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Adolescents' Perception of School Violence and Suggestions for Solutions

Year 2013, Volume: 4 Issue: 3, 41 - 57, 02.07.2013

Abstract

Purpose: School violence due to its prevalence is one of the important issues waiting for a solution in Turkish schools similar to the world schools. Many research findings related to school violence refer to some factors associated with violence such as person, family, school and friends, social environment and media. One of the fundamental information sources to understand adolescent violence is information provided by the adolescents themselves. The targets of the violence in school are students. The aim of this study was to identify what type of school events are perceived as violence events by students via asking their opinions. Students are those who could know best and assess the hidden causes that wouldn't be known by anyone else because students are both parts and observers of violence events at school. Method: Research was conducted with total of 700 adolescents, and 54.4 % of whom were females and 45.6 % were males. Ages of the adolescents vary between 15 and 19. To collect data, adolescents were asked three open-ended questions which were asked to get information about violence events at school, their causes and students' suggestions for the solutions. The data of the research were obtained by content analyses of the students' responses to these open-ended questions. Results: Adolescents' perceptions regarding school violence events were investigated under three topics, which are violence events, their causes and suggestions for the solution. According to adolescents, the most frequently experienced violence events at school are student fights (f= 475). These fights which were reported as the most frequent (67.8 %) violence events include physical attacks among two or more people. Injuries after serious fights (28.7 %) are identified as another high frequent event by adolescents. The particularly implied injuries are those committed with sharp and damaging devices. Another important violent act reported by adolescents is curse and argumentation (25 %), which can be considered as a verbal violence. The last frequently reported violence events experienced by adolescents at school is teacher beating (1.7%). Individual characteristics (f= 590) are reported as the most important cause of school violence by most of the adolescents (85.13 %). The second important cause of school violence stated by adolescents (26.83 %) is girl/boy friendship. Another important cause is categorized as racketeering and drug selling by gangs inside or outside the school (f=136, 19.6 %). Other categories, which are no cause, choosing violence as a solution, family neglect, tobacco/alcohol/drug abuse, carrying gun and knife, modeling bullies from TV series, the authorities by not being unbiased and poverty/unemployment are reported with a frequency rate ranging from 11.83 % to 2.02 %. Most adolescents' (43.31 %, f=298) state that school violence cannot be solved rather than providing solutions to school violence. Those who provide solution most frequently reported (20.20 %) effective security precaution as a suggestion. Another frequently reported suggestion (14.82 %) is “punishing people involved in the violence event”. Most adolescents (42.87 %) think that nobody can prevent school violence. Those who believe that school violence can be avoided ask for a solution from school directors (15.69 %) and security units (14.82 %). Conclusion and Recommendations: Adolescents consider violence as fights involving attack and injury. Fights and their resulting injuries take part in the results of many studies related to school violence. In the present study, verbal violence events are reported less than physical violence events. On the other hand, damage to property and sexual harassment although being important types of violence aren't reported by adolescents in the current study group. Adolescents think that individual characteristics of the people involved in the violence events are the main reasons for the violence. The most important factor that triggers the fights at school is stated as romantic relationships (flirt). Disapproved girl-boy romantic relationships are confidential and this confidentiality leads to sensitivity, and, therefore, this issue becomes the most important triggering factor for the fights among adolescents. Most frequently reported opinion for the solution is “school violence cannot be avoided”. This result is important because one of the three assumptions underlying the basics of practices performed to avoid violence is that violence can be prevented (Skiba et al., 2000). According to adolescents, bullies and their influences on students are important causes that require to be taken precautions. The belief that school violence cannot be prevented makes a strong emphasize to the students' perceptions and assessments of violence events.

