The Implementation of the Student Care and Support System to Prevent Violence in Schools in the Tha Chana 2 School Network Group under the Surat Thani Primary Educational Service Area Office 2
Article Sidebar
Main Article Content
Abstract
The incidence of Violence in Thai society as shown in various media outlets, is on the rise. Acts of violence are complex and diverse, and can occur in a variety of settings, including homes, communities, and schools, in various forms. The aims of this research were to: (1) to investigate issues related to student violence in the Tha Chana 2 School Network Group, (2) compare violent acts in the schools, and (3) seek suggestions regarding the student care and support system so as to prevent violence among the schools. The sample of 148 sixth-grade students in the Tha Chana 2 School Network Group was used for phase 1, while 6 administrators and 6 teachers in charge of student care and support in the same network were used in phase 2. They were selected using purposive sampling method based on two criteria namely: they must be administrators and teachers who are responsible for the student support system, then school names were randomly drawn. Instruments including a questionnaire validated by 5 experts for its quality of content accuracy and the reliability coefficient of .963, focus group questions, validated by experts for their completeness, content, and language, were employed and analyzed using mean, percentage, standard deviation, One-way ANOVA, and content analysis.
Findings revealed that: the overall frequency of violence problems found among students was relatively high. Psychological violence had the highest mean among all aspects. The comparison results of violent acts found among the students based on their age, grade, parental status, and place of residence indicated that different types of violent acts were found to exhibit different types of violent acts with a statistical significance at levels of .001, .01, and .05 respectively.Suggestions were made that participation by stakeholders in school administration is needed - i.e., parents, students, and a strong working team with effective coordination which can comprise three bodies: a leading team comprising administrators and school committee, a coordination team tasked with supporting and coordinating to maintain quality of the working system, and an operation team responsible for developing student quality through the five steps of student care and support system. Results of this study will be used to drive the process of the support system to reach individual learners to reduce violence in schools.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
-
Authors must agree to the journal publication rules and allow the editors to edit the manuscripts for publication.
-
Author’s right belongs to the author but Journal of Southern Technology holds the right of first publication and thus allow readers to use the article for the purpose of education but not commercial.
References
Chanrod, A. (2022). A study of the severity on bullying behavior among the students in secondary schools of Mueang District in Phitsanulok Province. Journal of Local Management and Development Pibulsongkram Rajabhat University, 2(1), 43-56. [in Thai]
Chumsuwan, K. (2019). Study of Directions for Addressing Student Quarrel Problems in a Private Vocational College (Master’s Thesis). Rajamangala University of Technology Phra Nakhon, Bangkok. [in Thai]
Dachosad, S. (2020). Relationships between Teachers’ Perception of Student Assistant System and Quality of Life of Students in the Lamthap School Network Group under Krabi Primary Educational Service Area Office (Master’s Thesis). Southern College of Technology, Nakhon Si Thammarat Province. [in Thai]
Department of Mental Health, Ministry of Public Health. (2001). Thai Mental Health 2000-2001. Bangkok: Freight Forwarding Organization. [in Thai]
Department of Mental Health, Ministry of Public Health. (2017). Annual Report 2017. Bangkok: Bureau of Mental Health Service Management. [in Thai]
Krajangsaeng, K., Chanasith, K., & Chantuk, T. (2021). Causal factors affecting the behavior of violence against others of middle adolescents. Journal of Humanities and Social Sciences Thonburi University, 12(27), 97-110. [in Thai]
Ministry of Education, Department of Academic Affairs. (1999). National Education Act, B.E. 2542 (1999). Bangkok: Freight Forwarding Organization. [in Thai]
Ministry of Education, Department of Academic Affairs. (2002). National Education Act, B.E. 2542 (1999) Amendment (2nd Amendment) B.E. 2545 (2002). Bangkok: The Teachers Council of Thailand. [in Thai]
Noimanee, S. (2018). The Situation Survey for Violence Risk Factors in Case Study of Maeyang Hoe Sub-district, Rongkwang district, Phrae Province (Master’s Thesis). Thammasat University, Bangkok. [in Thai]
Nualpan, C. (2018). Violence: The Hegemony Process of Vocational Students in Bangkok (Master’s Thesis). Rangsit University, Bangkok. [in Thai]
Office of the Basic Education Commission. (2009). Basic Education Core Curriculum B.E. 2008. Bangkok: Thailand Agricultural Cooperative Assembly Limited. [in Thai]
Ponpichai, W., & Uieng, J. (2020). Prevention of Adolescent Violence Behaviors in Mueang District, Trang Province (Master’s Thesis). Rajamangala University of Technology Srivijiaya, Trang Campus. Trang Province. [in Thai]
Remschmidt, H. (2001). Schizophrenia in Children and Adolescents. United Kingdom. Cambridge University Press.
Wacharasin, C., Khamngoen, R., Sriprasan, C., & Chivanon, N. (2021). Factors related to violence in families with school age children. The Southern College Network Journal of Nursing and Public Health, 5(2), 189-200. [in Thai]
World Health Organization. (2002). World Report on Violence and Health. Geneva: World Health Organization.
Yamane, T. (1973). Statistics: an Introductory Analysis. New York: Harper & Row.