, student plaintiffs generally argue that compulsory attendance laws create a “special relationship” between students and school officials, thereby placing on school officials an affirmative duty to protect students from harassment as a violation of students’ due process rights under the federal constitution. Primarily through the review of case law, this doctrine is examined as it applies to school officials’ duty to protect students from peer sexual harassment. This examination determined that the special relationship claim has been and will likely continue to be an ineffective avenue for students to redress peer sexual harassment claims; however, due to other legal developments briefly mentioned, school officials are advised not to disregard peer harassment claims.
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Holzbauer, Jerome J. "Disability Harassment of Students in Transition from School to Work: Implications for Rehabilitation Counseling." Journal of Applied Rehabilitation Counseling 35, no. 4 (December 1, 2004): 3–7. http://dx.doi.org/10.1891/0047-2220.35.4.3.
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Disability harassment of students in special education may have a significant impact on their transition from school to work. Risk factors could include not attending school, not seeking employment, and dropping out of the workforce if they experience harassment again early on in their work history. Background information includes an analogy to sexual harassment and two definitions of disability harassment. Several egregious legal accounts from schools and the workplace, along with research findings on the prevalence of work-related disability harassment of eligible clients of a state vocational rehabilitation agency are presented. Data reports from federal agencies monitoring public schools and places of employment indicate a trend of greater frequency of filed complaints of disability harassment. Important points to remember regarding this issue are discussed. Finally, specific and practical implications for rehabilitation counselors are mentioned to help break the silence on this insidious problem for young people with disabilities in transition.
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Dawadi, Sabina, Tanuja Kumari Chaudhary, and Pooja Gauro. "Awareness Of Sexual Harassment Among Secondary School Students." Tribhuvan University Journal 37, no. 02 (December 31, 2022): 15–30. http://dx.doi.org/10.3126/tuj.v37i02.51599.
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Sexual harassment has gained global attention and has been recognized as a critical public health concern with significant negative impacts on victims ‘physical and mental health. This study aimed to find out the awareness of sexual harassment among secondary school students in Nawalparasi District, Nepal. The descriptive cross-sectional research design was used to find out the awareness of sexual harassment among secondary-level students in Devchuli Municipality, Nawalparasi. Students studying in grades eight, nine, and ten were identified from two conveniently selected schools out of the 12 private schools in the study area. In total, 150 students took part in the study, and every one of them completed the questionnaire in its entirety. Data entry and analysis were done in Statistical Package for Social Science (SPSS) version 20. The obtained data we reanalyzed using descriptive statistical methods like frequency, percentage, mean, and chi-square to ascertain the relationship between the level of awareness of sexual harassment and the selected socio-demographic characteristics. The findings showed that, among 150 respondents, most (82.0%) had a good level of awareness regarding sexual harassment. According to respondents ‘suggestions for preventing sexual harassment (SH) can be stopped by enacting strict rules, regulations, and policies against those who engage in the practice (85.3%), running awareness campaigns about the issue (83.3%), and offering training on how to handle sexual harassment (75.3%).There was no statistically significant relationship between the level of awareness of sexual harassment and the selected socio-demographic variables. It can be recommended that schools conduct an ongoing sensitization program or awareness campaign to teach students about sexual harassment periodically.
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Apriliana, I. Putu Agus. "The Role of School Counsellor to Handling Student Sexual Harassment Behavior in the School." International Journal of Research in Counseling and Education 1, no. 2 (May 17, 2018): 6. http://dx.doi.org/10.24036/004za0002.
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Sexual harassment behavior by students is an international phenomenon. So that, this article presents and describes the role of school counsellor in handling the phenomenon of student’s sexual harassment behavior in the school environment. This article is expected to provide knowledge and insight to school counsellor to help student’s (client) achieve optimum overall development, especially the result of sexual harassment acts. Sexual harassment behavior can cause (victims) to experience physical and psychological disorders. This pattern of behavior is in the form of verbal, non-verbal and physical. The school counsellor strategy for dealing with this behavior namely collecting information, providing treatment in the form of counseling sevices for victims and choaching for the perpetrators, and conducting evaluation and follow-up. Furthermore, school counsellor strategy to prevent this behavior namely through basic services and create a good relationship with students. Through this article, it is hoped that the understanding of school counsellor on the student’s sexual harassment behavior and the handling efforts can be increased, so it will be able to provide maximum service to the students to achieve optimum development.
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Hinitz, Blythe. "NCSS Notable Trade Book Lesson Plan: The Bully Blockers Club." Social Studies Research and Practice 2, no. 2 (July 1, 2007): 298–300. http://dx.doi.org/10.1108/ssrp-02-2007-b0014.
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This lesson plan can be used for compliance with the laws in twenty-nine states (and eleven in preparation) [New York Times, January 28, 2007] requiring that K-12 schools and school districts have plans in place for addressing bullying, teasing, and harassment in educational settings (including school buildings and premises and school buses). The trade book The Bully Blockers Club assists elementary level students in developing positive proactive anti-bullying and anti-harassment strategies.
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CORBETT, KELLY, CYNTHIA S. GENTRY, and WILLIE PEARSON. "Sexual Harassment in High School." Youth & Society 25, no. 1 (September 1993): 93–103. http://dx.doi.org/10.1177/0044118x93025001006.
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Llanto, Gelbert, Jennifer Valdez, and Richie Velasquez. "Context of Sexual Harassment among Junior and Senior High School Students." International Review of Social Sciences Research 3, no. 1 (March 6, 2023): 125–41. http://dx.doi.org/10.53378/352973.
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Sexual harassment is an issue that happens ubiquitously in schools committed verbally or physically with anyone as victim regardless of gender. With the occurrence of such crime, this study assessed the students’ perception on sexual harassment, physical, verbal or mixed, the legal methodologies and policy employed by the concerned schools in implementing the different programs and instructions, and the characterization of the nature of work and the working conditions of different participating institutions. This study utilized descriptive-quantitative research design using a purposive sampling technique. Data were analyzed using frequency and percentage, and average weighted mean. Results disclosed that students unanimously agree on sexual harassment in various forms but apparently not aware verbal and non-verbal acts. The results further showed that students rarely get educational information about sexual harassment from their parents and institutions but noted the importance of faculty, administration, and student cooperation to prevent it. Hence, there are students who experienced incidents of sexual harassment in school premises but majority of them did not report it due to fear and culture of victim blaming. Similarly, the majority of the respondents confirm there are no programs, regulations, and instrumentalities to prevent sexual harassment in their school. With the alarming results, the study developed a training module to be implemented as an extension project to capacitate students and help institutions draft a mechanism in handling such cases.
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Colaninno, Carol E., Emily L. Beahm, Carl G. Drexler, Shawn P. Lambert, and Clark H. Sturdevant. "The Field School Syllabus." Advances in Archaeological Practice 9, no. 4 (November 2021): 366–78. http://dx.doi.org/10.1017/aap.2021.32.
