The Characteristics of Teacher Training with Social Impact to Overcome School Violence: A Literature Review

  1. Olabarria, Ane 2
  2. Zubiri-Esnaola, Harkaitz 2
  3. Carbonell, Sara 1
  4. Canal-Barbany, Josep María 3
  1. 1 Department of Pedagogy, Faculty of Education Sciences and Psychology, University of Rovira i Virgili
  2. 2 Department of Language and Literature Didactics, Faculty of Education, Philosophy and Anthropology, University of the Basque Country
  3. 3 Faculty of Education, Valencian International University (VIU)
Mostrar afiliaciones +
Revista:
Future

ISSN: 2813-2882

Año de publicación: 2024

Volumen: 2

Número: 3

Páginas: 135-148

Tipo: Artículo

DOI: 10.3390/FUTURE2030011 GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Future

Resumen

Research demonstrates that overcoming school violence is crucial for ensuring a safe environment and quality education for all students. The scientific literature shows that educators can significantly impact school violence, but their effectiveness hinges on the quality of their training. Therefore, identifying the most effective training types is essential. This literature review aims to identify and synthesize the characteristics of teacher-training programs that have effectively reduced school violence. Inclusion criteria were studies focusing on interventions to reduce school violence, with either quantitative or qualitative outcomes. Exclusion criteria were studies not specifically addressing school violence or lacking evaluative measures. Data sources included Web of Science, EBSCO Host, Medline, Scielo, and Scopus, with searches conducted in December 2023. From an initial pool of 2128 articles, 13 studies were included. The results, synthesized through narrative analysis, reveal the key features of teacher-training programs that effectively address school violence, including the nature of the training, the content covered, and the social impact achieved.

