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This study examined the incidences of bullying behaviors among male and female 9th and 10th graders in rural Nebraska and suburban Texas schools. Nebraska students were predominantly Caucasion, and Texas students were African American, Hispanic American, and Caucasion. Student surveys examined such issues as how often bullying occurred, where it occurred, what it was like, who students told, and how concerned students believed their teachers and administrators were about bullying. Results indicated that bullying was a very real part of students' lives. More than 80 percent of students observed some type of bullying at least some time in their school. Nearly one-third of girls and 20 percent of boys observed bullying often. Most of the bullying involved hurtful teasing and painful name calling. When boys were bullied, there was more physical violence. Both sexes reported being threatened with harm more than 26 percent of the time when bullied. Bullying was most likely to happen during class, lunch, and extracurricular events. Students occasionally told someone about it, generally a family member or friend. Students did not tell school faculty about the bullying and did not perceive that school faculty were interested in trying to stop bullying. (Contains 43 references.) (SM)

This report presents findings from the 2001 National School Climate Survey related to lesbian, gay, bisexual and transgender (LGBT) students' experiences and feelings of safety in school. A total of 904 LGBT students from 48 states and the District of Columbia participated. Results indicated that the overwhelming majority of students heard homophobic remarks, and faculty and staff contributed to the problem by making comments or failing to intervene when necessary. A large percentage of LGBT students (83.2) reported name calling, threats, and other forms of verbal abuse. Verbal, sexual, and physical harassment were common experiences for LGBT students of color and for female students, and the abuse was often compounded by racism and sexism. The majority of LGBT students reported feeling unsafe at school, and they were likely to skip classes or even days of school out of fear for personal safety. Transgender students were the least likely to feel their school communities were places of safety. Many schools failed to recognize the abuse faced by LGBT students, and as a result, resources and supportive personnel were rare. However, where resources and support were available (e.g., gay-straight alliances), a statistically significant number of LGBT students felt a greater sense of belonging at school. A copy of the survey is attached. (SM)

The increasing prevalence of domestic violence in Israel has engendered a critical need to identify and treat battered women. This paper looks at Posttraumatic Stress disorder (PTSD) and considers its predictors among battered women. The research sample was comprised of a sample of 91 battered women between the ages of 20 and 60 who applied to the Domestic Violence Treatment and Prevention Center for treatment. They were administered the Traumatic Event Questionnaire, Conflict Tactics Scale, and the PTSD-Scale for Family Violence. The results showed that previous trauma, severity of violence, physical and verbal violence distinguished battered women with and without PTSD. The findings reflect the severe consequences of verbal violence on the psychological health of battered women. (Author/JDM)

This paper discusses the impact of life history and everyday life in the context of training unskilled adults for social work in Denmark. It describes origins of these two texts used as empirical material: a discussion by a group of long-term unemployed skilled adult male workers who went through a 2-year training program to obtain permanent employment as wardens in a psychiatric hospital (traditionally a man's job), and an interview with a mixed gender group of adult workers in youth clubs who completed a 2-year part-time program designed to match their jobs which they kept only if they completed the training. Analysis focuses on "uncouth" outbursts of aggression--on collectively agreed statements about others that were surprising and disquieting in the relaxed, permissive context of research interview and discussion. A passage from the male group is named one of many where the perception of women becomes the discussion's theme and men speak of women who talk about women's things and do their job poorly and about oppression and humiliation of men by women. A passage of the mixed gender group interview is an example of participants' aggressive labeling of student colleagues. The verbal abuse is demonstrated to be rooted in adult students' wish for personal and societal recognition. Finally, the paper elaborates on the underlying understanding of one medium of communication--language. (Contains 42 references.) (YLB)

A survey was conducted in January 1997 to determine security issues of Ohio public libraries. The survey was distributed to 100 libraries of differing sizes with a 70% completion rate. The following questions were asked: (1) Do you believe that security is a problem at your library? (2) Do you believe that mutilation of periodicals is a problem at your library? (3) Do you believe that theft of library materials is a problem at your library? (4) Was there an instance in the last 12 months where a patron or staff member was arrested or expelled from the library for periodical mutilation? (5) Was there an instance in the last 12 months where a patron or staff member was arrested or expelled for theft of library materials? (6) Was there an instance in the last 12 months where a patron or staff member was arrested or expelled for threatening or harassing library staff or patrons? (7) Does your library have an electronic security system? and (8) Does your library have a written security policy? Results indicated that security is a problem. Harassment of library staff and patrons was the biggest concern. Electronic security systems were widespread and effective in deterring and catching thieves. (Contains 10 references.) (MES)

