Abstract
The aim of this study is to analyse and describe how resilient adolescent learners in a township school cope with school violence in order to develop and recommend a model to promote resilience in coping with school violence.
As basis for this study violence is described and explained in the theoretical framework of the ecosystemic theory, as well as the social learning and cognitive behavioural theories. Based on these theories violence is discussed as a reaction and as an action that occurs through reciprocal interaction between the systems and the social environment. Through this interaction adolescent learners could be exposed to individual, family, community and school related risk factors and external barriers, which could have psychological impact, and could lead to a path of violence and self-destruction. Thus, the view of the study is that some learners have the ability and skills to cope with school violence, whilst others are not capable of coping with school violence. However, both groups could learn coping skills.
This study wishes to further show that in order for adolescent learners in a township school to cope with school violence certain intrapersonal characteristics and social interpersonal skills of resilience, as well as external protective factors should be present. Therefore, background to research into the theories of resilience and coping based on Salutogenesis is provided. Salutogenesis stresses the importance of how well-being (resilience and coping) is created and maintained.
The specific research design selected for this study is a case study and is qualitative, explorative and descriptive in nature. This research design is also emergent and is logically constructed according to qualitative research methods to ensure credibility and validity if the study. The research design further provides clear direction for the way in which the fieldwork is undertaken.
A two-pronged approach was followed with the data collection. First, a pilot study was done for refinement of questions and data collection formats as well as for understanding the realities of the fieldwork and research process. Secondly, the data were collected from participants in three different phases, including gathering of background information of the school; obtaining views about school violence, resilience and coping; as well as collecting data from resilient adolescent learners about their violent experiences and how they coped with school violence.
The process of analysis that was followed was to describe the protocol for all phases; to identify and describe the themes that emerged from the data of all phases; and to present a clear profile of each resilient adolescent learner. The results were presented within a narrative that should provide the reader with enough information to determine whether the findings of the study could possibly apply to other people or settings.
The findings of the study revealed that many adolescent learners in the township school experienced direct incidences of violence either at school or in the community. The most common types of violence reported by the participants, are bullying, fighting, swearing, gangsterism, carrying of weapons, stabbing and gambling. Other contributory factors are racism and substance abuse. Reportedly, the nature of violence changed over the years because of efforts, mainly from the educators, to develop a workable discipline system.
It was also found that there were learners at this school who coped with school violence because of intrapersonal characteristics of resilience, social interpersonal skills, and external factors. The intrapersonal characteristics of resilience are an appealing temperament; sense of coherence; internal locus of control; positive self-concept; being future directed, and belief in a Higher Being. The social interpersonal skills are communication skills, cognitive skills, and conflict resolution skills. The external factors are family support and social support.
Based on these findings this thesis develops and recommends a systemic-based model to promote resilience in adolescent learners in coping with school violence in a township school.
Prof. R.E Swart