€ Ver financiación

Información de financiación

Financiadores

Referencias bibliográficas

  • United Nations (2024, July 16). Transforming Our World: The 2030 Agenda for Sustainable Development. United Nations. Available online: https://sdgs.un.org/2030agenda.
  • UNESCO (2024, July 21). Behind the Numbers: Ending School Violence and Bullying. UNESCO. Available online: https://unesdoc.unesco.org/ark:/48223/pf0000366483.
  • World Health Organization (2019). School-Based Violence Prevention: A Practical Handbook, World Health Organization. Available online: https://apps.who.int/iris/handle/10665/324930.
  • Hillis, (2016), Pediatrics, 137, pp. e20154079, 10.1542/peds.2015-4079
  • UNICEF (2024, March 15). An Everyday Lesson. #ENDviolence in Schools. UNICEF. Available online: https://www.unicef.org/documents/everyday-lesson-endviolence-schools.
  • Nansel, (2001), JAMA, 285, pp. 2094, 10.1001/jama.285.16.2094
  • UNICEF (2024, March 10). Hidden in Plain Sight: A Statistical Analysis of Violence against Children. UNICEF. Available online: https://data.unicef.org/resources/hidden-in-plain-sight-a-statistical-analysis-of-violence-against-children/.
  • UNESCO (2017). School Violence and Bullying: Global Status Report, UNESCO.
  • Wang, (2009), J. Adolesc. Health, 45, pp. 368, 10.1016/j.jadohealth.2009.03.021
  • Wodon, Q., Fevre, C., Male, C., Nayihouba, A., and Nguyen, H. (2021). Ending Violence in Schools: An Investment Case, The World Bank and the Global Partnership to End Violence Against Children. Available online: https://documents1.worldbank.org/curated/en/470341626799342515/pdf/Ending-Violence-in-Schools-An-Investment-Case.pdf.
  • Gershoff, (2017), Psychol. Health Med., 22, pp. 224, 10.1080/13548506.2016.1271955
  • Ogando Portela, M.J., and Pells, K. (2015). Corporal Punishment in Schools: Longitudinal Evidence from Ethiopia, India, Peru, and Viet Nam (Innocenti Discussion Paper No. 2015-02), UNICEF Office of Research. Available online: https://www.unicef-irc.org/publications/series/22/.
  • Busch, (2014), Rev. Educ. Res., 84, pp. 245, 10.3102/0034654313518441
  • Wang, (2014), Sch. Psychol. Q., 29, pp. 360, 10.1037/spq0000084
  • UNESCO (2024, August 20). Más Allá de los Números: Poner fin a la Violencia y el Acoso en el Ámbito Escolar. UNESCO. Available online: https://unesdoc.unesco.org/ark:/48223/pf0000378398.
  • Dalla Pozza, V., Di Pietro, A., Morel, S., and Psaila, E. (2016). Cyberbullying among Young People, Directorate General for Internal Policies, Policy Department, Citizens’ Rights and Constitutional Affairs.
  • Moore, (2017), World J. Psychiatry, 7, pp. 60, 10.5498/wjp.v7.i1.60
  • Seedat, (2003), Psychoneuroendocrinology, 28, pp. 796, 10.1016/S0306-4530(02)00086-0
  • Shonkoff, (2012), Pediatrics, 129, pp. e232, 10.1542/peds.2011-2663
  • Zhang, (2010), Annu. Rev. Psychol., 61, pp. 439, 10.1146/annurev.psych.60.110707.163625
  • Flecha, R., Puigvert, L., and Racionero-Plaza, S. (2024, July 25). Achieving Student Well-Being for All: Educational Contexts Free of Violence. NESET Report. Available online: https://nesetweb.eu/wp-content/uploads/2023/01/NESER_AR1_full_report-KC-2.pdf.
  • Pivik, (2002), Except. Child., 69, pp. 97, 10.1177/001440290206900107
  • Jansen, D.E., Veenstra, R., Ormel, J., Verhulst, F.C., and Reijneveld, S.A. (2011). Early Risk Factors for Being a Bully, Victim, or Bully/Victim in Late Elementary and Early Secondary Education. The Longitudinal TRAILS Study. BMC Public Health, 11.
  • Caravita, (2019), Scand. J. Psychol., 61, pp. 97, 10.1111/sjop.12565
  • Rose, (2009), Educ. Psychol., 29, pp. 761, 10.1080/01443410903254864
  • Symes, (2010), Sch. Psychol. Int., 31, pp. 478, 10.1177/0143034310382496
  • Earnshaw, (2017), Pediatrics, 140, pp. e20170432, 10.1542/peds.2017-0432
  • Hirschstein, (2007), Sch. Psychol. Rev., 36, pp. 3, 10.1080/02796015.2007.12087949
  • Lodge, J., and Frydenberg, E. (2013). The Role of Peer Bystanders in School Bullying: Positive Steps toward Promoting Peaceful Schools. Peace Education, Routledge.
  • Mahon, (2020), Int. J. Qual. Stud. Educ., 93, pp. 1
  • Barnes, (2012), J. Psychol. Couns. Sch., 22, pp. 206
  • Craig, (2000), Sch. Psychol. Int., 21, pp. 22, 10.1177/0143034300211002
  • Bradshaw, (2007), Sch. Psychol. Rev., 36, pp. 361, 10.1080/02796015.2007.12087929
  • Griffin, (2004), Aggress. Violent Behav., 9, pp. 379, 10.1016/S1359-1789(03)00033-8
  • Yoon, (2003), Res. Educ., 69, pp. 27, 10.7227/RIE.69.3
  • Pelletier, (2008), J. Sch. Psychol., 46, pp. 431, 10.1016/j.jsp.2007.07.005
