The purpose of this study was to gather evidence on the relationship between discipline and the control of victimization in schools and to investigate the effectiveness of humanistic versus coercive disciplinary measures. Survey data were obtained from students, teachers, and principals in each of the 44 junior and senior high schools in a county in Ohio that agreed to participate in the study. The data represent roughly a six-month time frame. Students in grades 7 through 12 were anonymously surveyed in February 1994. The Student Survey (Part 1) was randomly distributed to approximately half of the students in all classrooms in each school. The other half of the students received a different survey that focused on drug use among students (not available with this collection). The teacher (Part 2) and principal (Part 3) surveys were completed at the same time as the student survey. The principal survey included both closed-ended and open-ended questions, while all questions on the student and teacher surveys were closed-ended, with a finite set of answers from which to choose. The three questionnaires were designed to gather respondent demographics, perceptions about school discipline and control, information about weapons and gangs in the school, and perceptions about school crime, including personal victimization and responses to victimization. All three surveys asked whether the school had a student court and, if so, what sanctions could be imposed by the student court for various forms of student misconduct. The student survey and teacher surveys also asked about the availability at school of various controlled drugs. The student survey elicited information about the student's fear of crime in the school and on the way to and from school, avoidance behaviors, and possession of weapons for protection. Data were also obtained from the principals on each school's suspension/expulsion rate, the number and type of security guards and/or devices used within the school, and other school safety measures. In addition to the surveys, census data were acquired for a one-quarter-mile radius around each participating school's campus, providing population demographics, educational attainment, employment status, marital status, income levels, and area housing information. Also, arrest statistics for six separate crimes (personal crime, property crime, simple assault, disorderly conduct, drug/alcohol offenses, and weapons offenses) for the reporting district in which each school was located were obtained from local police departments. Finally, the quality of the immediate neighborhood was assessed by means of a "windshield" survey in which the researchers conducted a visual inventory of various neighborhood characteristics: type and quality of housing in the area, types of businesses, presence of graffiti and gang graffiti, number of abandoned cars, and the number and perceived age of pedestrians and people loitering in the area. These contextual data are also contained in Part 3.

The project's overarching goals are to improve the knowledge and understanding of school safety and violence, and to enhance school safety programs through rigorous social and behavioral science research. This research project will meet these goals by implementing and evaluating a restorative justice school safety initiative that: 1) reduces bullying perpetration and victimization, aggression, and violence, 2) enhances school safety and mental health in middle and high school students, and 3) reduces the school to prison pipeline by diverting first offenders from the juvenile justice system into Teen Courts. In meeting this objective, we will implement and evaluate an innovative school safety initiative that includes a comprehensive school-based needs assessments using the School Success Profile-Plus (SSP+) student reporting system. In addition, Teen Courts will be implemented in schools to emphasize restorative justice, keep first time offenders out of the juvenile justice system, and reduce the school to prison pipeline. We will evaluate the efficacy of this restorative justice initiative for promoting school safety and reducing violence, by conducting a rigorous experimental trial of 24 middle- and high-schools that are randomly selected to either conduct SSP+ assessments and receive school-based Teen Courts (n=12) or to conduct SSP+ assessments without Teen Court programming (n=12).