References

  • Alikasifoğlu, M., Ercan, O., Erginöz, E., Uysal, Ö., Kaymak, D. A. (2004). Violent behavior among turkish high school students and correlate of physical fighting, European Journal of Public Health, 14,2, 173.
  • Altun, S. A. ve Baker, Ö. E. (2010). School Violence: A Qualitative Case Study. Procedia Social and Behavioral Sciences, 2, 3165–3169.
  • Akpınar,B., Dilci,T. (2007) Teachers’ perceptions of violence at schools in the contex of educational Curricula. Eurasian Journal of Educational Research.7 29, s1-11
  • Aksu, A. (2002). Lise Öğrencilerinde Psikoaktif Madde Kullanımı Ve Şiddet Davranışı, Uzmanlık tezi, Fırat Üniversitesi Tıp Fakültesi Adli Tıp Ana Bilim Dalı.
  • Baş, A.U ve Kabasakal, Z.T. (2010) The prevalence of aggressive and violent behaviors among elementary school student. Elementary Education Online 9(1), 93-105
  • Benbenishty, R. and Astor, R. A. (2005). School Violence In Context: Culture, Family, School, And Gender. New York: Oxford University Press. Neighborhood,
  • Borum, R. (2000). Assessing violence risk among youth. Journal of Clinical Psychology, 56(10),1263-1288.
  • Boulter, L. (2004). Family-school connection and school violence prevention, The Negro Educational Review 55,1, 27–40.
  • Buka, Stephen, Felton Earls.(1993). Early determinants of delinquency and violence. Health Affairs, 12 (4), 46-64.
  • Cillessen, A. (2002). Understanding the predictors of violent adolescent behavior. USA Today Magazine, 130.
  • Cole, E. (1995). Responding to school violence: understanding today for tomorrow, Canadian Journal of School Psychology, 11(2), 108-116.
  • Corvo, K. ve Williams, K. (2000). Substance abuse, parenting styles, and aggression: an exploratory study of weapon carrying students, Journal of Alcohol & Drug Education, 46 (1), 1-13.
  • Day, N. (1996). Violence In Schools: Learning In Fear. , Inc: Springfield, NJ :Enslow Publishers.
  • Doğan, S. (2001). Farklı Sosyo-ekonomik Düzeylere Mensup Ergenlik Çağındaki Kız ve Erkeklerin Saldırgan Davranışlarıyla Ana-baba Tutumları Arasındaki Ilişkiler. Yüksek lisans tezi, Kocaeli Üniversitesi Sosyal Bilimler Enstitüsü, Kocaeli.
  • Druck, K., Kaplowitz, M. (2005). Preventing clasroom violence. The Education Digest, 71(2): 40- 43,
  • Durmus, E.,Gürgan, U. (2005). Lise Öğrencilerinin Şiddet Ve Saldırganlık Eğilimleri. Türk Eğitim Bilimleri Dergisi, 3 (3),253-267.
  • Dusenbury L. Falco M ve Lake A. (1997). Nine critical elements of promising violence prevention programs, The Journal of School Health, 67, 409-414.
  • Ellickson, P. & Saner, H. (1997, Jun.). Profiles of violent youth: Substance use and other concurrent problems. American Journal of Public Health, 87(6), 985-991.
  • Eisenbraun, K.D (2007), Violence in schools: prevalence, prediction, and prevention Aggression and Violent Behavior, 12, 459-469
  • Flannery, D.(2006). Violence And Mental Health İn Everyday Life. Oxford: Altamira Press.Furlong, M., & Morrison, G. (2000). The school in school violence: definitions and facts. Journal of Emotional and Behavioral Disorders, 8, 71−81.
  • Gorman-Smith, D., Henry, B. D. ve Tolan, P. D., (2004). Exposure to community violence and violence perpetration: the protective effects of family functioning, Journal Clinical Child and Adolescent Psychology, 33 (3), 439-449.
  • Henry, S. (2000). What is school violence. Annals of the American Academiy of political and Social Sciences, 567, 16-29.
  • Hyman, I. A. and Perone, D. C. (1998). The other side of school violence: educator policies and practices that may contribute to student misbehavior. Journel of School Psychology, 36(1), 7- 27.
  • International Association of Chiefs of Police. (1999). Guide for preventing and responding to School violence Washington, D.C.: Iacp. http;//heiacp.org/documents/pdfs/ publications schoolviolence2.pdf [18.11.2011]
  • Kepenkçi, Y. ve Çınkır, Ş. (2005). Bullying among turkish high school students, Child Abuse & Neglect, 1717, 1-12.
  • Kepenekçi, Y. & Çınkır, Ş. (2002). Lise düzeyi öğrenciler arasında zorbalık. Yayınlanmamış araştırma raporu, Ankara Üniversitesi Eğitim Bilimleri Fakültesi, Ankara.