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AbstractResearch indicates that sexual harassment and assault commonly occur during archaeological field research, and students, trainees, and early career professionals are more frequently subjected to harassing behaviors compared to mid-career and senior scientists. Specific to archaeological education, the undergraduate educational requirement of a field school puts students and trainees in situations where harassment historically has been unchecked. We present the results of a systematic content analysis of 24 sets of field school documents. We analyzed these documents with attention to how field school policies, procedures, and language may impact students’ perceptions of their expected behaviors, logistics and means of reporting, and stated policies surrounding sexual harassment and assault. Coding was conducted using an a priori coding scheme to identify practices that should lead to a safe and supportive field learning environment. Our coding scheme resulted in 11 primary codes that we summarized as three primary themes: (1) field school organization and expected student behavior, (2) logistics of the course, and (3) stated policies surrounding sexual harassment and assault. Based on these themes, we provide recommendations to modify field school documents and practices to create a field school that provides safe opportunities for students to learn.
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Njihia, Dr Rose Wambui. "ASSESSMENT OF THE PREVALENCE OF SEXUAL HARASSMENT OF FEMALE STUDENTS IN PUBLIC SECONDARY SCHOOLS IN DAGORETTI DISTRICT IN NAIROBI COUNTY, KENYA." Journal of Education and Practice 2, no. 1 (November 22, 2018): 53. http://dx.doi.org/10.47941/jep.262.
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Purpose: The study sought to investigate the prevalence of sexual harassment of female students in public secondary schools in Dagoretti District in Nairobi County, the possible causes of sexual harassment on female students, the mechanisms which exist to handle sexual harassment issues and the strategies which can be put in place to curb sexual harassment of female students in public secondary schools in Dagoretti District.Methodology: The study adopted mixed paradigms (qualitative and quantitative research paradigms) in order to present a more comprehensive view of the prevalence of sexual harassment of female students in Dagoretti District. Therefore, the study used descriptive survey and phenomenology research design.Results: The study found out that sexual harassment of female students in schools under study by male teachers and male students exist. The study also established that both perpetrators and victims are accountable for the harassment, that is, causes of sexual harassment of female students were attributed to both victims and perpetrators. It was also revealed that the major ways of combating sexual harassment were empowering young women to report, stiff punishment for offenders and awareness campaigns, adequate security and decent dressing of female students. Strategies for curbing sexual harassment included students’ education about harassment, development of sexual harassment policy in schools, establishing workshops and meetings, empowering students and creating a harassment-free school environment.Unique contribution to theory, practice and policy: In order to curb sexual harassment of female students in schools the Ministry of Education should mainstreams policies that address sexual harassment at all educational levels. Teachers Service Commission on the other hand should offer stiff punishment to offenders such as teachers by excluding them from the service.
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Colaninno, Carol E., Shawn P. Lambert, Emily L. Beahm, and Carl G. Drexler. "Creating and Supporting a Harassment- and Assault-Free Field School." Advances in Archaeological Practice 8, no. 2 (April 20, 2020): 111–22. http://dx.doi.org/10.1017/aap.2020.8.
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ABSTRACTGiven the hierarchical nature and structure of field schools, enrolled students are particularly susceptible to harassment and assault. In 2018, the National Academies of Sciences, Engineering, and Medicine (NASEM) released recommendations to help prevent sexual harassment and assault of women in academia. Although these recommendations are specific to higher education and exclusive to women, some can be modified and applied to the context of archaeological field schools. We review the NASEM's recommendations, with particular attention to those applicable to the field school setting, and provide suggestions for making field schools safer and more inclusive learning environments for all students. Although we present recommendations for practices that can be implemented at field schools, additional research is needed to understand how sexual harassment occurs at field schools and how the implementation of these recommendations can make learning safer.
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Sweeting, Helen, Carolyn Blake, Julie Riddell, Simon Barrett, and Kirstin R. Mitchell. "Sexual harassment in secondary school: Prevalence and ambiguities. A mixed methods study in Scottish schools." PLOS ONE 17, no. 2 (February 23, 2022): e0262248. http://dx.doi.org/10.1371/journal.pone.0262248.
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Background Adolescence is characterized by identity formation, exploration and initiation of intimate relationships. Much of this occurs at school, making schools key sites of sexual harassment. Schools often lack awareness and understanding of the issue, and UK research on the topic is scarce. We explored prevalence and perceptions of sexual harassment in a school-based mixed-methods study of 13–17 year-old Scottish adolescents. Methods A student survey (N = 638) assessed past 3-months school-based victimization and perpetration prevalence via 17 behavioral items based on the most commonly used school-based sexual harassment measure (‘Hostile Hallways’). Eighteen focus groups (N = 119 students) explored which of 10 behaviors were perceived as harassing/unacceptable and why. Results Two-thirds reported any victimization: 64.7% ‘visual/verbal’ (e.g. sexual jokes) and 34.3% ‘contact/personally-invasive’ behaviors (e.g. sexual touching; most of whom also reported experiencing visual/verbal types) in the past 3-months. Data suggested a gateway effect, such that contact/personally-invasive behaviors are more likely to be reported by those also reporting more common visual/verbal behaviors. Some survey participants reported being unsure about whether they had experienced certain behaviors; and in focus groups, participants expressed uncertainty regarding the acceptability of most behaviors. Ambiguities centered on behavioral context and enactment including: degree of pressure, persistence and physicality; degree of familiarity between the instigator-recipient; and perception of the instigator’s intent. In attempting to resolve ambiguities, students applied normative schemas underpinned by rights (to dignity, respect and equality) and ‘knowingness’, usually engendered by friendship. Conclusions Our study confirms school-based sexual harassment is common but also finds significant nuance in the ways in which students distinguish between acceptable and harassing. School-based strategies to tackle sexual harassment must engage with this complexity.
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Sakellari, Evanthia, Mari Berglund, Elina Santala, Claudia Mariana Juliao Bacatum, Jose Edmundo Xavier Furtado Sousa, Heli Aarnio, Laura Kubiliutė, Christos Prapas, and Areti Lagiou. "The Perceptions of Sexual Harassment among Adolescents of Four European Countries." Children 9, no. 10 (October 13, 2022): 1551. http://dx.doi.org/10.3390/children9101551.
