Attitudes regarding violence among students and educators in boarding schools

V teoretičnem delu govorimo o vrstah in modelih organizacij, organizacijskih ciljih, viziji, smotrih ter politiki in strukturi organizacije. Posebej opredeljujemo dijaške domove kot organizacije ter pojasnjujemo pomen organizacijske kulture in uvajanja sprememb vzgojno-izobraževalne organizacije. Opredelimo vloge in kompetence vzgojitelja kot odgovornega nosilca vzgojnega procesa v dijaških domovih. V nadaljevanju iz različnih teoretičnih izhodišč ugotavljamo vzroke za pojavnost nasilja. Pojasnjujemo nasilje kot posledico agresije in zlorabe moči. Veliko je dejavnikov nasilja, v našem diskurzu iz različnih teoretičnih izhodišč osvetljujemo družino in šolsko okolje kot najpomembnejša dejavnika nasilja. Pojasnjujemo vrste in oblike nasilja ter njegove posledice za žrtve in okolje. Prikazujemo preventivne akcije proti nasilju v različnih evropskih državah in nacionalno politiko preventive proti nasilju v slovenskem šolskem okolju. Iz teoretičnih izhodišč disertacije lahko zaključimo, da na odnose v organizaciji vplivajo: organiziranost organizacije ter organizacijska struktura in kultura, da so dijaški domovi del šolskega okolja, ki so različnih organizacijskih oblik, v njih bivajo dijaki in ostali vključeni, nosilci vzgojno izobraževalnega procesa pa so pedagoški delavci (vzgojitelji). V dijaških domovih se dogaja kulturna hibridizacija. Ugotavljamo, da sta družina in šolsko okolje zelo pomembna dejavnika nasilja, da imajo otroci in mladostniki, ki so dalj časa žrtve nasilja, trajne posledice na osebnem nivoju in v odnosnih relacijah, da se družba vse bolj zaveda posledic nasilnih dejanj, da države sistemsko pristopajo k preprečevanju nasilja v družini in v šolskemu okolju tako, da sprejemajo nacionalne smernice in programe preprečevanja nasilja v družbi, v družini in vzgoji in izobraževanju ter spreminjajo zakonodajo s tega področja. V empiričnem delu smo raziskovali stališča, prepričanja in vedenjske namere ravnateljev, pedagoških delavcev (vzgojiteljev) in dijakov v odnosu do nasilnih dejanj, ki se dogajajo v dijaških domovih in v družini, ter ugotavljali, kako imajo dijaški domovi v vzgojno delo vključen menedžment preventive proti nasilju. Predmet našega raziskovanja je bil odnos do nasilja, v raziskavo je bilo vključenih 40 dijaških domov v Sloveniji (vsi dijaški domovi, ki so izvajali vzgojno-izobraževalno dejavnost v letu 2010). Raziskovalni vzorec je predstavljalo 23 ravnateljev (57,50 % populacije), 131 pedagoških delavcev (vzgojiteljev) (61,79 % populacije) in 1343 dijakov (25,18 % populacije). Ugotovili smo, da anketiranci najbolj resno ocenjujejo spolno, zatem fizično in nato psihično nasilje, da pedagoški delavci in dijaki bolj resno ocenjujejo nasilna dejanja, storjena v družini kot nasilna dejanja, storjena v šolskem okolju. Iz raziskave izhaja, da pedagoški delavci statistično višje ocenjujejo zasluženo višino kazni kot dijaki, ter da ženske v primerjavi z moškimi bolj resno ocenjujejo nasilna dejanja. Ugotavljamo, da obstajajo statistično pomembne razlike v oceni resnosti nasilnih dejanj v odvisnosti od organizacijske oblike dijaškega doma. Najbolj resno ocenjujejo nasilna dejanja nad istospolno usmerjenimi dijaki in skupinami v samostojnih dijaških domovih, sledijo zasebni dijaški domovi in dijaški domovi, ki so organizacijsko povezani s šolo. Obstajajo tudi statistično pomembne razlike v oceni resnosti nasilnih dejanj nad dijaki, ki javno in jasno opredeljujejo svojo versko pripadnost med samostojnimi domovi in domovi, ki so organizacijsko priključeni šoli, v prid samostojnih domov. Pedagoški delavci v primerjavi z dijaki bolj resno ocenjujejo nasilno dejanje nad versko in etično drugačnimi posamezniki in skupinami. Med dijaki in pedagoškimi delavci ne obstaja statistično pomembna razlika glede ocene resnosti nasilnih dejanj nad dijaki s posebnimi potrebami. Anketiranci bolj resno ocenjujejo nasilje nad dijaki s posebnimi potrebami, ki imajo specifične primanjkljaje, kot nad nadarjenimi dijaki. Ugotovili smo,The theoretical part deals with the types and models of organisations, organisational aims, vision and also with the organisational policy and structure. A particular attention is paid to boarding schools as such organisations, to their organisational culture and the introduction of the changes in such educational organisations. In this section, the roles and competences of tutors as the responsible agents of the educational process in boarding schools are also presented. Further on, the theoretical starting points lead to the discussion of the reasons for violence. Violence is explained as a consequence of aggression and power abuse. There are several factors of violence. In our discourse, various theoretical aspects of family and school environments are highlighted as the key factors of violent acts. At this stage, different types and forms of violence are dealt with, as well as the consequences for the victims and their environment. Several actions for preventing violence are presented in various European countries, as well as the Slovenian national prevention policy against violence in the educational environment. The theoretical basis of the present dissertation leads to the findings that the relationships within an organisation are influenced by: the organisational structure, the organisational culture, and the fact that boarding schools, which are a part of educational environment, are of different organisational forms. The pupils live in the boarding schools, while the tutors are the agents of the educational process. Boarding schools are under the impact of cultural hybridisation. The findings show that the family and the school environment are significant factors of violence. Children and youngsters as victims of a long term exposure to violence suffer permanent consequences on their personal level and in establishing relationships. The society has also raised awareness about the consequences of violent acts. Therefore, several countries have taken a systematic approach towards the prevention of violence in families and school environment by accepting national guidelines and the programmes for preventing violence in the society, family and educational process, and also by changing the laws related to this area. The empirical part investigates the attitudes, beliefs and behavioural intentions of headmasters, tutors and pupils in relation to several violent acts presently occurring in boarding schools and within the families. The findings show how the boarding schools integrate the management of preventing violence in the educational process. The research was carried out in 40 boarding schools in Slovenia (all boarding schools providing educational activity in the year 2010). The research sample included 23 headmasters (57.50 % of the population), 131 tutors (61.79 % of the population) and 1343 pupils (25.18 % of the population). The findings indicate that sexual violence is considered as the most serious, followed by physical and then the psychological violence. Both the tutors and the pupils assess violent acts performed within the family as more severe than those occurring in school environment. The research also shows that the tutors and headmasters statistically mark higher the so called »deserved punishment« than the pupils, and that women in comparison to men see acts of violence as a more serious issue. The conclusions reveal statistically significant differences in assessing the gravity of a violent act, depending on the boarding school\u27s organisational form. Violent acts toward the pupils with the same-sex inclination are most seriously assessed by pupils from the groups of independent boarding schools, followed by private boarding schools and boarding schools organisationally linked to schools. There are also statistically significant differences in the assessment of the gravity of a violent act toward pupils who openly and clearly state their religious affiliation between the independent boarding schools and the boarding schools organisationally linked to schoolswith the former reporting higher l