针对教师的武器暴力的定性检查:一个理论框架和分析
Susan D McMahon1, Kayleigh E Zinter1, Cori L Cafaro1
1Department of Psychology, DePaul University.
School psychology (Washington, D.C.)
|May 23, 2024
概括
学校枪支暴力不仅涉及学生和传统武器. 教师报告了各种攻击者和武器类型,包括日常用品,强调了需要更广泛的预防策略.
科学领域:
- 教育心理学教育心理学
- 犯罪学 犯罪学
- 公共卫生 公共卫生
背景情况:
- 学校的武器暴力对学生和教职员工构成重大风险.
- 现有的研究往往只关注学生使用传统武器实施的暴力.
研究的目的:
- 提出和评估一个理论框架,以了解基于学校的武器暴力.
- 检查教师与各种攻击者和武器类型的武器暴力的经验.
主要方法:
- 来自417名美国教师的开放式调查数据的定性分析.
- 在NVivo中进行数据编码,具有高的interrater可靠性 (AC1 = .97, κ = .80).
- 由贡献者,触发因素和动机的理论框架指导的分析.
主要成果:
- 个人,学校,同龄人,家庭和社区因素对情境触发因素有所贡献.
- 攻击者的动机主要是工具性或表达性的.
- 武器包括易于获得的物品 (如椅子,笔) 和传统的物品 (如刀,枪).
结论:
- 学校的武器暴力需要一个更广泛的概念化超越学生对学生事件和常规武器.
- 这些发现提升了对武器行为途径的理解,以改善预防和干预.
- 讨论了对学校利益相关者培训和政策制定的影响.
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