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Sexual harassment is a crucial public health issue among adolescents. In order to develop school health promotion programs, there is a need to involve adolescents themselves paying particular attention to their perceptions, beliefs, attitudes and practices. Therefore, the aim of this study was to explore the adolescents’ perceptions about sexual harassment as well as the ways it could be prevented. Four focus groups were conducted during an online “camp” in autumn 2021, facilitated by members of SHEHAP project research team. Participants were secondary school students from Finland, Greece, Lithuania and Portugal. The qualitative data was analyzed using content analysis. Concerning how participants perceive sexual harassment, the themes that emerged were: physically expressed sexual harassment; verbally expressed sexual harassment; virtually expressed sexual harassment; violation of self-determination. Virtual environment; school environment; public environment; familiar environment, were identified as the places where sexual harassment may occur. Finally, in regard to the participants’ views on the prevention of sexual harassment, the following themes emerged: youth education; adult education aiming teachers and parents; professional, peer and family support; official consequences; health education methods. The findings of the current study can be used for the development of school-based programs aiming to prevent sexual harassment among adolescents.
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Herman Nirwana, Syahniar Syahniar, Firman Firman,. "The Effectiveness of Information Service in Improving Students’ Self Control Against Sexual Harassment in Vocational School in Padang." Psychology and Education Journal 58, no. 1 (February 4, 2021): 4053–58. http://dx.doi.org/10.17762/pae.v58i1.1466.
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Information service as one type of guidance and counseling services in schools has lost its function in helping students to control themselves from performing sexual harassment. This research aims to determine the effectiveness of information service in improving students’ self control against sexual harassment. This is a quantitative research with an experimental design. The research population is students of a Vocational School in Padang and the sampling technique is cluster random sampling. Data collection was performed through a questionnaire on self-control and data were analyzed using t test. The results of the test reveal that information service is effective in improving students’ self control against sexual harassment, with the help of Guidance and Counseling teachers/ the school’s Counselor to prevent sexual harassment in schools.
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Thapalia, Radhika, Raja Ram Dhungana, Samir Kumar Adhikari, and Achyut Raj Pandey. "Understanding, Experience and Response to Sexual Harassment among the Female Students: A Mixed Method Study." Journal of Nepal Health Research Council 17, no. 4 (January 21, 2020): 424–30. http://dx.doi.org/10.33314/jnhrc.v17i4.2313.
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Background: Sexual harassment has received global attention and has been recognized as a public health problem with increased physical and mental health risks among the victims. This study attempted to assess understanding, experience, response and effect of sexual harassment among the secondary school female students in Kathmandu, Nepal.Methods: It was a mixed method study conducted among 441 secondary level female students. In quantitative component, a structured questionnaire was used to collect information relating to socio-demographic characteristics, and understanding, experience, response and effect of sexual harassment from 441 participants from three clusters (schools) of Tokha Municipality, Kathmandu. For qualitative method, two focused group discussions were conducted to assess the understanding of and response to sexual harassment. Quantitative and qualitative data were analyzed using Chi square test and thematic analysis method respectively.Results: Around 76% of the participants had experienced some forms of sexual harassment in their life. Sexual harassment was significantly associated with religion and parental occupation. Majority of participants who faced sexual harassment reported that the perpetrators were strangers and they either ignored it or did nothing at the time of events. School, roads and public places were the most common settings where participants encountered sexual harassment.Conclusions: Sexual harassment is prevalent among female secondary students in Kathmandu. However, they lacked a clear understating of and ways to respond to sexual harassment. Raising awareness to recognize and respond to different forms of harassment and to change the victim-blaming attitudes can be a potential strategy for tackling the problem in Nepalese society. Keywords: Abuse; sexual harassment; victimization; violence.
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M. A., Wisdom, Edidiong A. E., Anne E. E., and Inimfon J. O. "Attitude and Perception as Associated Risk Factors of Sexual Harassment of Secondary School Girls in Abak Lga, Akwa Ibom State." African Journal of Social Sciences and Humanities Research 7, no. 1 (March 13, 2024): 174–84. http://dx.doi.org/10.52589/ajsshr-bfl1j7yk.
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Sexual harassment occurs when people are targets of unwanted sexual comments, sexual gestures, or sexual actions and, for many years, this has been a major challenge among secondary school girls. School girls have been plagued by sexual harassment occurring in school; a place which was meant to be a safe environment where girls acquire knowledge needed for future development has become an unsafe environment where girls are sexually harassed. This study therefore examined how the perception and attitude of secondary school girls predict the possibility of their sexual harassment. To achieve the purpose of this study, 384 questionnaires were administered to secondary school girls through a 3 stage multi sampling. The data were analyzed using simple percentage and chi-square P≤0.05. The study found that students have poor perception and negative attitudes toward sexual harassment and these are risk factors of sexual harassment. The study recommends that students develop and maintain a positive perception and attitude so as to help them to avoid being sexually harassed. Students should report any case of sexual harassment in school and such complaints should be made to people in authority not just to friends and fellow students.
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Russell, Lucy. "Resisting the Invisible: How Do We Resist the Gendered Social Norms That Help Sexual Harassment Exist in Our Schools?" FORUM 64, no. 2 (July 21, 2022): 87–97. http://dx.doi.org/10.3898/forum.2022.64.2.09.
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Guidance for schools now includes policy to address sexual harassment and statutory requirements to deliver relationships and sex education, yet recent evidence shows that sexual harassment, in schools and online, remains a pernicious problem. Why does educating for gender equality feel like resistance, and what are educators actually resisting? This paper explores the gendered social norms that lead to sexual harassment and proposes some of the key elements of education – a whole-school approach to tackling sexual harassment, relationships and sex education, working with boys and young men, hearing and including the student voice, and making sure that resistance is intersectional – that both deliver the curriculum and can act as tools for resistance.
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Victor E D Palapessy and Alif Rahman Habibi. "Penyuluhan Pelecehan Seksual Kepada Siswa-Siswi Kelas XII SMK Kartini Batam." Jurnal Kabar Masyarakat 1, no. 3 (August 12, 2023): 238–44. http://dx.doi.org/10.54066/jkb.v1i3.717.
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This community service is carried out with the aim of helping students of SMK Kartini to understand and comprehend the impacts and dangers that can arise from sexual harassment. Sexual harassment is a serious issue that can endanger the mental and physical health of individuals, especially teenagers. Students of SMK (Vocational High School) belong to a vulnerable group at risk of experiencing sexual harassment. The community service method is implemented through collaboration between speakers, educators, and the school authorities. The first step is to identify issues related to sexual harassment that are relevant to the context of SMK students. Subsequently, appropriate and informative educational materials are developed based on comprehensive and responsible principles of sexual education. Then, the education is conducted through interactive sessions involving presentations, group discussions, case studies, and role-playing games. The educational materials cover understanding the definition of sexual harassment, types of sexual harassment, its impact on the health and well-being of students, prevention strategies, and how to report cases of sexual harassment. This community service is an important initial step in combating sexual harassment among the students of SMK Kartini. Continuous education and collaborative efforts among the school, families, and the community are necessary to create sustainable changes in behavior and attitudes towards sexual harassment. It is expected that the results of this community service will contribute positively to creating a safe, supportive, and harassment-free school environment for the students of SMK Kartini.