  • Kılıç, R. (2007). Okullarda Şiddetin Önlenmesi ve Azaltılması. S. Gelbal (Ed.). Okullarda Şiddetin Önlenmesi: Mevcut Uygulamalar ve Sonuçları. (ss. 25-48). Ankara: Türk Yayınları. Eğitim Derneği
  • Kızmaz., Z. (2006). Okullardaki Şiddet Davranışının Kaynakları Üzerine Kuramsal Bir Yaklaşım, Cumhuriyet Üniversitesi Sosyal Bilimler Dergisi,30(11),47-70
  • Martino, S.C., Ellickson, P.L., Klein, D.J., McCaffrey, D., & Edelen, M.O. (2008). Multiple trajectories of physical aggression among adolescent boys and girls, Aggressive Behavior, 34, 61-75.
  • Mayer, G.R. (2001). Antisocial Behavior: Its Causes And Prevention Within Our Schools, Education and Treatment of Children, 24 (4), 414-429.
  • Mertoğlu, M (2008) İstanbul’da Yoğun Göç Alan Bölgelerdeki İlköğretim Okullarında Görevli Öğretmen ve Yöneticilere Verilen Eğitimin, Şiddet Algılarına ve Tutumlarına Etkisinin İncelenmesi. İstanbul Üniversitesi Adli Tıp Enstitüsü, Sosyal Bilimler Anabilim Dalı. Yayınlanmamış doktora tezi, İstanbul.
  • Moeller, T. G. (2001). Youth Aggression And Violence: A Psychological Approach, USA:Lawrence Erlbaum Associates. .
  • Morrison, G.M. ve Morrison, R.L. (1994). Schol violence to school safety: reframing the ıssues for school psychologist. School Psychology Review, 23(2), 236-256
  • Olweus, D. (1993). Bullying At School: What We Know And What We Can Do. Oxford, UK and Cambridge, USA: Blackwell.
  • Ögel, K., Tarı, I., Eke, C. (2004). Okullarda Suç ve Şiddeti Önleme. Şiddet ve Okul: Okul ve Çevresinde Çocuğa Yönelik Şiddet ve Alınabilecek Tedbirler Sempozyumu. Yeniden Sağlık ve Eğitim Derneği Sunusu. Erisim: [http://iogm.meb.gov.tr/siddetveokul/index.htm]. Erisim Tarihi: 13.12.2010
  • Öğülmüş, S. (2006). Okullarda Şiddet Ve Alınabilecek Önlemler. Egitime Bakıs, Egitim-Ögretim ve Bilim Arastırma Dergisi, 2(7)
  • Öğülmüş, S. (1995). Lise öğrencilerinin şiddet ve saldırganlık eğilimleri, yayınlanmamış araştırma raporu. Ankara Üniversitesi.Ankara.
  • Pişkin, M. (15-17 Ekim 2003). Öğretmenlerin Çocukları Fiziksel İstismar Potansiyeli. Dördüncü Ulusal Çocuk Kültürü Kongresi. Ankara Üniversitesi Çocuk Kültürü Araştırma ve Uygulama Merkezi. Ankara.
  • Rupp, D. E. ve Vodanovich, S. J. (1997). the role boredom proneness ın self-reported anger and aggression, Journal of Social Behavior & Personality, 12, 925-936.
  • Scott, T.M., Nelson C.M. ve Liaupsin, C.J. (2001). Effective Instruction: The forgorren compotent in perventing school violence, Education and Treatment of Children, 24(3), 309-322.
  • Scharf, C. S. (2000). “Gender differences in adolescent aggression: An analysis of instrumentally us”, Doktora Tezi, Central Michigan University.
  • Peterson. (2000). “Preventing School Violence: A Practical Guide To Comprehensive Planning. Bloomington, in The Safe And Responsive Schools Project”, Indiana Policy Center, Indiana University.
  • Smith, P. K. (2006). Tackling Violence in Schools: A European Perspective. P.K.Smith (Eds.).Violence eduction in Schools – How to Make a Difference, 11-23. Council of Europe: Belgium
  • Sutton, S. E., Cowen, E. L. ve Crean H. F. (1999). Pathways to aggression ın young,highly stressed urban child, Child Study Journal, 29(1), 49-67.
  • Şahan, B. (2010) İlköğretim İkinci Kademe Öğretmen Ve Öğrencilerinin Şiddet Olgusuna İlişkin Görüşlerinin Karşılaştırılması. Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, yayınlanmamış yüksek lisans tezi. Ankara
  • Tavşancıl, E. ve Aslan, A. E. (2001). Sözel, Yazılı Ve Diğer Materyaller İçin İçerik Analizi Ve Uygulama Örnekleri. İstanbul: Epsilon Yay.
  • Tezcan, M. (1996). Bir Şiddet Ortamı Olarak Okul. Cogito, 6(7), 105-108.
  • Toprakçı, E. (2013) Sınıf Yönetimi Ankara: PegemA Yay.
  • Wheby, J. S., Synoms, F. J. & Shares, R. E. (1995). A descriptive analysis of aggressive behavior ın classroom for children with emotional and behavioral disorders, Behavioral Disorders, 20, 87-105.
  • Williams, S.A. & Myers, S.J. (2004). Adolescent violence, The ABFN Journal, 31-34.
  • Yıldırım, A. ve Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (7. Baskı). Ankara: Seçkin Yayıncılık
  • Adolescents’ Perception of School Violence and
  • Suggestions for Solutions

