浅论学生厌学的因素及策略

学生不愉快或干脆不痛快地在学校学习生活是影响学生厌学的一个重要因素。在低社会经济地位家庭中成长的孩子,其厌烦课程的情绪要比那些成长在高社会经济地位家庭的孩子高,贫困与学生的学习能力、学业成绩有重大关联,他们缺乏教育、缺乏关怀,家庭教育资源严重不足,社会文化传媒的急剧发展,一些不健康读物、媒体中的黄色信息甚至暴力,作为一种反社会、反文化现象,严重影响着学生的认识观、人生观的形成,成了促进学生厌学的社会因素。     

基于互动仪式链下的校园暴力归因研究

校园暴力是一个世界性问题,也是引发青少年犯罪的重要根源,以互动仪式链理论为全新视角分析其产生的原因,以寻求更好的对策。互动仪式链理论首先是关于情境的理论,人类社会的全部历史都是由情境所构成,而且每个人都生活在局部情境之中。没有暴力的个体,只有暴力的情境。校园暴力的微观情境源于家庭情感的失败、学校教育的缺失、网络亚文化的助推;由此形成的情感能量,影响着青少年的心理成长,催化出校园暴力行为,同时也揭示了微观情境和情感能量作为互动仪式链中核心要素在校园暴力中的干预作用。     

中小学校园暴力的被害成因与预防

近来各地频频有关校园暴力发生的报道,引起社会各界的重视,本文从中小学校园暴力的被害现状入手,分析了中小学校园中校园暴力被害与学生的性别、性格以及学习成绩之间的相关性,借此寻求便于操作并减少校园暴力发生的预防措施,本文提出减少校园暴力首先应构建校园文化,减少暴力亚文化对学生的影响,建立校园安全状况报告制度,完善被害学生的救济制度三项预防措施。     

构建新型校园安全防控体系的思考

学校安全是公共安全的重要组成部分,学校安全保卫工作事关师生人身安全和学校的财产安全,事关教育改革、发展、稳定大局。由于校园由封闭型向半封闭型、开放型的发展,校园人数的增多,保卫组织不健全,管理制度不落实等原因,造成校园的暴力型犯罪、火灾、爆炸、中毒等安全问题呈上升蔓延趋势。构建新型的校园安全防控系统,建立校园安全工作的长效机制是当前各级政府、学校亟待研究和解决的新课题。     

美校园惨案折射心理健康教育的缺失

校园暴力在美国，从来都是一个受人关注的话题。5月3日，22岁的弗吉尼亚女大学生亚德利·乐芙被杀身亡的校园惨剧，再度刺痛人们的神经。美国校园惨案的屡屡发生，除了枪支文化与暴力文化盛行种下的恶果，学校以及社会缺乏对学生心理健康的关爱，同样负有责任。     

“再家庭化”:中国城市家庭购房中的代际合作与冲突

作为市场和政府之外的第三个因素,家庭在住房领域的作用没有得到充分重视。论文基于对广州22个家庭的深度访谈,从"家庭化"角度出发,揭示家庭购房动机、方式、策略和差异,以及对家庭关系的影响。研究发现,中国城市住房领域出现明显"再家庭化"趋势。一方面,家庭成为个人获得住房的重要影响因素。这体现为父母提供多种形式的支持、深入介入并运用策略,极大影响住房决策、获得和安排;旧有单位制和住房市场机制对个人住房造成的差异受到家庭因素调节。另一方面,"再家庭化"充满张力且不确定。家庭成员在此过程中重新构建内部关系,既有合作,也有妥协与冲突。     

基于校园性侵案的几点思考

校园性侵案具有犯罪人集中、对象多人、化低龄化,犯罪行为隐蔽性,危害重影响大等特点.侵害既有犯罪人个人心理不健康、法律意识淡薄等原因,又有侵害对象防范意识薄弱、家庭教育不到位的原因,同时也有管理方面的漏洞.校园性侵案的防范要从家庭和学校教育、学校管理、政府管理等多方入手,全方位防控.     

