Managing student peer aggression: an Australian perspective on law and practice

Student peer aggression has become an issue of considerable concern in schools and their surrounding communities. While a considerable volume of research and writing now exists on how this problem might be best managed, little has been written concerning the place of law in the management process. Nonetheless, in view of the long term effects of student peer aggression on both aggressors and aggressed, it behoves school administrators and teachers to have a sound awareness of the many issues associated with this form of behaviour. In particular it is advisable for staff to have a sound appreciation of the potential legal repercussions that can be the result of a failure to exercise an appropriate level of the duty of care owed to students in relation to peer aggression. This article examines recent research into student peer aggression in Australia and elsewhere. Reasons advanced to explain this form of behaviour are discussed, the characteristics of aggressors and aggressed examined, and consequences of student peer aggression explored. The legal remedies available are identified and discussed and measures needed to manage the problem are suggested.     

The Welsh Devolution Referendum

This article seeks to place the 1997 referendum on the Labour government's plans to establish an elected Welsh Assembly into the context of the debate on devolution as it has developed in Wales since 1979, when broadly similar proposals were overwhelmingly rejected by the Welsh electorate. The authors argue that given the belated decision to hold the referendum, the particular difficulties created by the Welsh political landscape, and the fact that there was no real attempt to develop a broad-based consensus behind the proposals before the 1997 general election, the fact that the proposals were finally approved – albeit by the narrowest of margins – represents a substantial achievement for the pro-devolutionists.     

The psychological impact of stalking on female undergraduates.

This study examined the psychological impact of stalking upon female undergraduates, a population previously determined to experience a surprising stalking prevalence rate. Despite common understanding that stalking has deleterious effects, there have been no previous efforts to systematically assess them with standardized measures. Thirty-six female stalking victims were compared with 43 females who had been harassed and 48 controls. Psychological impact was assessed with the Posttraumatic Stress Disorder Scale, the Symptom Checklist-90-R, and the Self-Report Interpersonal Trust Scale. Stalked subjects endorsed significantly more PTSD symptoms and with greater severity than the harassed or control subjects. Stalked subjects also had significantly higher scores on several subscales of the SCL-90, and had significantly higher positive symptom totals and distress indices.