Ergen Bakış Açısıyla Okulda Şiddet ve Çözüm Önerileri

Year 2013, Volume: 4 Issue: 3, 41 - 57, 02.07.2013

Abstract

Bu çalışmada ergenlerin okullarında yaşanan şiddet olaylarına ilişkin algıları incelenmiştir. Araştırma farklı liselere devam eden, yaşları 15 ile 19 arasında değişen, toplam 700 ergenle yapılmıştır. Katılımcılara, okullarda yaşanan şiddet olayları, bu olayların nedenleri ve okulda şiddetin önlenmesi için çözüm önerilerinin neler olduğunu belirlemeyi amaçlayan açık uçlu sorular sorulmuştur. Öğrencilerin açık uçlu bu sorulara verdikleri cevaplar niteliksel olarak incelenmiş ve içerik analizi yöntemi ile analiz edilmiştir. Bulgular, ergenlerin fiziksel saldırı içeren kavgaları okullarda en çok yaşanan şiddet olayı olarak gördüğünü göstermektedir (%67.8). Yine ergenler okuldaki şiddet olaylarını; problemli öğrencilerin varlığı (% 85,13), duygusal ilişkiler (% 26.83), okul çeteleri ve madde kullanımı (% 19.62) gibi nedenlerle açıklamaktadırlar. Ergenlerin okullarda yaşanan şiddet olaylarına ilişkin en önemli çözüm önerileri, durumun çözümsüz olduğu yönündeki umutsuzluklarını içeren, “okulda şiddetin engellemeyeceği” (%43.31) inancı olduğu görülmektedir. Ergenlerin %42.87’si okulda şiddeti engellemek için hiç kimsenin bir şey yapamayacağını düşünmektedir. Okulda şiddetin engellenebileceğini düşünenler ise çözümü okul yönetimlerinden beklemektedirler. Toplumda, sokakta, ailede, televizyonlarda, her yerde şiddet olduğu için okulların şiddet olgusundan arındırılamayacağı düşüncesi, ergenlerin okulda şiddet olgusuna ilişkin en çarpıcı algılarından birini oluşturmaktadır