An instructor uses a class activity to increase student understanding of the implications of sexual harassment in interpersonal relationships. Students read a dialogue inspired by a newspaper report about the disciplinary action against five senior government officials at the Atlanta Veterans Affairs Medical Center who had participated in repeated acts of sexual harassment. After hearing a lecture on dysfunctional relationships and interpersonal communication, students form small groups and work on identifying behaviors that could be described as sexual in nature, unreasonable, severe or pervasive, and unwelcome and offensive. Student reaction to this learning activity is highly positive. Course evaluations and unsolicited comments suggest both male and female students appear to derive a greater understanding of and appreciation for others from the designed sexual harassment exercise. (Contains 10 references.) (RS)

The frequency of sexually harassing behaviors in a high school setting were examined in this study; differences with regard to gender, level of coercion, and perceptions of what is, or is not, sexual harassment are also addressed. The implication of this study is that sexual harassment is likely to occur frequently, even in secondary schools. Although there is no unambiguous definition of sexual harassment, for the purposes of this study, it may be hypothesized as follows: any time a students grade or advancement is contingent upon the acceptance of sexual remarks or favors, sexual harassment is operating in the educational environment. Subjects consisted of 192 college students (113 female, 79 male) at Middle Tennessee State University. Participants were asked to complete the Sexual Experiences Questionnaire (SEQ) while they reflected on experiences during their high school years. Results indicated that more than three-fourths of the subjects had experienced some form of sexual harassment. Many, however, apparently did not know that they behavior they described was classified as such. A significant portion of the students reported experiencing behaviors typically thought of as sexual harassment, yet they denied being "sexually harassed." It seemed that males were harassed at a similar rate as females, with males experiencing more verbal types of sexual harassment (sexual remarks and jokes). Females tended to be subjected to more staring behavior than their male peers. The implication of this study is that sexual harassment is likely to occur frequently, even in secondary schools. (Contains 18 references and 1 table.) (RJM)

This paper describes a collaborative approach toward preventing and intervening in abusive behaviors among youth. Outdoor leaders may be caught off guard by abusive behavior during outdoor courses and may be uncertain how to work with groups in which such behavior is the norm. The concept of "dominant discourse" is useful for understanding that certain cultural ideas circulate through society and become a cultural force that influences our thinking and behavior. A current dominant discourse suggests that abusive behaviors are normal among teenagers. During one 14-day Outward Bound course, abusive behaviors became a severe problem. In order to avoid the extreme measure of having to expel students, instructors engaged the students in collaborative dialogues, which took the form of individual interviews during their solo time. Questions were developed to facilitate an "externalizing conversation" around the topic of abuse and its effects. These conversations elicited responses and ideas in four areas: naming examples of abuse on the course; naming the "real effects" of abuse on oneself and the group; imagining the "unique outcomes" of an abuse-free course; and developing a personal position statement on abuse. Student responses were documented in a public group journal. Students then collaborated in developing consequences for any further abusive behavior. Students committed themselves to anti-abuse "activism," signed voluntary contracts, and formed an Anti-Abuse Committee. Abuse incidents dropped dramatically. (SV)

In response to a 1993 Minnesota crime bill, four task forces reviewed violence education in professional higher education programs and made recommendations for legislation and law enforcement. The four task forces--in Law, Health Services, Human Services, and Education--made several critical recommendations that applied across professions: interdisciplinary violence education should be taught by knowledgeable faculty for all students in professional education programs; victims and offenders should participate as speakers, panelists, and community resources; protocols should be developed in all professions for dealing with violent or abusive members; cultural competency should be stressed for students and practitioners; pre-admission standards should screen students at risk for violent or abusive behavior; and opportunities for service learning should be provided all students. Among the 10 recommendations for legislation and 6 recommendations for law enforcement were the following: appropriate certification boards should create a specialization in law relative to crimes of violence; law enforcement schools should create experiential learning opportunities in areas related to violence and abuse; and the Peace Officer Standards and Training Board should define "conduct unbecoming an officer" to include patterns of physical, sexual, or emotional abuse or harassment. Appendixes contain a list of task force members and tables showing the evaluation of graduate professional education programs. (JB)