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Aboulkacem, Amina. "Sexual harassment among educators and learners in rural high schools in Morocco: A case story." International Journal of English Literature and Social Sciences 8, no. 5 (2023): 098–103. http://dx.doi.org/10.22161/ijels.85.17.
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Sexual harassment remains a pressing issue in sensitive realms such as educational settings, with high schools being particularly vulnerable environments. This case study delves into the disturbing reality of sexual harassment among educators and learners alike in a specific high school that is situated in the suburbs of the historical town of Meknes, Morocco. In order to shed light on the detrimental consequences of this critical issue for all stakeholders involved, the study employs a qualitative research design; data were collected through interviews, observations, and document analysis to explore the experiences of the parties involved. The aim behind this study is to reveal the intrinsic causes and side effects that lead some educators to molest some of their students inside the “sacred realm” of school. Moreover, the case story highlights the lasting impact of sexual harassment on victims' mental health and academic performance, as well as the broader repercussions on the school community. Before emphasizing the need for policies and training in high schools to combat this pervasive issue and promote inclusive learning environment, wherein educators and learners can thrive without fear of harassment and to nurture a culture of respect, equity, and dignity for all. The findings unveil a number of themes for analysis and the generation of final results.
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Choirunnisa, Wulan Aprida, Herman Nirwana, and Syahniar Syahniar. "Sexual Abuse In Adolescents. Is it still happening?" Jurnal Aplikasi IPTEK Indonesia 4, no. 1 (February 13, 2020): 32–36. http://dx.doi.org/10.24036/4.14339.
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Sexual harassment is increasingly prevalent. This is a concern because most sex offenders are teenagers. Sexual harassment committed by adolescents is related to the psychological development they are undergoing. Adolescence is a transitional period between children and adults characterized by ongoing processes of change in biological, psychological and sociological terms. Adolescent students live their lives in school throughout the day, if calculated spending about 7 hours/day at school This study aims to describe the sexual abuse behavior of adolescents. The research sample consisted of 182 vocational students who were selected by the proportional random sampling technique. The instrument used was a scale of sexual harassment behavior. The research instrument was tested for validity and reliability The data analysis in this study used a quantitative approach with descriptive methods. The results showed that the acts of adolescent sexual harassment, in general, were in the high category of 76 students (42%). The implications of this study are as a basis for counselors to prevent acts of teenage sexual harassment in schools.
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MCMASTER, LOREN E., JENNIFER CONNOLLY, DEBRA PEPLER, and WENDY M. CRAIG. "Peer to peer sexual harassment in early adolescence: A developmental perspective." Development and Psychopathology 14, no. 1 (March 2002): 91–105. http://dx.doi.org/10.1017/s0954579402001050.
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The goal of this study was to examine sexual harassment in early adolescence. Available data indicate that peer to peer sexual harassment is prevalent in high school and is associated with psychosocial problems for both victims and perpetrators. For the present study, we adopted a developmental contextual model to examine the possibility that this behavior develops during the late elementary and middle school years and is linked to the biological and social changes that occur at this time. Youths from Grades 6–8 (N = 1,213) enrolled in seven elementary and middle schools in a large south-central Canadian city were asked to report on their sexual harassment behaviors with same- and cross-gender peers; their pubertal development, and the gender composition of their peer network. The results revealed that cross-gender harassment was distinct from same-gender harassment, increased in frequency from Grade 6 to Grade 8, and was linked to pubertal maturation and participation in mixed-gender peer groups. The implications of a developmental contextual model for understanding the emergence of this problematic behavior in adolescence are discussed.
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Gyawali, Kalpana. "Perpetrators and Common Places of Sexual Harassment Against Adolescent School Girls in Nepal." Journal of Health Promotion 8 (November 20, 2020): 15–28. http://dx.doi.org/10.3126/jhp.v8i0.32966.
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The main aim of this study was to find out the vulnerable places of sexual harassment to the girl students and the persons involved in such unwanted behaviors. It was a mixed-methods study. Altogether 773 girl respondents were selected for obtaining quantitative data from Lalitpur and Rupendehi districts in Nepal. Similarly, 10 focus group discussions, 14 Key informant interviews, and eight In-depth interviews were conducted for collecting qualitative data. The result showed that male peers/ friends, teachers, neighbors/ relatives, and strangers were involved in sexual harassment. Frequency of verbal/gestural type of sexual harassment is higher from male peers and touching/pinching and sexual abuse/assault types of sexual harassment are more common from teachers and relatives. Sexual harassment frequently happens in public transport. In society, teachers deserve great respect and trust from parents and students. They have close access to girl students. However, such trust and closeness transformed into sexual harassment whereby accelerating sexual harassment. The higher incidence of sexual harassment at public transports might be due to the proximity and anonymity, which, in turn, results in high levels of sexual harassment and abuse with very little risk of social or legal consequences. The awareness program against sexual harassment and strong laws and order are essential and the judiciary process should be simple and victim-friendly that can reduce sexual harassment to girl students by various perpetrators at different domains in society.
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Cavendish, Roberta, and Cynthia Salomone. "Bullying and Sexual Harassment in the School Setting." Journal of School Nursing 17, no. 1 (February 2001): 25–31. http://dx.doi.org/10.1177/105984050101700104.
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This article defines bullying and sexual harassment, identifies associated characteristics of the aggressor and the victim, and describes implications for school nurses. The background of federal laws with a focus on the most current 1999 Supreme Court decision, holding a school district liable for damages under federal law (Title IX), is addressed with a case study. Health promotion issues and prevention concepts are outlined in a 10-Point Action Plan to facilitate the prevention and management of bullying and sexual harassment in schools. A survey tool to assess bullying and teaching plans for parents of victims and aggressors are provided. Suggested linkage among approved nursing languages, North American Nursing Diagnosis Association (NANDA) nursing diagnoses (NANDA, 1998), Nursing Interventions Classification interventions ( Iowa Intervention Project, 2000 ), and Nursing Outcomes Classification outcomes ( Iowa Outcomes Project, 2000 ) are included for use in developing nursing care plans for both aggressors and victims of harassment.
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Martin, Jennifer, and Jane Beese. "The Bus Incident." Journal of Cases in Educational Leadership 23, no. 4 (July 23, 2020): 3–19. http://dx.doi.org/10.1177/1555458920942808.
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This case is based on the real incidents occurring in Oakland, California in the fall of 2013. The case was adapted to occur within a school setting, and the schools and district noted within are entirely contrived for the purposes of this case. However, the original bus number, 57, was retained to pay homage to the real victims. Intimidation, bullying, and harassment that take place in schools greatly affect lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth. LGBTQ students, who experience school-based discrimination and harassment, experience more negative academic outcomes and psychological struggles than their non-LGBTQ peers.