征迁事件剖解

1．引发征迁暴力的直接原因引发征迁暴力的因素很多．有政府决策层面的,也有程序设定和执行方面的,有开发商越俎代庖、操之过急的,也有被拆对象本身违法的,但总体而言,还是制度的明细程度不够。     

农村留守中小学生的权益保障

随着中国城乡经济体制改革和现代化进程的不断深入,农村留守中小学生变成一个特殊的弱势群体,其合法权益受侵害现象严重。家庭教育管理不当和监护缺失、学校教育的缺失和偏差、社会不良风气的影响、社会保障措施不力都是造成农村留守中小学生合法权益受侵害的重要原因,同时,中小学生自我维权意识不够和维权能力缺乏也是不容忽视的因素。保障农村中小学生的合法权益要注重司法保障,重视学生自身维权的重要地位,建立一个由家庭、学校、社会、司法、政府和中小学生个体组成的"六位一体"维权体系。     

学校教育与少年犯罪之关系探讨

少年犯罪与学校教育因素之间是否具有一定程度的因果关系呢?从理论上分析，少年犯罪虽然是家庭、社会、教育与个体身心因素共同作硐的结果，但是，由于少年时期正处于接受学校教育从而不断进行社会化的阶段，如果这样的个体出现犯罪行为，如果校园暴力严重化，如果犯罪年龄低龄化，那么，学校教育在少年犯罪行为的发展历程中承担着不可推卸的责任。     

Middle Eastern adolescents' perpetration of school violence against peers and teachers: a cross-cultural and ecological analysis

The current study presents the prevalence of students' reports of perpetration of violence toward peers and teachers among 16,604 7th- through 11th-grade Jewish and Arab students in Israel and examines the individual and school contextual factors that explain students' violence. The study explores how students' reports of violence are influenced by individual factors (gender, age, perception of school climate and intervention) and school contextual factors (cultural affiliation, SES of students' families, school and class size, school climate, intervention). Almost one third of all students reported at least one form of perpetration toward peers, and one in five reported perpetration against teachers. Compared to the school climate characteristics, school organizational factors, and cultural affiliation, students' SES has the highest contribution to explained variance in reports of violence toward others. The discussion highlights the need to allocate more resources to schools in low-SES contexts to protect low-SES students from school violence.     

School Shootings and Security Lock-downs: Myths,Positive School Climates,and Safer Campuses

School shooting tragedies and the juvenile justice system’s movement toward a retributive and punitive framework gravely impacted how primary and secondary school students, disproportionately urban districts, used security measures to lock down campuses and build “fortress-like” schools. This iteration of control on school campuses emerged in tandem with the most recent generation’s zero tolerance approach to student violence and problems; a policy widely regarded as ineffective in urban, suburban, and rural districts. As school shootings continue to impact state legislative action and public reactions to school management, this paper takes a critical approach to school security policies and reviews the evidence on the risk for school violence and how to move away from student control approaches that do not improve school safety. Instead, the incorporation of prosocial education and school engagement efforts finds that school and student safety is improved. These, and related approaches to student body management, decreases campus violence and may also minimize the risk of some school shootings - as rare as these tragic incidents are across the nation’s schools. The interplay of schools, students, and the juvenile and family courts is ongoing. Knowing how school districts can best approach their campus environments, safety, and learning is important for school social workers and court personnel because of how often these systems work, or do not work, together.     

Preventing lethal violence in schools: the case for entry-based weapons screening

Violence-related behavior in schools has declined in recent years, but the perception of risk remains high. Disturbingly high percentages of students and teachers report staying home out of fear, and many students bring weapons to school for protection. Current proposals for preventing school violence include punishing the violence-prone, expulsion for weapon carriers, and creating a culture of nonviolence through various behavioral methods like conflict resolution. None of these proposals address the issue of lethal violence and hence personal safety. The risk of lethal violence in schools (related mainly to firearms) could be substantially reduced by creating an effective barrier between firearms and people. This could be achieved by using entry-based weapons detection systems similar to those now used in airports and courts. Decreasing the risk and fear of violence by converting schools into weapons-free zones would also be expected to increase attendance and improve scholastic performance. Randomized, controlled studies should be undertaken to evaluate the efficacy and cost-effectiveness of entry-based weapons detection systems for achieving these outcomes.     

Social Background and Academic Performance Differentials: White and Minority Students at Selective Colleges

This article uses the National Longitudinal Survey of Freshmen(NLSF) to study the continuing consequences of segregation.Data show that minority students from segregated backgroundsattended substandard schools, received lower quality instruction,were exposed to higher levels of disorder and violence, andwere less prepared socially for campus life. Minority studentsalso experience higher levels of stress within their socialnetworks while at college. Operating through these interveningvariables, segregation significantly depresses minority academicachievement.     

