| Abstract [eng] |
In dealing with school- related violence, complex and coordinated activities of various support services, oriented towards the measures of violence prevention and support for victims, are necessary. Violence prevention and control programs have to be developed at schools; their implementation should involve partnering of the school community: educators, school administration, a psychologist, a social worker, parents and children themselves. Therefore it is important to identify how children perceive the situation in their school setting in general, how they represent violence at school and whether they are willing to participate in its prevention. The results of the empirical research have showed that children’s violence at school is conditioned (in a broader sense) by violence incidents experienced in childhood (in the family and at school) and being a witness of a violence incident. A feeling of jealousy has been identified as one of the main caus es of children’s violence at school; it is related to a special status of a child in the school setting and peer relations. Furthermore, another cause of violence at school (and not less important one), as identified in the representations of children’s experiences, is lack of tolerance towards disadvantaged children: academically (high or low academic performance), socially (otherness or no friends) and physically (being weaker than others). Lack of self-confidence, evidenced by a child’s poor self-identification and academic failure, has been identified as a strong effect of school violence in the representations of children’s experiences. [...]. |