This study of violent incidents among middle- and high-school students focused not only on the types and frequency of these incidents, but also on their dynamics -- the locations, the opening moves, the relationship between the disputants, the goals and justifications of the aggressor, the role of third parties, and other factors. For this study, violence was defined as an act carried out with the intention, or perceived intention, of physically injuring another person, and the "opening move" was defined as the action of a respondent, antagonist, or third party that was viewed as beginning the violent incident. Data were obtained from interviews with 70 boys and 40 girls who attended public schools with populations that had high rates of violence. About half of the students came from a middle school in an economically disadvantaged African-American section of a large southern city. The neighborhood the school served, which included a public housing project, had some of the country's highest rates of reported violent crime. The other half of the sample were volunteers from an alternative high school attended by students who had committed serious violations of school rules, largely involving illegal drugs, possession of handguns, or fighting. Many students in this high school, which is located in a large city in the southern part of the Midwest, came from high-crime areas, including public housing communities. The interviews were open-ended, with the students encouraged to speak at length about any violent incidents in school, at home, or in the neighborhood in which they had been involved. The 110 interviews yielded 250 incidents and are presented as text files, Parts 3 and 4. The interview transcriptions were then reduced to a quantitative database with the incident as the unit of analysis (Part 1). Incidents were diagrammed, and events in each sequence were coded and grouped to show the typical patterns and sub-patterns in the interactions. Explanations the students offered for the violent-incident behavior were grouped into two categories: (1) "justifications," in which the young people accepted responsibility for their violent actions but denied that the actions were wrong, and (2) "excuses," in which the young people admitted the act was wrong but denied responsibility. Every case in the incident database had at least one physical indicator of force or violence. The respondent-level file (Part 2) was created from the incident-level file using the AGGREGATE procedure in SPSS. Variables in Part 1 include the sex, grade, and age of the respondent, the sex and estimated age of the antagonist, the relationship between respondent and antagonist, the nature and location of the opening move, the respondent's response to the opening move, persons present during the incident, the respondent's emotions during the incident, the person who ended the fight, punishments imposed due to the incident, whether the respondent was arrested, and the duration of the incident. Additional items cover the number of times during the incident that something was thrown, the respondent was pushed, slapped, or spanked, was kicked, bit, or hit with a fist or with something else, was beaten up, cut, or bruised, was threatened with a knife or gun, or a knife or gun was used on the respondent. Variables in Part 2 include the respondent's age, gender, race, and grade at the time of the interview, the number of incidents per respondent, if the respondent was an armed robber or a victim of an armed robbery, and whether the respondent had something thrown at him/her, was pushed, slapped, or spanked, was kicked, bit, or hit with a fist or with something else, was beaten up, was threatened with a knife or gun, or had a knife or gun used on him/her.

The 2016 School Survey on Crime and Safety (SSOCS:2016) is a data collection that is part of the School Survey on Crime and Safety program; program data are available since 2000 at . SSOCS:2016 (https://nces.ed.gov/surveys/ssocs/) is a cross-sectional survey of the nation's public schools designed to provide estimates of school crime, discipline, disorder, programs and policies. Regular public schools were sampled. The data collection was conducted using a mail questionnaire with telephone follow-up. The data collection's response rate was 62.9 percent. Key statistics produced from SSOCS:2016 include the frequency and types of disciplinary actions taken for select offenses; perceptions of other disciplinary problems, such as bullying, verbal abuse and disorder in the classroom; the presence and role of school security staff; parent and community involvement; staff training; mental health services available to students; and school policies and programs concerning crime and safety.

The purpose of this study was to assess both the school-level effects and the participant-level effects of Youth Crime Watch (YCW) programs. Abt Associates conducted a four-year impact evaluation of Youth Crime Watch (YCW) programs in three Florida school districts (Broward, Hillsborough, and Pinellas Counties). School-based YCW programs implement one or more of a variety of crime prevention activities, including youth patrol, in which YCW participants patrol their school campus and report misconduct and crime. The evaluation collected both School-Level Data (Part 1) and Student-Level Data (Part 2). The School-Level Data (Part 1) contain 9 years of data on 172 schools in the Broward, Hillsborough, and Pinellas school districts, beginning in the 1997-1998 school year and continuing through the 2005-2006 school year. A total of 103 middle schools and 69 high schools were included, yielding a total of 1,548 observations. These data provide panel data on reported incidents of crime and violence, major disciplinary actions, and school climate data across schools and over time. The Student-Level Data (Part 2) were collected between 2004 and 2007 and are comprised of two major components: (1) self-reported youth attitude and school activities survey data that were administered to a sample of students in middle schools in the Broward, Hillsborough, and Pinellas School Districts as part of a participant impact analysis, and (2) self-reported youth attitude and school activities survey data that were administered to a sample of YCW continuing middle school students and YCW high school students in the same three school districts as part of a process analysis. For Part 2, a total of 3,386 completed surveys were collected by the project staff including 1,319 "new YCW" student surveys, 1,581 "non-YCW" student surveys, and 486 "Pro" or "Process" student surveys. The 138 variables in the School-Level Data (Part 1) include Youth Crime Watch (YCW) program data, measures of crime and the level of school safety in a school, and other school characteristics. The 99 variables in the Student-Level Data (Part 2) include two groups of questions for assessing participant impact: (1) how the respondents felt about themselves, and (2) whether the respondent would report certain types of problems or crimes that they observed at the school. Part 2 also includes administrative variables and demographic/background information. Other variables in Part 2 pertain to the respondent's involvement in school-based extracurricular activities, involvement in community activities, attitudes toward school, attitudes about home environment, future education plans, attitudes toward the YCW advisor, attitudes about effects of YCW, participation in YCW, reasons for joining YCW, and reasons for remaining in YCW.