  • (2010), Educ. Stud., 36, pp. 217, 10.1080/03055690903162192
  • Smith, (2012), J. Sch. Violence, 11, pp. 226, 10.1080/15388220.2012.682003
  • Boulton, (2014), J. Teach. Educ., 65, pp. 145, 10.1177/0022487113511496
  • Nicolaides, (2002), J. Educ. Psychol., 72, pp. 105
  • Veenstra, (2010), Child Dev., 81, pp. 480, 10.1111/j.1467-8624.2009.01411.x
  • Bauman, (2016), J. Adolesc. Health, 59, pp. 487, 10.1016/j.jadohealth.2016.08.021
  • Espelage, (2014), Sch. Psychol. Q., 29, pp. 287, 10.1037/spq0000072
  • Adi, Y., Killoran, A., Janmohamed, K., and Stewart-Brown, S. (2024, July 26). Systematic Review of the Effectiveness of Interventions to Promote Mental Wellbeing in Primary Schools: Universal Approaches Which Do Not Focus on Violence or Bullying. National Institute for Clinical Excellence, Available online: https://www.ncbi.nlm.nih.gov/books/NBK73674/.
  • Berkowitz, M.W., and Bier, M.C. (2024, July 24). What Works in Character Education: A Research-Driven Guide for Educators. Available online: https://www.researchgate.net/profile/Marvin-Berkowitz-2/publication/251977043_What_Works_In_Character_Education/links/53fb5ea60cf22f21c2f31c28/What-Works-In-Character-Education.pdf.
  • Diekstra, R.F., and Gravesteijn, C. (2008). Effectiveness of School-Based Social and Emotional Education Programmes Worldwide. Social and Emotional Education: An International Analysis, SCIRP. Available online: https://www.researchgate.net/profile/Rene-Diekstra-2/publication/255620397_Efectiveness_of_School-Based_Social_and_Emotional_Education_Programmes_Worldwide/links/555e0c9c08ae8c0cab2c5e7e/Efectiveness-of-School-Based-Social-and-Emotional-Education-Programmes-Worldwide.pdf.
  • Baumgarten, (2022), Child Abus. Rev., 32, pp. e2803, 10.1002/car.2803
  • Nye, (2019), Rev. Educ. Res., 7, pp. 631
  • Harris, (2011), J. Public Econ., 95, pp. 798, 10.1016/j.jpubeco.2010.11.009
  • Flecha, R., Radauer, A., and van den Besselaar, P. (2024, July 24). Monitoring the Impact of EU Framework Programmes. European Commission. Available online: https://op.europa.eu/en/publication-detail/-/publication/cbb7ce39-d66d-11e8-9424-01aa75ed71a1.
  • Page, (2021), Int. J. Surg., 88, pp. 105906, 10.1016/j.ijsu.2021.105906
  • Bowers, (2021), Lancet Glob. Health, 9, pp. E456, 10.1016/S2214-109X(21)00002-4
  • Baker-Henningham, H., Scott, Y., Bowers, M., and Francis, T. (2019). Evaluation of a Violence-Prevention Programme with Jamaican Primary School Teachers: A Cluster Randomised Trial. Int. J. Environ. Res. Public Health, 16.
  • Letendre, (2016), Child. Sch., 38, pp. 237
  • Bowers, (2023), Pediatrics, 151, pp. e2023-060221M, 10.1542/peds.2023-060221M
  • Bowers, M., Francis, T., and Baker-Henningham, H. (2022). The Irie Classroom Toolbox: Mixed Method Assessment to Inform Future Implementation and Scale-up of an Early Childhood, Teacher-Training, Violence-Prevention Programme. Front. Public Health, 10.
  • Roca-Campos, E., Duque, E., Rios, O., and Ramis-Salas, M. (2021). The Zero Violence Brave Club: A Successful Intervention to Prevent and Address Bullying in Schools. Front. Psychiatry, 12.
  • Zubiri, (2020), Qual. Inq., 26, pp. 1019, 10.1177/1077800420938883
  • Costantino, (2019), Ital. J. Pediatr., 45, pp. 64, 10.1186/s13052-019-0649-3
  • Madrid, (2020), Heliyon, 6, pp. e04080, 10.1016/j.heliyon.2020.e04080
  • Bowes, (2019), Glob. Health Action, 12, pp. 1656905, 10.1080/16549716.2019.1656905
  • Flecha, R. (2000). Sharing Words: Theory and Practice of Dialogic Learning, Rowman & Littlefield.
  • Diamond, A., Lee, C., Senften, P., Lam, A., and Abbott, D. (2019). Randomized Control Trial of Tools of the Mind: Marked Benefits to Kindergarten Children and Their Teachers. PLoS ONE, 14.
  • Kitts, H. (2024). ‘It’s like Freire is haunting me’: The value of study groups for critical teacher professional development. Prof. Dev. Educ., 1–14.
  • Schiff, D., Herzog, L., Farley-Ripple, E., and Thum Iannuccilli, L. (2024, August 21). Teacher Networks in Philadelphia: Landscape, Engagement, and Value. Urban Educ. 2015, 12, Available online: https://eric.ed.gov/?id=EJ1056676.
  • Flecha, R. (2022). The Dialogic Society. The Sociology Scientists and Citizens Like and Use, Hipatia Press.
  • Thapa, (2013), Rev. Educ. Res., 83, pp. 357, 10.3102/0034654313483907
  • Puigvert, (2019), Palgrave Commun., 5, pp. 56, 10.1057/s41599-019-0262-5
  • WHO (2024, August 21). Violence against Children. Available online: https://www.who.int/news-room/fact-sheets/detail/violence-against-children.