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Mukasa, Veronica. "Talking about Sexual Harassment in School." Agenda, no. 41 (1999): 58. http://dx.doi.org/10.2307/4066199.
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Allen, Melissa, Ellie L. Young, Betty Y. Ashbaker, Emily Heaton, and Marisa Parkinson. "Sexual Harassment on the School Bus." Journal of School Violence 2, no. 4 (December 12, 2003): 101–9. http://dx.doi.org/10.1300/j202v02n04_06.
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Nur, Muhammad, Ariz Najib, Fitri Wahyuni, Bella Rizky Mustikasari, Ajeng Silvia Rahayu, and Edfitri Muflihatusyawal. "Mitigation of Sexual Harassment Based on The Yellow Book Study in Islamic Boarding Schools." International Journal Pedagogy of Social Studies 7, no. 2 (December 30, 2022): 79–86. http://dx.doi.org/10.17509/ijposs.v7i2.52389.
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AbstractOvercoming the moral decline that is currently sweeping the Indonesian nation, Islamic boarding schools have a large role in the world of education. The sad thing is that there are many cases of sexual harassment in educational settings and even in Islamic boarding schools. Whereas pesantren should be an ideal place to form character, not only through intellectual intelligence but also expect emotional and spiritual intelligence so that noble character is realized. This study uses the narrative review approach and aims to identify whether learning the yellow book related to sexual education has implications for mitigating sexual harassment in Islamic boarding schools. The results of the study then showed that the yellow book was able to eradicate the rampant sexual harassment, especially that which occurred in Islamic boarding schools. Therefore, the teachings of the yellow book should be studied, deepened, and implemented in real life, so that sexual harassment in Islamic boarding schools can be minimized or even completely absent. Keywords: sexual harassment, yellow book, Islamic boarding school
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Mangena, Madie Collen, and Sogo France Matlala. "Teachers’ Lived Experiences of Workplace Violence and Harassment Committed by Learners from Selected High Schools in Limpopo Province, South Africa." Healthcare 11, no. 18 (September 21, 2023): 2602. http://dx.doi.org/10.3390/healthcare11182602.
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Despite several studies on learner-to-teacher workplace violence and harassment, the problem persists in some South African schools. Learner-to-teacher violence and harassment is a form of workplace violence and harassment, as schools are workplaces for teachers. Learner-to-teacher violence and harassment is therefore an important occupational health and safety issue for teachers. Employers are obliged to provide a safe working environment for teachers to enable quality teaching and learning in schools. The purpose of this interpretative phenomenological study was to explore and describe the lived experiences of high school teachers who have been targets of workplace violence and harassment perpetrated by learners at selected schools in Limpopo Province of South Africa. Many teachers were willing to share their lived experiences but, due to data saturation, only eleven participated after being selected through purposive sampling from seven high schools under a chosen sub-district. The research ethics of voluntary participation, informed consent, ethical clearance, and gatekeeper permission were observed. Data were collected through semi-structured interviews using an interview guide. The interviews were audio-taped, and field notes were also taken. Voice recordings were transcribed verbatim and analysed using interpretative phenomenological analysis into themes and sub-themes. The findings were confirmed by an independent coder to achieve trustworthiness. Teachers experienced physical workplace violence and harassment, verbal workplace violence and harassment, and nonverbal workplace violence and harassment from learners. Learner-to-teacher workplace violence and harassment affects teachers emotionally, and in turn, affects the quality of teaching and learning in schools. Some teachers propose the involvement of a community policing forum, the strengthening of schools’ governing bodies, and reducing overcrowding in classrooms as possible solutions to deal with learner-to-teacher workplace violence and harassment.
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Stein, Nan. "Sexual Harassment in School: The Public Performance of Gendered Violence." Harvard Educational Review 65, no. 2 (July 1, 1995): 145–63. http://dx.doi.org/10.17763/haer.65.2.7080h5t354300557.
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In this article, Nan Stein argues that sexual harassment in schools is a form of gendered violence that often happens in the public arena. She presents the narratives of girls and boys about their experience of sexual harassment in schools and finds parallels with cases documented in court records and depositions. While highly publicized lawsuits and civil rights cases may have increased public awareness of the issue, inconsistent findings have sent educators mixed messages about ways of dealing with peer-to-peer sexual harassment. The antecedents of harassment, she suggests, are found in teasing and bullying, behaviors tacitly accepted by parents and teachers. Stein makes a case for deliberate adult intervention and the inclusion of a curriculum in schools that builds awareness of these issues.
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Saduova, D. M., N. S. Eremenko, and R. B. Botagarin. "The role of law and moral in establishing countermeasures against sexual harassment." Bulletin of the Karaganda University. “Law Series” 109, no. 1 (March 30, 2023): 38–48. http://dx.doi.org/10.31489/2023l1/38-48.
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Since sexual harassment is prevalent amongst women and becoming common amongst the middle school children, there is more demand for legal action. Surveys conducted by non-profit organizations show a high level of victimization, but there are often cases of constant concealment, silence about such facts of offenses. This article aims to discuss the role of law and morale in dealing with sexual harassment. On the one hand, it discusses the nature of legal definition of harassment and the difficulty in proving the act due to the presence of a subjective component. Inability to enforce the law will turn it merely into a symbolic measure. On the other hand, lack of law enforcement does not mean that the norm on sexual harassment will not have a deterrent effect. The existence of a legal norm will avert the crime, yet it will be difficult to measure the number of prevented offences. Equally important is to highlight that sexual violence is common place amongst the middle school children across the globe and gaining visibility in Kazakhstan. For that reason, the article discusses advantages and limitations of various interventions that aim to prevent sexual harassment in schools. With many interventions being of single program character, authors recommend systematic strategies that tackle harassment on the individual, family, and community level.
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Brown, Christia Spears, Sharla D. Biefeld, and Nan Elpers. "A Bioecological Theory of Sexual Harassment of Girls: Research Synthesis and Proposed Model." Review of General Psychology 24, no. 4 (September 10, 2020): 299–320. http://dx.doi.org/10.1177/1089268020954363.
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In the United States, many adolescent girls experience sexual harassment before they leave high school, and between 20% and 25% of college women are survivors of sexual assault. Despite the many negative consequences associated with these experiences, perpetrating sexual harassment and assault is often viewed as normative. Using Bronfenbrenner’s bioecological theoretical framework, we propose a bioecological theory of the perpetration and tolerance of sexual harassment of girls. We propose children’s proximal and distal contexts contribute to the endorsement of sexualized gender stereotypes, which in turn impacts high rates of both perpetration and acceptance of sexual harassment. We discuss the ways that three important microsystems—parents, peers, and schools—contribute to this acceptance. We also propose that key components of media within the exosystem work to further normalize sexual harassment of girls and women. These contexts inform children’s development, creating a culture that is permissive of sexual harassment, resulting in high rates of sexual harassment and assault in adolescence and emerging adulthood. Implications of our proposed theory for policymakers, teachers, parents, and researchers are discussed.