This is a multi-method study of school violence and victimization during the transition to high school. This study has two major data collection efforts. First, a full population survey of 7th through 10th grade students across 10 Flint Community Schools (fall 2016) -- which serve primarily African American and poor populations -- that will identify patterns of student victimization, including the location and seriousness of violent events, and examine the connections between school and community violence. This will be followed by a three-wave panel qualitative study of 100 students interviewed every 6 months beginning in the spring of their 8th grade year (spring 2017) and continuing through their 9th grade year. The goal of the interviews will be to further the research from the survey and develop a deeper understanding of how school safety impacts the transition experience, school violence, including how communities conflict impacts school safety, and what youth do to protect themselves from school-related victimization. Researchers integrated crime incident data from the Flint police department as a source for triangulation of findings. A community workgroup will provide guided translation of findings generated from mixed-methods analyses, and develop an action plan to help students successfully transition to high school. Results and policy implications will be given to practitioner, researcher, and public audiences through written, oral, and web-based forums. De-identified data will be archived at the National Archive of Criminal Justice Data.

This project seeks to to provide clear and comprehensive answers to the questions that plague researchers on how school violence impacts future student outcomes. To that end, the principal investigators plan to review, organize, and synthesize extant research on consequences of school violence and aggression for perpetrators and victims by conducting a systematic review and meta-analysis on longitudinal studies of school violence and outcomes. The primary goal of the current study is to conduct a systematic review and meta-analysis of the extant longitudinal research literature on the consequences of school violence.

범죄발생원표를 활용한 학교폭력의 범죄분류별, 처분결과 별 현황

This research project sought to evaluate the impact of broad-based multifaceted violence prevention programs versus programs that have a more limited focus. Two specific programs were evaluated in four New York City middle schools. The more limited program used Project S.T.O.P.(Students Teaching Options for Peace), a conflict resolution and peer mediation training program. The full multi-faceted program combined Project S.T.O.P. with Safe Harbor, a program that provided victimization counseling and taught violence prevention. The effects of this combined program, offered in three of the middle schools, were compared to those of just the Project S.T.O.P. program alone in one middle school. To study the program models, researchers used a quasi-experimental pre-post design, with nonequivalent comparison groups. Questionnaires were given to students to assess the impact of the two programs. Students were asked about their knowledge and use of prevention programs in their schools. Data were also collected on students' history of victimization, such as whether they were ever attacked at school, stolen from, mugged, or threatened with a weapon. Students were also asked about their attitudes toward verbal abuse, victims of violence, and conditions when revenge is acceptable, and their exposure to violence, including whether they knew anyone who was sexually abused, beaten, or attacked because of race, gender, or sexual orientation. Additional questions covered students' use of aggressive behaviors, such as whether they had threatened someone with a weapon or had beaten, slapped, hit, or kicked someone. Data were also gathered on the accessibility of alcohol, various drugs, weapons, and stolen property. Demographic variables include students' school grade, class, sex, number of brothers and sisters, and household composition.

This two-year longitudinal research examined the prevalence of seven different types of teacher victimization, its negative consequences among victimized teachers, and predictors of aggression directed against teachers. The research, using a stratified multistage cluster sampling design, surveyed 1,628 middle and high school teachers in 14 school districts, located in a large metropolitan area in the southwest region of the United States. Two waves of the longitudinal research collected 1) teachers' socio-demographic factors, 2) teacher classroom management styles, and 3) school climate factors which are related to teacher victimization. Also, the data contained characteristics of victimization, school responses to teacher victimization, and negative consequences of teacher victimization.