School resource officers and students’ rights

The safety of students at American schools has become a national priority. With every incident of lethal violence, public fear swells and the demand for effective violence prevention methods increases. School resource officer (SRO) programs that assign sworn law enforcement officers to schools are frequently identified as one straightforward and popular strategy for making schools safer and more secure. However, the placement of these officers at schools raises complex issues and poses new challenges to students’ rights, including the risks of unreasonable search and seizure, the inappropriate sharing of confidential information, and students’ decreased feelings of safety. In this paper, the authors will provide the reader with a review of these students’ rights issues and the possible consequences to students and schools when these rights are not respected. The authors then provide the reader with a review of the relevant literature on the relationship between SROs and students and outlines specific recommendations for the successful implementation and operation of SRO programs that foster positive and respectful connections with students and school officials.     

School Leaders’ Experiences on Dealing with Students Exposed to Domestic Violence

School leaders’ experiences and perceptions of students’ domestic violence experiences and trauma-informed school interventions have been overlooked. This semi-structured qualitative study aimed to investigate three areas regarding school leaders’ perceptions regarding domestic violence-exposed students: 1) the experiences of school leaders in dealing with these students; 2) the barriers and strengths associated with managing these students; and 3) school leaders’ recommendations for overcoming any barriers related to this issue in schools. Interviews conducted with 15 school leaders were analysed using thematic analysis. School leaders were found to be instrumental in influencing school culture and support systems surrounding students’ exposure to domestic violence. However, school leaders provided mixed reports regarding the adequacy of resources for domestic violence-exposed students. Recommendations suggested by school leaders included more domestic violence specific training for school staff and training delivery methods that were more sensitive for staff who have personal experiences with domestic violence. School leaders expressed great concerns for teachers, particularly less experienced teachers, regarding their knowledge and skills to assist students who disclose family violence.

     

Identifying and managing evaluator biases in parenting plan evaluations

Psychologists and other professionals are often appointed by the courts to assist families in resolving post-separation disputes and to assist judges in making orders on behalf of the best interests of the child(ren). Although these evaluations provide valuable information to the court, they require assessing areas of human behavior that are imprecisely defined or lacking professional consensus. As parents separate, their disputes may become more challenging, and they may act in uncharacteristic and unpredictable ways. Families that cannot solve their own challenges outside of court often show high levels of conflict and/or have issues that are extremely complex, including domestic violence allegations, resist-refuse family dynamics, and relocation requests. Evaluators and judges, being human, tend to oversimplify complex issues due to the limitations of the human brain. Evaluators are subject to cognitive biases that result from the use of mental heuristics, leading to shortcuts and errors in their reasoning and judgment. Other biases, such as implicit and explicit cultural biases, often influence evaluators' reasoning and conclusions. This article explores various biases that affect and potentially diminish the quality of an evaluator's work. We conclude by addressing “de-biasing” strategies that can reduce, but not negate, the risks associated with such biases.     

Schools,Neighborhoods, and Adolescent Conflicts: A Situational Examination of Reciprocal Dynamics

Youths' exposure to school violence is ecologically patterned, occurring disproportionately in public schools located in urban disadvantaged communities. We know less, however, about how situational processes and environmental contexts shape school violence. In addition, limited research has examined the reciprocal nature of school and neighborhood conflicts. Here we draw from a qualitative study of violence in the lives of African American youths from a disadvantaged inner‐city community to examine young men's experiences with school‐based violence. Specifically, we investigate two questions: (1) how conflicts are shaped by the school setting, and (2) how and when such conflicts unfold and spill over between neighborhoods and schools. Our findings highlight the importance of examining the situational and ecological contexts of youth violence to further illuminate its causes and consequences.     

In the Shadow of Terror: High School Youth Violence in Thailand

This study explored the prevalence and severity of own violence, violence in the family, the school, and the neighborhoods of high school students from three distinguished provinces in Thailand and consisted of 1305 youths. The southern Muslim province has the highest rates of violence; and males were found to be more violent than females. Own violence among Thai youth is lower than the ones in western societies. As in the west, the highest violent rates were indicated in the schools, followed by violence in the community and the family. The results were interpreted in light of the social/demographic and cultural characteristics of Thailand.     

如何打造优秀的法学教育

朗戴尔法学教育理论和教学法是美国法学院占主导地位的教育模式,备受推崇。然而在理论上,它具有明显的缺陷;在实践中,则造成了学生与法律实践相脱节的后果。它认为法律学科的全部资料都储存在出版物之中。封闭性、复古性、考据性成为构建朗戴尔方法的基石,形成了一个建立在书本资料上的伪科学体系。法学院应当完全抛弃朗戴尔教学法,直接面对社会问题,在更高层次上回归学徒制度,以律师事务所模式为法学教育的核心,以执业者为教师,以现实社会中的法律问题为教学内容,刻不容缓地推行法学教育实验。