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T, Nurhannifah Rizky. "Adolescent Coping Mechanisme At SMK Negeri 1 Medan On Sexual Harassment." Journal of Midwifery and Nursing 3, no. 3 (October 22, 2021): 98–102. http://dx.doi.org/10.35335/jmn.v3i3.1703.
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Sexual harassment is all kinds of behavior that leads to sexual things that are carried out unilaterally and are not expected by the person who is the target, causing negative reactions such as shame, anger, hatred, offence, and so on in individuals who are victims of harassment. This study uses a descriptive design that aims to describe the coping mechanisms of adolescents at SMK Negeri 1 Medan against sexual harassment. The sample in this study were 94 teenagers at SMK Negeri 1 Medan. Sampling using the Stratified proportional random sampling method. The results showed that the adolescent's coping mechanism against sexual harassment was adaptive (n=78;83%). Adolescents used problem-focused coping mechanisms (n=61; 65%) and using coping mechanisms that focus on emotions (n=33;35%). Adolescents at SMK Negeri 1 Medan use adaptive coping mechanisms to the problem of sexual harassment. Based on the results of the research, it is hoped that the education office and the school can work together with health workers to provide counseling regarding the problem of sexual harassment and efforts to deal with the problem of sexual harassment in adolescents. So that acts of sexual harassment can be faced by adolescents with adaptive coping and can reduce the incidence of sexual harassment in adolescents. Based on the results of the research, it is hoped that the education office and the school can work together with health workers to provide counseling regarding the problem of sexual harassment and efforts to deal with the problem of sexual harassment in adolescents. So that acts of sexual harassment can be faced by adolescents with adaptive coping and can reduce the incidence of sexual harassment in adolescents. Based on the results of the research, it is hoped that the education office and the school can work together with health workers to provide counseling regarding the problem of sexual harassment and efforts to deal with the problem of sexual harassment in adolescents. So that acts of sexual harassment can be faced by adolescents with adaptive coping and can reduce the incidence of sexual harassment in adolescents.
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Yell, Mitchell L., Antonis Katsiyannis, Chad A. Rose, and David E. Houchins. "Bullying and Harassment of Students With Disabilities in Schools." Remedial and Special Education 37, no. 5 (September 2016): 274–84. http://dx.doi.org/10.1177/0741932515614967.
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Bullying is a common occurrence in U.S.’s schools and is currently at the forefront of national attention. Unfortunately, students with disabilities are frequently the targets of peer-on-peer bullying. The purpose of this article is to examine the legal ramifications when students with disabilities are bullied in school settings. We address court cases, state educational agency decisions, Office of Special Education Programs (OSEP) guidance, and Office of Civil Rights (OCR) rulings that have held that bullying may violate Section 504 of the Rehabilitation Act of 1973 and the Individuals With Disabilities Education Act. School personnel must address the bullying of students with disabilities in a quick and efficient manner. In fact, these decisions show that when bullying is not stopped, school district officials and personnel may be subjecting their school districts to legal risks. We end by proposing how school district officials can develop legally sound policies for identifying, investigating, and responding to incidences of bullying of students with disabilities.
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Agus, A. Aco, Nur Qalbi, Khaer Hanafie, and Muhammadong Muhammadong. "Implementation of Education Character to Overcome Students’ Harvestion." International Journal on Advanced Science, Education, and Religion 3, no. 1 (March 14, 2020): 1–10. http://dx.doi.org/10.33648/ijoaser.v3i1.41.
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Harassment among students are worrying phenomenon in the current digital era. Becausing the news spreads fast but does not create a deterrent effect for students especially at the junior high school level. This study aims to determine the forms of harassment that are common in the school environment, sanctions imposed on perpetrators and finally efforts to overcome harassment by the school. To achieve these objectives the researchers used a descriptive qualitative approach to change, explain the phenomenon of abuse that occurs among students in schools. Types of descriptive research are primary data sources namely informants consisting of school principals, teachers, and students. And the Secondary data is documents. Data collection techniques used were observation, interviews, and documentation. The data analysis technique used is descriptive qualitative. The results showed that there were many forms of violence which were commonly found by students in the school environment, both physical and psychological violence. Physical form includes, a) hitting, b) pinching, c) pressing down on the ear, and d) throwing using shoes. The form of psychological violence is giving harsh words. sanctions given by teachers for violence against students, namely: a) verbal reprimands, and b) written reprimands. The efforts made by teachers to overcome violence against students are: a) preventive measures (holding dialogue between teachers, parents, and students b) repressive actions by calling on school to avoid harassing student.
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Nayab, Dur e., Ghulam Fatima, and Muhammad Jahanzaib. "The Effect of Harassment on the Educational Success of Elementary School Students in District Sialkot, Punjab." Sustainable Business and Society in Emerging Economies 4, no. 1 (March 31, 2022): 71–80. http://dx.doi.org/10.26710/sbsee.v4i1.2157.
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Purpose: The major objective of the study was to find the effect of harassment on the educational success of elementary school students in both public and private schools in Punjab.
Design/Methodology/Approach: The study was quantitative in nature. The study's population included all the students enrolled in Punjab's public and private elementary schools. The sample of the study was 195 students from four primary schools (two public and two private) in the district of Sialkot, Punjab, who were selected randomly. The data was gathered using a self-developed questionnaire with a reliability index of 0.89 (Cronbach's Alpha) that contained 27 items on a three-point Likert type scale (No, To some extent, Yes) based on statements evoking students’ thoughts on harassment. A panel of three professionals in the fields of Gender Studies and Special Education verified the questionnaire.
Findings: Major findings revealed that harassment has a negative impact on students' educational success in the private sector in general and in the public sector in particular.
Implications/Originality/Value: Government and school administration can take bulling prevention initiatives with a focus on raising awareness of the problem and enforcing sanctions.
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Gådin, Katja Gillander. "Sexual Harassment of Girls in Elementary School." Journal of Interpersonal Violence 27, no. 9 (May 16, 2012): 1762–79. http://dx.doi.org/10.1177/0886260511430387.
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Moore, Michele Johnson, and Barbara A. Rienzo. "Sexual Harassment Policies in Florida School Districts." Journal of School Health 68, no. 6 (August 1998): 237–42. http://dx.doi.org/10.1111/j.1746-1561.1998.tb06346.x.
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Eisenberg, Maria E., Dianne Neumark-Sztainer, and Cheryl L. Perry. "Peer Harassment, School Connectedness, and Academic Achievement." Journal of School Health 73, no. 8 (October 2003): 311–16. http://dx.doi.org/10.1111/j.1746-1561.2003.tb06588.x.
