Karmaliani Rozina, Mcfarlane Judith, Somani Rozina, Khuwaja Hussain Maqbool Ahmed, Bhamani Shireen Shehzad, Ali Tazeen Saeed, Gulzar Saleema, Somani Yasmeen, Chirwa Esnat D, Jewkes Rachel
School of Nursing and Midwifery, Aga Khan University, Karachi, Pakistan.
Texas Woman's University, Denton, Texas, United States of America.
PLoS One. 2017 Aug 17;12(8):e0180833. doi: 10.1371/journal.pone.0180833. eCollection 2017.
Child peer violence is a global problem and seriously impacts health and education. There are few research studies available in Pakistan, or South Asia. We describe the prevalence of peer violence, associations, and pathways between socio-economic status, school performance, gender attitudes and violence at home.
1752 children were recruited into a cluster randomized controlled trial conducted on 40 fairly homogeneous public schools (20 for girls and 20 for boys), in Hyderabad, Pakistan. This was ranging from 20-65 children per school. All children were interviewed with questionnaires at baseline.
Few children had no experience of peer violence in the previous 4 weeks (21.7% of girls vs.7% of boys). Some were victims (28.6%, of girls vs. 17.9% of boys), some only perpetrated (3.3% of girls vs. 2.5%) but mostly they perpetrated and were victims (46.4%.of girls vs 72.6%. of boys). The girls' multivariable models showed that missing the last school day due to work, witnessing her father fight a man in the last month and having more patriarchal gender attitudes were associated with both experiencing violence and perpetration, while, hunger was associated with perpetration only. For boys, missing two or more days of school in the last month, poorer school performance and more patriarchal attitudes were associated with both victimization and perpetration. Witnessing father fight, was associated with peer violence perpetration for boys. These findings are additionally confirmed with structural models.
Peer violence in Pakistan is rooted in poverty and socialization of children, especially at home. A critical question is whether a school-based intervention can empower children to reduce their violence engagement in the context of poverty and social norms supportive of violence. In the political context of Pakistan, reducing all violence is essential and understanding the potential of schools as a platform for intervention is key.
儿童同伴暴力是一个全球性问题，严重影响健康和教育。在巴基斯坦或南亚，相关研究较少。我们描述了同伴暴力的流行情况、社会经济地位、学业成绩、性别态度与家庭暴力之间的关联及途径。
在巴基斯坦海得拉巴的40所相当同质化的公立学校（20所女校和20所男校）进行了一项整群随机对照试验，招募了1752名儿童。每所学校有20至65名儿童。所有儿童在基线时都接受了问卷调查。
在前四周内，很少有儿童没有同伴暴力经历（女孩为21.7%，男孩为7%）。一些是受害者（女孩为28.6%，男孩为17.9%），一些只是施暴者（女孩为3.3%，男孩为2.5%），但大多数既是施暴者又是受害者（女孩为46.4%，男孩为72.6%）。女孩的多变量模型显示，因工作错过最后一个上学日、上个月目睹父亲与一名男子打架以及具有更男权的性别态度与遭受暴力和施暴都有关联，而饥饿仅与施暴有关。对于男孩，上个月缺课两天或更多天、学业成绩较差和更男权的态度与受害和施暴都有关联。目睹父亲打架与男孩的同伴暴力施暴有关。这些发现通过结构模型得到了进一步证实。
巴基斯坦的同伴暴力根源在于贫困和儿童的社会化，尤其是在家庭环境中。一个关键问题是，基于学校的干预能否使儿童在贫困和支持暴力的社会规范背景下减少暴力行为。在巴基斯坦的政治背景下，减少所有暴力至关重要，而理解学校作为干预平台的潜力是关键。