References

  • Alikasifoğlu, M., Ercan, O., Erginöz, E., Uysal, Ö., Kaymak, D. A. (2004). Violent behavior among turkish high school students and correlate of physical fighting, European Journal of Public Health, 14,2, 173.
  • Altun, S. A. ve Baker, Ö. E. (2010). School Violence: A Qualitative Case Study. Procedia Social and Behavioral Sciences, 2, 3165–3169.
  • Akpınar,B., Dilci,T. (2007) Teachers’ perceptions of violence at schools in the contex of educational Curricula. Eurasian Journal of Educational Research.7 29, s1-11
  • Aksu, A. (2002). Lise Öğrencilerinde Psikoaktif Madde Kullanımı Ve Şiddet Davranışı, Uzmanlık tezi, Fırat Üniversitesi Tıp Fakültesi Adli Tıp Ana Bilim Dalı.
  • Baş, A.U ve Kabasakal, Z.T. (2010) The prevalence of aggressive and violent behaviors among elementary school student. Elementary Education Online 9(1), 93-105
  • Benbenishty, R. and Astor, R. A. (2005). School Violence In Context: Culture, Family, School, And Gender. New York: Oxford University Press. Neighborhood,
  • Borum, R. (2000). Assessing violence risk among youth. Journal of Clinical Psychology, 56(10),1263-1288.
  • Boulter, L. (2004). Family-school connection and school violence prevention, The Negro Educational Review 55,1, 27–40.
  • Buka, Stephen, Felton Earls.(1993). Early determinants of delinquency and violence. Health Affairs, 12 (4), 46-64.
  • Cillessen, A. (2002). Understanding the predictors of violent adolescent behavior. USA Today Magazine, 130.
  • Cole, E. (1995). Responding to school violence: understanding today for tomorrow, Canadian Journal of School Psychology, 11(2), 108-116.
  • Corvo, K. ve Williams, K. (2000). Substance abuse, parenting styles, and aggression: an exploratory study of weapon carrying students, Journal of Alcohol & Drug Education, 46 (1), 1-13.
  • Day, N. (1996). Violence In Schools: Learning In Fear. , Inc: Springfield, NJ :Enslow Publishers.
  • Doğan, S. (2001). Farklı Sosyo-ekonomik Düzeylere Mensup Ergenlik Çağındaki Kız ve Erkeklerin Saldırgan Davranışlarıyla Ana-baba Tutumları Arasındaki Ilişkiler. Yüksek lisans tezi, Kocaeli Üniversitesi Sosyal Bilimler Enstitüsü, Kocaeli.
  • Druck, K., Kaplowitz, M. (2005). Preventing clasroom violence. The Education Digest, 71(2): 40- 43,
  • Durmus, E.,Gürgan, U. (2005). Lise Öğrencilerinin Şiddet Ve Saldırganlık Eğilimleri. Türk Eğitim Bilimleri Dergisi, 3 (3),253-267.
  • Dusenbury L. Falco M ve Lake A. (1997). Nine critical elements of promising violence prevention programs, The Journal of School Health, 67, 409-414.
  • Ellickson, P. & Saner, H. (1997, Jun.). Profiles of violent youth: Substance use and other concurrent problems. American Journal of Public Health, 87(6), 985-991.
  • Eisenbraun, K.D (2007), Violence in schools: prevalence, prediction, and prevention Aggression and Violent Behavior, 12, 459-469
  • Flannery, D.(2006). Violence And Mental Health İn Everyday Life. Oxford: Altamira Press.Furlong, M., & Morrison, G. (2000). The school in school violence: definitions and facts. Journal of Emotional and Behavioral Disorders, 8, 71−81.
  • Gorman-Smith, D., Henry, B. D. ve Tolan, P. D., (2004). Exposure to community violence and violence perpetration: the protective effects of family functioning, Journal Clinical Child and Adolescent Psychology, 33 (3), 439-449.
  • Henry, S. (2000). What is school violence. Annals of the American Academiy of political and Social Sciences, 567, 16-29.
  • Hyman, I. A. and Perone, D. C. (1998). The other side of school violence: educator policies and practices that may contribute to student misbehavior. Journel of School Psychology, 36(1), 7- 27.
  • International Association of Chiefs of Police. (1999). Guide for preventing and responding to School violence Washington, D.C.: Iacp. http;//heiacp.org/documents/pdfs/ publications schoolviolence2.pdf [18.11.2011]
  • Kepenkçi, Y. ve Çınkır, Ş. (2005). Bullying among turkish high school students, Child Abuse & Neglect, 1717, 1-12.
  • Kepenekçi, Y. & Çınkır, Ş. (2002). Lise düzeyi öğrenciler arasında zorbalık. Yayınlanmamış araştırma raporu, Ankara Üniversitesi Eğitim Bilimleri Fakültesi, Ankara.
  • Kılıç, R. (2007). Okullarda Şiddetin Önlenmesi ve Azaltılması. S. Gelbal (Ed.). Okullarda Şiddetin Önlenmesi: Mevcut Uygulamalar ve Sonuçları. (ss. 25-48). Ankara: Türk Yayınları. Eğitim Derneği
  • Kızmaz., Z. (2006). Okullardaki Şiddet Davranışının Kaynakları Üzerine Kuramsal Bir Yaklaşım, Cumhuriyet Üniversitesi Sosyal Bilimler Dergisi,30(11),47-70