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Kholisoh, Nur. "MEDIA LITERACY TRAINING FOR SENIOR HIGH SCHOOL STUDENTS IN ADMINISTRATIVE VILLAGE OF RAWA BUAYA IN ADDRESSING PORNOGRAPHIC CONTENT ON YOUTUBE SOCIAL MEDIA." ICCD 1, no. 1 (December 12, 2018): 200–205. http://dx.doi.org/10.33068/iccd.vol1.iss1.31.
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Social media technology takes various forms such as internet forums, weblogs, and YouTube. The existing laws stipulate normatively that offensive content videos can only be watched for the registered users with the age limit of 18 years old. However, many senior high school children with the age limit of under 18 years old can access pornographic videos on YouTube social media. All this time many senior high school students as a millennial generation do not care about and understand negative content on social media, particularly those related to sexual harassment and pornography. In fact, not a few senior high school students still consider sexual harassment and sex as something taboo so that they never ask teachers and parents about healthy information on sex and sexual harassment. Therefore, it is necessary to build awareness and understanding on the danger of negative content on social media among senior high school students particularly YouTube social media so as to avoid negative impact of sexual harassment and pornography. This can be carried out through literacy activities for senior high school students as a millennial generation, in addressing pornographic impact on YouTube social media.
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Anwar, Farida, Karin Österman, and Kaj Björkqvist. "Risk Factors for Sexual Harassment in Public Places." Technium Social Sciences Journal 8 (May 16, 2020): 329–43. http://dx.doi.org/10.47577/tssj.v8i1.594.
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The aim of the study was to investigate risk factors for victimisation from sexual harassment in public places. A questionnaire was completed by 591 female university students in Finland. The mean age was 25.2 years (SD = 7.1). Nonverbal sexual harassment was found to be the most common type of sexual harassment, followed by physical. The most common place of victimisation was in a nightclub or bar, and the most common perpetrator was a stranger. The most common single acts of victimisation were to be stared at with filthy looks and talked to in an unpleasant sexual way. Victimisation from sexual harassment in public places was significantly predicted by physical punishment during childhood, victimisation from peer aggression at school, victimisation from verbal and physical intimate partner aggression, and low self-esteem. When frequency of sexual harassment was controlled for, emotional distress caused by sexual harassment correlated significantly with victimisation from verbal intimate partner aggression, victimisation from peer aggression at school, and a low self-esteem, suggesting sensitisation to aggression. In this sample of Finnish university students, the levels of victimisation from sexual harassment were low. Victimisation from other types of aggression and low self-esteem were identified as possible risk factors for victimisation from sexual harassment.
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Cosgrove, Heather E., and Amanda B. Nickerson. "Anti-Bullying/Harassment Legislation and Educator Perceptions of Severity, Effectiveness, and School Climate: A Cross-Sectional Analysis." Educational Policy 31, no. 4 (September 18, 2015): 518–45. http://dx.doi.org/10.1177/0895904815604217.
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In this cross-sectional study, we examined a matched sample of 924 educators’ perceptions of severity of bullying and harassment and school climate prior to (Wave 1 n = 435) and following (Wave 2 n = 489) the implementation of New York’s anti-bullying and harassment legislation, the Dignity for All Students Act (DASA). Alignment with DASA mandates predicted educator perceptions of (a) less severe bullying and harassment, (b) positive school climate, and (c) less need for improvement in school anti-bullying practices. The relations did not differ before and after the implementation of DASA, suggesting that implementing practices aligned with the legislation was associated with positive outcomes, although the relations may not be due to the mandate itself.
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Boo, Sunjoo, and Myungsook Kim. "The Effects of Sexual Harassment Prevention Education on Nursing Students." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 14 (July 31, 2022): 501–10. http://dx.doi.org/10.22251/jlcci.2022.22.14.501.
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Objectives This study is a preliminary study conducted to investigate the effect of learning by teaching for sexual harassment prevention education. The study analyzed the effects of nursing students’ teaching experiences in providing sexual harassment prevention education to elementary school students on their gender equality awareness, sexual harassment perception, and sexual harassment behavior.
Methods The study utilized a pretest-posttest non-equivalent group design with 65 subjects (40 in the experimental group, and 25 in the control group) of fourth year nursing students at a nursing school located in Gyeonggi Province. The experimental group was provided with reference materials, one observation experience of sexual harassment prevention education, and two teaching opportunities for upper elementary students. In contrast, the control group was provided with one session of lecture-type sexual harassment prevention education for 40 minutes. In order to evaluate the effectiveness, a survey was conducted on gender equality awareness, sexual harassment perception, and sexual harassment behavior before and after the intervention in both groups. The effect of sexual harassment prevention education was analyzed with the t-test.
Results Gender equality awareness and sexual harassment recognition scores significantly increased in the experimental group experiencing teaching activities, compared to the control group that received lecture-type education. Sexual harassment behavior was not statistically significantly different between the groups before and after the intervention.
Conclusions This study suggests that teaching experience can be an effective teaching and learning method to improve the awareness of gender equality and sexual harassment. In the future, repeated studies that expand the intensity, duration, and number of participants of the intervention program are recommended, as well as long-term effects evaluation studies on sexual harassment perception and behavior.
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Rinehart, Sarah J., Dorothy L. Espelage, and Kristen L. Bub. "Longitudinal Effects of Gendered Harassment Perpetration and Victimization on Mental Health Outcomes in Adolescence." Journal of Interpersonal Violence 35, no. 23-24 (August 21, 2017): 5997–6016. http://dx.doi.org/10.1177/0886260517723746.
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Gendered harassment, including sexual harassment and homophobic name-calling, is prevalent in adolescents and is linked to negative outcomes including depression, anxiety, suicidality, substance abuse, and personal distress. However, much of the extant literature is cross-sectional and rarely are perpetrators of these behaviors included in studies of outcomes. Therefore, the current study examined the effects of longitudinal changes in gendered harassment perpetration and victimization on changes in mental health outcomes among a large sample of early adolescents. Given that these behaviors commonly occur in the context of a patriarchal society (males hold power), we also investigated the impact of gender on gendered harassment. Participants included 3,549 students from four Midwestern middle schools (50.4% female, 49% African American, 34% White) at two time points (13 and 17 years old). Results indicated that increases from age 13 to 17 years in sexual harassment perpetration and victimization and homophobic name-calling perpetration and victimization predicted increases in depression symptoms and substance use. Gender did not moderate these pathways. These findings highlight that negative outcomes are associated with changes in gendered harassment among adolescents and emphasize the importance of prevention efforts. Implications for school interventions are discussed.