This testimony provides a review of sexual harassment at the U.S. Military Academy, the U.S. Naval Academy, and the U.S. Air Force Academy. Information on the extent to which sexual harassment occurred at the academies, the forms it took, its effects on those subjected to it, as well as the academies' efforts to eradicate sexual harassment is presented. This review contains the following sections: (1) Background; (2) Results in Brief; (3) Sexual Harassment Continues at the Academies; (4) Women at the Academies Tend To Deal with Sexual Harassment Informally; (5) Sexual Harassment Can Produce Stress; (6) Academy Programs Generally Met DOD Standards; (7) Additional Steps Taken by the Academies; (8) Academies Have Not Evaluated Their Sexual Harassment Eradication Programs in a Routine, Systematic Manner; (9) Other Options for Sexual Harassment Prevention Programs; and (10) Conclusions. In summary, data being collected by the academies is not adequate to judge their progress in eradicating sexual harassment. Without trend data to determine whether sexual harassment is declining, the academies will not be able to assess the effectiveness of their programs or to decide whether to continue existing programs, restructure them, or institute new ones. (EH)

This study explores the elusive concept of "Quality of Life" of women teachers in Canada. It is clear that both gender and profession mediate quality of life and overlap in ways researchers are just beginning to understand. The experiences of men have been the yardstick against which women's progress in the teaching profession has been measured. The research shows that positions of women in education have been segregated internally by the profession and remain so, even after 20 years of reform efforts. The slow rate of change shows that change is happening, but that rate can be discouraging by its slowness. In the move toward educational reform, questions of equality are raised as schools are encouraged to become more like the "men's world" with product-orientation, rather than child-centered. The table of contents lists four chapters: (1) "Progress Revisited: The Quality of (Work)Life of Women Teachers"; (2) "Measuring the Gap"; (3) "(Women) Teachers in Canada: Their Work and Quality of Life"; and (4) "Revisiting Progress: Contemplating the Future." Twenty-one tables and 22 figures accompany the text. (EH)

This article discusses the increase in the rate and intensity of child maltreatment, defines the types of maltreatment (physical, sexual, psychological and neglect), their possible effects on learning, and school interventions that can assist the children with learning disabilities. The need for a structured classroom environment is emphasized. (Contains references.) (CR)

Tests a model of couple violence drawn from several theoretical perspectives. The outcome distinguishes among nonviolent couples and those experiencing either physical aggression or intense male violence. According to the model, background characteristics of couples are related to relationship stressors, which affect the risk of violence via their tendency to promote verbal conflict. Considerable support for the model was found. (Contains 41 references and 2 tables.) (GCP)

Examines the frequency of domestic violence and verbal altercations relative to the level of domestic conflict using survey data from the United States and Korea. Finds evidence that individuals are generally less likely to use violence during an altercation if the antagonist is a family member than if the antagonist is a stranger. (Contains 60 references and 4 tables.) (GCP)

Examines the effectiveness of a psychoeducational parenting program with at-risk parents of young children. Results showed that compared with the control group, parents participating in the program significantly decreased their levels of verbal and corporal punishment, anger, stress, and reported child behavior problems; results were maintained at follow-up. (Contains 47 references and 4 tables.) (GCP)

Focuses on the low-level aggression of verbal abuse demonstrated by children and adolescents. Describes the teasing, cursing, gossip, and ostracism associated with verbal abuse. Provides strategies for working with youth who are verbally aggressive including, how to reduce verbal maltreatment, how to engage in constructive communication, and ways to provide alternatives to aggression. (Author/JDM)

School-based harassment and violence toward students perceived to be lesbian, gay, bisexual or transgender has been successfully confronted in educational systems across the U.S. A sampling of these programs and linked supportive organizations is presented. Three harassment-reduction programs are described in detail. Program-development and evaluation considerations derived from this review are summarized. (Contains 44 references.) (GCP)