  • Martino, S.C., Ellickson, P.L., Klein, D.J., McCaffrey, D., & Edelen, M.O. (2008). Multiple trajectories of physical aggression among adolescent boys and girls, Aggressive Behavior, 34, 61-75.
  • Mayer, G.R. (2001). Antisocial Behavior: Its Causes And Prevention Within Our Schools, Education and Treatment of Children, 24 (4), 414-429.
  • Mertoğlu, M (2008) İstanbul’da Yoğun Göç Alan Bölgelerdeki İlköğretim Okullarında Görevli Öğretmen ve Yöneticilere Verilen Eğitimin, Şiddet Algılarına ve Tutumlarına Etkisinin İncelenmesi. İstanbul Üniversitesi Adli Tıp Enstitüsü, Sosyal Bilimler Anabilim Dalı. Yayınlanmamış doktora tezi, İstanbul.
  • Moeller, T. G. (2001). Youth Aggression And Violence: A Psychological Approach, USA:Lawrence Erlbaum Associates. .
  • Morrison, G.M. ve Morrison, R.L. (1994). Schol violence to school safety: reframing the ıssues for school psychologist. School Psychology Review, 23(2), 236-256
  • Olweus, D. (1993). Bullying At School: What We Know And What We Can Do. Oxford, UK and Cambridge, USA: Blackwell.
  • Ögel, K., Tarı, I., Eke, C. (2004). Okullarda Suç ve Şiddeti Önleme. Şiddet ve Okul: Okul ve Çevresinde Çocuğa Yönelik Şiddet ve Alınabilecek Tedbirler Sempozyumu. Yeniden Sağlık ve Eğitim Derneği Sunusu. Erisim: [http://iogm.meb.gov.tr/siddetveokul/index.htm]. Erisim Tarihi: 13.12.2010
  • Öğülmüş, S. (2006). Okullarda Şiddet Ve Alınabilecek Önlemler. Egitime Bakıs, Egitim-Ögretim ve Bilim Arastırma Dergisi, 2(7)
  • Öğülmüş, S. (1995). Lise öğrencilerinin şiddet ve saldırganlık eğilimleri, yayınlanmamış araştırma raporu. Ankara Üniversitesi.Ankara.
  • Pişkin, M. (15-17 Ekim 2003). Öğretmenlerin Çocukları Fiziksel İstismar Potansiyeli. Dördüncü Ulusal Çocuk Kültürü Kongresi. Ankara Üniversitesi Çocuk Kültürü Araştırma ve Uygulama Merkezi. Ankara.
  • Rupp, D. E. ve Vodanovich, S. J. (1997). the role boredom proneness ın self-reported anger and aggression, Journal of Social Behavior & Personality, 12, 925-936.
  • Scott, T.M., Nelson C.M. ve Liaupsin, C.J. (2001). Effective Instruction: The forgorren compotent in perventing school violence, Education and Treatment of Children, 24(3), 309-322.
  • Scharf, C. S. (2000). “Gender differences in adolescent aggression: An analysis of instrumentally us”, Doktora Tezi, Central Michigan University.
  • Peterson. (2000). “Preventing School Violence: A Practical Guide To Comprehensive Planning. Bloomington, in The Safe And Responsive Schools Project”, Indiana Policy Center, Indiana University.
  • Smith, P. K. (2006). Tackling Violence in Schools: A European Perspective. P.K.Smith (Eds.).Violence eduction in Schools – How to Make a Difference, 11-23. Council of Europe: Belgium
  • Sutton, S. E., Cowen, E. L. ve Crean H. F. (1999). Pathways to aggression ın young,highly stressed urban child, Child Study Journal, 29(1), 49-67.
  • Şahan, B. (2010) İlköğretim İkinci Kademe Öğretmen Ve Öğrencilerinin Şiddet Olgusuna İlişkin Görüşlerinin Karşılaştırılması. Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, yayınlanmamış yüksek lisans tezi. Ankara
  • Tavşancıl, E. ve Aslan, A. E. (2001). Sözel, Yazılı Ve Diğer Materyaller İçin İçerik Analizi Ve Uygulama Örnekleri. İstanbul: Epsilon Yay.
  • Tezcan, M. (1996). Bir Şiddet Ortamı Olarak Okul. Cogito, 6(7), 105-108.
  • Toprakçı, E. (2013) Sınıf Yönetimi Ankara: PegemA Yay.
  • Wheby, J. S., Synoms, F. J. & Shares, R. E. (1995). A descriptive analysis of aggressive behavior ın classroom for children with emotional and behavioral disorders, Behavioral Disorders, 20, 87-105.
  • Williams, S.A. & Myers, S.J. (2004). Adolescent violence, The ABFN Journal, 31-34.
  • Yıldırım, A. ve Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (7. Baskı). Ankara: Seçkin Yayıncılık
  • Adolescents’ Perception of School Violence and
  • Suggestions for Solutions
There are 53 citations in total.

Details

Primary Language Turkish
Journal Section Educational Sciences and Sciences of Field Education
Authors

Yrd.doç.dr.emine Durmuş

Publication Date July 2, 2013
Published in Issue Year 2013Volume: 4 Issue: 3

Cite

APA Durmuş, Y. (2013). Ergen Bakış Açısıyla Okulda Şiddet ve Çözüm Önerileri. E-Uluslararası Eğitim Araştırmaları Dergisi, 4(3), 41-57.

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Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)


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