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Oloniniyi, Ibidunni, Aderopo Adelola, Tolulope Opakunle, Olutayo Aloba, Olakunle Oginni, Champion Seun-Fadipe, and Febisola Olaiya. "Prevalence and Psychological Correlates of Sexual Harassment in a Non-Clinical Sample of Nigerian Adolescents." BJPsych Open 9, S1 (July 2023): S41—S42. http://dx.doi.org/10.1192/bjo.2023.170.
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AimsSexual harassment among adolescents is a hidden epidemic with far-reaching consequences. This is because adolescence is a period of identity formation, exploration, and initiation of intimate relationships. Reviews have demonstrated causal associations between any type of victimization at school and adolescent well-being and later-life health, economic and social outcomes. The study was aimed at determining the prevalence of sexual harassment and identifying the psychological correlates of sexual harassment among a sample of Nigerian high school adolescents.MethodsA multistage stratified sampling was used in this cross-sectional study to recruit 960 high school adolescents out of which 918 provided valid responses (mean age = 15.1 +/- 1.36 years). They answered questionnaires that assessed sociodemographic variables, sexual harassment (Sexual Harassment Questionnaire), overall well-being (General Health Questionnaire-12(GHQ-12), anxiety and depressive symptoms (Hospital Anxiety and Depression Scale (HADS), self-esteem (Rosenberg's Self-Esteem Scale (RSES), resilience (Connor-Davidson Resilience scale (CD-RISC) and positive ideation/negative suicide ideations (Positive and Negative Suicidal ideation Scale (PANSI-PI/NSI). Descriptive and inferential analyses were conducted with statistical significance set at p-value <0.05.ResultsFemales constituted 51.4% of the sample. About a quarter (26.1%) of our participants reported that they had experienced sexual harassment in their lifetime. The mean total scores on the sexual harassment, overall well-being, anxiety and depressive symptoms, self-esteem, resilience, negative suicidal ideation, and suicide ideation scales were 32.64 (SD = 13.64), 1.91(2.32),17.01(SD = 6.37),18.76(SD = 4.41), 21.78(SD = 8.40), 13.14(SD = 6.33) and 16.84 (SD = 6.23) respectively. Sexual harassment scores were positively correlated with GHQ-12 scores (r = 0.34, p < 0.001), HADS (r = 0.30, p < 0.001), and PANSI-NSI (r = 0.50, p < 0.001) and negatively correlated with RSES (r = −0.20, p < 0.001) however the correlation with resilience was not significant (r = −0.06, p = 0.76).ConclusionSexual harassment is a pervasive problem among adolescents that is associated with low well-being, low self-esteem, the presence of depressive and anxiety symptoms, and increased suicidality. It is therefore essential for relevant stakeholders to develop and implement appropriate policies that would assist in identifying and addressing this menace among school students. Adequate psychological intervention should also be provided for affected individuals.
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Tabassum, Naima, and Huma Tabassum. "Gender Differences In School Dropout Due To Insecurity And Harassment In And On The Way To School In Sindh." Pakistan Journal of Gender Studies 22, no. 1 (March 8, 2022): 83–96. http://dx.doi.org/10.46568/pjgs.v22i1.590.
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This research is aimed to explore gender differences in children’s school dropout due insecurity and harassment in and on the way to school in Sindh. The research is designed as a quantitative research. A survey of 5641 school dropout children in Sindh is done with the help of a questionnaire developed by the researcher. The results of the research show that more than 10% of the children have reported that insecurity on the way from home to school is a cause of their school dropout. The result of t-test shows that more girls than boys are reporting to have left school due to insecurity or harassment they are facing either in school or on the way to school.
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Rolfe, Shawn M., and Ryan D. Schroeder. "“Sticks and Stones May Break My Bones, but Words Will Never Hurt Me”: Verbal Sexual Harassment Among Middle School Students." Journal of Interpersonal Violence 35, no. 17-18 (May 24, 2017): 3462–86. http://dx.doi.org/10.1177/0886260517709802.
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Research has recently found that sexual harassment occurs throughout our education system. Although the focus of these studies has been on both verbal and physical sexual harassment, the literature is scant when examining just verbal sexual harassment. Using self-report data from 30 New York City middle schools, the current study adds to the literature by examining the prevalence of verbal sexual harassment victimization and perpetration through the lens of gender and dating experiences. The study highlights that boys are verbally sexually harassed more than girls and students with dating experience are more likely to be victims or perpetrators of verbal sexual harassment. Additional findings, limitations, and policy implications are discussed.
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Cismaru, Magdalena, and Romulus Cismaru. "Protecting University Students From Bullying And Harassment: A Review Of The Initiatives At Canadian Universities." Contemporary Issues in Education Research (CIER) 11, no. 4 (October 5, 2018): 145–52. http://dx.doi.org/10.19030/cier.v11i4.10208.
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Students’ bullying and harassment have been shown to be a problem and more schools around the world are starting to address them. Although much of the attention and research has focused on middle-school students, addressing bullying and harassment in universities is important and makes the object of the present research. We provide an overview of how student versus student bullying and harassment are reported, monitored, and dealt with at Canadian educational institutions. Specifically, we identify schools where there is information and policies regarding students’ persecution; we describe how colleges help and what advice they offer; we discuss frameworks used to tackle it; as well, we present other initiatives aiming to prevent it. We also attempt to evaluate measures by linking them with incidence figures. This review may guide future initiatives to tackle intimidation with the ultimate goal of improving the quality of university environment.
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Gillander Gådin, Katja, and Nan Stein. "Do schools normalise sexual harassment? An analysis of a legal case regarding sexual harassment in a Swedish high school." Gender and Education 31, no. 7 (November 1, 2017): 920–37. http://dx.doi.org/10.1080/09540253.2017.1396292.
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Pinheiro, Francisco Pablo Huascar Aragão, Cássio Adriano Braz de Aquino, Emanuel Meireles Vieira, Natália Santos Marques, Camilla Araújo Lopes Vieira, Esthela Sá Cunha, Hellyne Maria Teles Aguiar, Ana Raquel Cardoso Feijão, and Haline Maria Parente Rodrigues. "Effects of school violence and work context on teachers’ health." Psico 54, no. 1 (January 20, 2023): e37756. http://dx.doi.org/10.15448/1980-8623.2023.1.37756.
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The presented study aimed to understand how school violence and work context affect teachers’ health. The study included 744 teachers of public schools. The instruments used for data collection were: Victimization Questionnai- re, Work Context Assessment Scale, and Work-Related Harm Scale. Multinomial logistic regression analyses were performed. The results indicate that a high percentage of the participants considered the psychological and social harms as bearable. More than a third of the teachers evaluated physical harm more negatively. Gender and employment status were associated with physical harm. Physical aggression affected psychological harm. Verbal harassment and work organization were predictors of all types of harm. We concluded that models of work structuring, management practices, and being a victim of verbal harassment have a central role in teachers’ health.