Ez-Elarab Hanan S, Sabbour Sahar M, Gadallah Mohsen A, Asaad Tarek A
Community Medicine Dept, Faculty of Medicine, Ain Shams University.
J Egypt Public Health Assoc. 2007;82(1-2):127-46.
School violence is a growing problem that has received widespread attention. Violent behavior for elementary school children is primarily expressed as physical or verbal aggression. Various factors contribute to violent and aggression by children at homes, schools or individual risk factors. The aim of the present study is to measure the prevalence of violence, risk factors, and different forms among elementary school children, to identify consequence of violent exposure and children with abnormal behavior score. A cross-sectional study was done enrolling a total of 500 elementary students from two mixed schools (private and public) 250 from each in North Cairo Educational Zone. Data collected from students, parents and teachers were: violence behavior, home and family atmosphere, peer relation, exposure to violence at school; being victimized, witness, or initiator, and other risk factors. Standardized questionnaires were used as Achenback Child Behavior checklist, parent and teacher forms of Strength and Difficulty questionnaires (SDQ), and developmental history of child. Monthly grades of students, IQ assessment, physical examination of students were recorded.
Prevalence of different forms of violence was higher in public school than private; physical violence 76%, 62% respectively. All forms of violence were higher among boys. Living with a single parent (OR = 2.3), absence of an attachment figure (OR = 13.6), instrumental delivery or cesarean section (OR = 1.9), corporal punishment (OR = 3), violent video games preference (OR = 2.5), exposure to verbal aggression (OR = 3), relations with aggressive peers (OR = 3) were risk factors for violence. Teacher's report of SDQ revealed abnormal score of student's behavior in (32.4%) and (22%) students of public and private schools respectively. The most frequent problems revealed by SDQ among victimized students of both schools was conduct problems (64.7%) in teacher's report and peer relation problems 93.6% in parent's report.
Abnormal and borderline scores of SDQ are high among studied students, Follow up and supervision is needed to prevent violence among them. An effective role model to direct student's behavior should receive more concern at the school and home level.
校园暴力是一个日益严重的问题，已受到广泛关注。小学生的暴力行为主要表现为身体攻击或言语攻击。家庭、学校或个体风险因素等多种因素导致儿童出现暴力和攻击行为。本研究的目的是测量小学生暴力行为的发生率、风险因素及不同形式，确定暴力暴露的后果以及行为异常得分的儿童。进行了一项横断面研究，从开罗北部教育区的两所混合学校（私立和公立）共招募了500名小学生，每所学校250名。从学生、家长和教师收集的数据包括：暴力行为、家庭和家庭氛围、同伴关系、在学校遭受暴力的情况（作为受害者、目击者或施暴者）以及其他风险因素。使用了标准化问卷，如阿肯巴克儿童行为清单、家长和教师版的长处与困难问卷（SDQ）以及儿童发育史。记录了学生的月度成绩、智商评估和身体检查情况。
公立学校不同形式暴力行为的发生率高于私立学校；身体暴力发生率分别为76%和62%。所有形式的暴力行为在男孩中更为普遍。单亲生活（比值比=2.3）、缺乏依恋对象（比值比=13.6）、器械助产或剖宫产（比值比=1.9）、体罚（比值比=3）、偏好暴力电子游戏（比值比=2.5）、遭受言语攻击（比值比=3）、与攻击性同伴的关系（比值比=3）是暴力行为的风险因素。教师报告的SDQ显示，公立学校和私立学校分别有32.4%和22%的学生行为得分异常。两所学校受欺负学生中，SDQ最常揭示的问题在教师报告中是品行问题（64.7%），在家长报告中是同伴关系问题（93.6%）。
在研究的学生中，SDQ的异常和临界得分较高，需要进行随访和监督以预防他们之间的暴力行为。在学校和家庭层面，应更多关注引导学生行为的有效榜样。
