| Abstract [eng] |
VIOLENCE PREVENTION MODELING IN THE CONTEXT OF CHILD PROTECTION AND SCHOOL COOPERATION Children can experience significant violence from teachers and peers in schools. According to the latest data, children are exposed to high levels of physical, psychological and sexual violence in and around schools: girls are more vulnerable to sexual violence and boys are more vulnerable to physical violence by peers and corporal punishment by teachers. It has been proven that school violence has a significant, long-term impact on the physical and psychological health of young people, as well as their social functioning (Unesco, 2019). When it comes to student violence, school violence is one of the leading causes of serious non-fatal injuries. According to current studies in different countries, school violence is associated with suicidal ideation, poor mental health, substance abuse and student promiscuity (Senanayake et al., 2019). Ruiz-Hernandez et al., (2020) indicate that the importance of school violence is determined by its consequences: anxiety-depressive syndromes, behavioral disorders, academic performance problems, risk of social exclusion or suicidal behavior. Regarding student-teacher violence, a growing body of research from both developed and developing countries has shown that school violence is associated with teacher disengagement, intention to quit, and other adverse outcomes such as emotional well-being (Yang et al., 2021). For these reasons, it is necessary to examine how to properly ensure measures to reduce violence in schools. The problematic question of the research is what factors would ensure cooperation between the protection of children's rights and the school in modeling the prevention of violence at school. The object of the study is the modeling of school violence prevention in the context of child protection and school cooperation. The purpose of the study is to find out the factors of violence prevention by modeling the possible directions of violence prevention at school in the context of cooperation between different institutions. The following work tasks are set to achieve the work goal: 1. To analyze the theoretical assumptions of violence prevention modeling in the context of child protection and school cooperation. 2. To investigate the factors and opportunities that ensure the prevention of violence at school from the point of view of educators in the context of cooperation with child protection specialists. 3. To reveal the possibilities of improving the prevention of violence at school in terms of the experience of child protection specialists. 4. Prepare a school violence prevention model in the context of child rights and school cooperation Research methodology. The work implemented a mixed research strategy, applying quantitative and qualitative research methodologies and methods. Data collection methods: The quantitative study used a written survey for teachers (Appendix 1). A semi-structured interview was used for the qualitative study (Appendix 2). The survey sample. The quantitative research was conducted in April 2024 by interviewing 71 teachers working in Panevėžys municipality. The qualitative study was conducted in April 2024 by interviewing Child Rights Protection specialists with at least three years of experience. 4 specialists in the protection of children's rights were interviewed. Key words: Violence at school, prevention of violence, violence, co-operation of violence. |
