School Violence In Costa Rican Society

Violence take multiple forms, many of which are covered in the nightly news. Murder, rape, familial abuse, bullying, workplace hostility, armed robbery—all of these are societal problems with far-reaching repercussions. There have long debates and discussions regarding whether nature or nurture influences individual violent behavior. People are concerned about what makes an individual to engage in violent behavior such murder or burglary among other types of crimes. They are also concerned about what makes people stop such behavior. However, there is no precise conception whether nature, nurture or both influence violence. Some people assume that, violent behavior results from individual’s life experiences or upbringing also known as nurture. Others feel that violent behavior is more complex and results from individual’s genetic character or nature. In other words, it is not clear whether violent behavior is inborn or occurs at some point in persons’ lives, but even it’s hard, emphasizing one and ignoring other influences is always an unwise way to go.

The somewhat recent event of Sandy Hook has been a major focus of debate among any serious discussion about school violence in America. Yet, just since Columbine, there has been over 100 school shootings, not including stabbing, rape, or even fist fights (in which there was serious injury or death). Despite this unprecedented level of aggression among our nation’s youth, the nation, in its entirety, has not dedicated an appropriate amount of time and energy to coming up with a solution. The bulk of the hard work needed in order to create a safer atmosphere for our children has been left to our teachers. Yet, the workload of a teacher, along with his/her inability to interfere in out-of-classroom affairs, would make him/her extremely inefficient in doing so. What exactly are these expectations? How many of these standards can a teacher feasibly meet?

A sudden increase of youth violence in public schools in early 1990 has caused many to raise concerns about violent behaviors in schools. In the past, the most common form of violence that took place in schools was bullying, physical fights, or

Dr. Garbarino (1999) proposes common factors that are trending when it comes to an increase in violence among young boys, but does not state that such trends are causes of violence. Risk factors, especially in inner-city neighborhoods, such as poor quality of education, low socioeconomic status, limited healthcare options, multiple family residences, lack of a father figure, and high crime may lead an increase in violent nature for male youth. In addition, the book mentions four specific problems that provide a foundation for violence. These four problems include, attachment, abandonment by mother, abandonment by father, and

In Cohen’s article,“Culture, Social Organization, and Patterns of Violence,” he examined a study, based on the use of violence. Whether it was seen as more culturally appropriate within South and West communities as opposed to less violence seen in tighter, more organized states within the North, he stated that it is a trend of commonplace within these areas and communities following this norm as it is part of that area 's

Some of the secondary causes of this violence as espoused by Phillips (148) include despair, racism, powerlessness and poverty. Many youths have struggled in despair as they struggle to meet their daily bread. In the desperation, many children were therefore introduced to violence at a young age in order to meet their needs. This despair has brought with it powerlessness that has also made life difficult for the children.

The subculture of southern violence theory is just one of many cultural transmissions theories discussed in Miller’s text. Cultural transmission theories determine that the values, beliefs, and norms of subcultures (deviant or no) contrast with the dominant culture. Therefore, it is possible for a subculture to justify criminal behavior as normal or necessary when it comes to one’s reputation and self-defense. Because the southern region of the United States is known to have high crime rates than other regions of the United States and as a whole, the subculture of violence theory was hypothesized by Wolfgang and Ferracuti during the late 1960s. Other researchers: Ball-Rokeach, 1973; Erlanger, 1974; and Hartnagel, 1980 theorized what factors may be the cause of the high crime rates in the southern region as well. This discussion will explore the implications of whether or not their findings adequately support the existence of the subculture of southern violence theory.

The theory that best connects with the issue of family violence is systems theory. This theory entails that the “family as a system is thought to be best understood through the recognition that family members (as the parts of the system) interact with one another in such a manner that, over time, these interactions become patterned behavior” (Sutphin, McDonough, Schrenkel, 2013) Every family member that is within this family are characterized as subsystems. The main sub-systems are parent-parent, parent-child, and child-child. In most cases, what happens in the parent-parent relationship impacts both the parent-child relationship and the child-child relationship. A type of violence that can occur between the parent and parent relationship

Abstract: The importance of knowing about school violence, the cause of school violence, forms of school violence and they ways teacher can prevent school violence was observed. A recent act of school violence is announced and the content of why it is important for teachers to be aware of school violence. School violence is a very serious issue to address many young adolescents are become victims of school violence which results in lower educational opportunities for some student’s. In this paper I have research statistics amongst school violence and the

Violence that is witnessed and experienced by students in schools is a social issue that "is frequently overlooked by law enforcement officers, families, and others at the time of a violent incident" ("American Psychological Association"). For example, "after the Columbine shooting [on] April 20, 1999, two teens went on a shooting spree at Columbine High School in Littleton, Colorado,"(History.com Staff) where they killed several classmates, then themselves. Not only was this the worst high school shooting in U.S. history, but it promoted a national debate on the negative influence of guns and video games in society. Although Canada is not as immersed in gun culture as the United States, weapons are still evident here and have a negative impact on schools. Unfortunately the reasons these students killed many of their peers was because they were in fact, bullied. The overall impact of violence in schools can lead to minor injuries such as cuts and bruises from physical abuse, to more serious injuries like gunshot wounds. Although these types of injuries are terrible, there are other types of injuries that are not as obvious. For example, exposure to violence can result in drug and alcohol abuse as well as suicidal thoughts. Additionally, “Depression, anxiety, and many other psychological problems, including fear, can result from school violence” ( disease control prevention). This can cause students to not attend school and, "Parents may also echo their feelings by not wanting to send their children to school for fear of the incident reoccurring" (Government of Canada). Therefore, the negative effects of school violence are tremendous on society. The problem not only affects the safety of the schools, but it affects the school environment and the development of

The report is divided into sections. The first section provides background on the problem of youth violence in Latin America. In the following ones, different strategies of after-school programs and extra-curricular

“The US Department of Education based on their recent surveys has reported that at least ten percent of the schools in the entire United States of America are faced with problems associated with violence and in these schools there is at least one serious case of crime other than thefts and physical attacks”(School Violence...). The article, School Violence-a Survey, on the School Violence, Weapons, Crime, and Bullying website clearly states a rising problem within the US. It seems as if the news has a constant flow of new school violence cases, and there is no indication of slowing down. It is truly shocking to think that teens could cause so much destruction in their own schools. Nevertheless, school violence cases occur quite

This paper provided the reader information on two theoretical explanations of violence. The two theories that were discussed was excitation transfer theory and displaced aggression theory. The two theories were defined, compared, analyzed and supported by scholarly studies. The reader at should have a better understanding of the two selected theoretical explanations of

Violence in schools has spread widely throughout the nation. School violence is a big problem we are facing now. This has caused many problems among students, families’ faculty of schools and residents of the community. School violence includes gang activity, locker thefts, bullying and intimidation, gun use, assault, and drugs. In my paper I will discuss the reasons why violence in schools exists, describe the dangers and effects of school violence and what could or “should be done about it.

School violence is a major controversial problem around the world. It plays an important role for the future of children and impacts the environment children are growing up in. The effects of school violence can lead severe mental and physical trauma for both perpetrators and victim along with the loss of human lives. The main cause of school violence is a combination of weak community relations and a lack of a firm hand within schools as well as communities. Our society need to demand that schools must be created safe for our children and no child should live with fear to attend school. If a student is being picked on or bullied, he or she will not want to communicate with others.