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THE EXPERIENCE REVIEW OF INTERVENTIONS
AND PROGRAMMES DEALING WITH YOUTH VIOLENCE
IN URBAN SCHOOLS IN SOUTH AFRICA July 1999
Executive Summary
A literature review of recent studies, papers, books, journals, and government
data pertinent to violence and crime in urban schools was conducted by the
Independent Projects Trust at the request of the national Secretariat for
Safety and Security.
The purpose of the project was to review literature in order to determine what
projects and programmes, or interventions, are currently being undertaken in
urban schools in order to assess their impact on the problem and to analyse
the key success factors, lessons and challenges.
This review was further required in order to determine measurement criteria
on which to review future interventions, and to provide a framework for further
social crime prevention initiatives.
The review addresses seven major themes and these were :
- What is meant by a ‘culture of violence'?
Owing to a number of historical factors, many South Africa children were born,
reared, have matured, married and died in violent situations. Some have
become so immune to violent actions that they see violence as both an
acceptable way of expression, and as a way of channelling their emotions.
Schools located in disadvantaged areas where the culture of violence reigns
are plagued with violence, crimes, gangs, drugs, contraband, and other related
problems.
- What are the ‘risk factors' for youth who become violent?
The key risk factors identified within the literature, and with no
particular ranking, are being poor, race, age, location ie where you live,
sex and gender, having been victimised, coming from a dysfunctional family,
doing poorly at school and abusing a substance. These risk factors do not
themselves cause criminality but rather, over time, influence the likelihood
of criminal behaviour. The greater the number of risk factors, the greater the
likelihood of turning to crime and violence.
- What are the ‘resilience factors which underlie a child with the so
called ‘risk factors' to NOT become violent or a perpetrator of crime?
Characteristics of the resilient child such as high self esteem, trust,
self-reliance, assertiveness, compassion, or the ability to conceptualise and
problem-solve often come from very early childhood experiences. It is an
uphill battle to try to gain these if the first five years of life inculcate
the opposite.
- Is there an alternative to the ‘risk ' / ‘resilience' factor approach?
The alternative approach is to understand that violent school-age children are
a product of a society that is economically, socially, politically, emotionally,
and physically violent. Townships and informal settlements represent the spaces
of the most traumatised, victimised and brutalised of South African people.
The alternative is to recognise this and make every effort to upgrade these
socially-devastating environments.
- What is the impact of violence in schools?
Gang turf wars spill onto school grounds because the school itself is a
territorial prize for selling drugs, collecting revenue from theft, and
recruiting gang members or intimidating children into becoming surrogate
criminals. Based on school violence studies by the IPT since 1997, the
situation is so destabilised in some areas that both children and staff
members enter and leave campus as they wish and classes are not conducted
according to any regular schedule.
- Has research been undertaken to examine the ‘school system'
as a producer of violence?
The Government, The National Youth Commission, and the National Crime Prevention
Strategy, have all recognised that there is the need to implement a curricula
that is relevant to the life of South African youth. Thus, rather than look
further into the failings of the school system, we need to implement the
existing policies and strategies by identifying material which stimulates our
youth and testing the kinds of techniques which work to effect democratic school
management.
- What are the windows of intervention for each important risk factor?
Risk factors are so enmeshed with each other that it becomes almost impossible
to have any marked impact by dealing with one in isolation from the others.
The risk factor which does seem to underpin all others is the high level of
poverty and the lack of opportunity to for escape from this dreadful cycle.
This interdependence of all risk factors highlights the need to co ordinate
intervention efforts in order to ameliorate the benefits.
Nevertheless, this does not mean that individual efforts have no value or
should not continue but, rather where interventions are occurring, that they
should be supported by the State and that future interventions should build on
existing efforts rather than replicate work already done.
Gaps in Research and Review-based Recommendations
While there are several areas in which additional research might be conducted,
there is so much sound research and policy that has not been implemented that
research and further workshopping of ideas can be counter-productive if we do
not act on and test out the ideas and policies already in hand.
This means that:
the principle area for further research is to audit and then
monitor all existing programmes to combat youth violence in urban schools for
success factors and best practices rather than originate new avenues for
research
schools must be encouraged to cooperate with existing
government frameworks, policies and legislation for combatting crime
schools must also ally themselves with community-based
efforts to combat crime including active participation in the Community Police
Forum and forming partnerships with NGOs, local community organisations, and
government agencies.
This line of reasoning can be established if we review, in short answers, what
this literature review has established according to the initial questions
posed in the terms of reference.
General Recommendations, Comments and Caveats
An audit and evaluation of crime interventions and current crime prevention
programmes is needed if we are to:
determine, with any degree of certainty, which models are effective in reducing crime
coordinate existing efforts within the schools
The literature is nearly unanimous in recommending the implementation of broad
based interventions, involving schools, families, communities and other support
agencies. The need for this approach becomes fairly obvious when one
understands the complex and interrelated set of factors that produce juvenile
offenders.
The most important recommendations are :
- the principle area for further research is to audit and then monitor all
existing programmes to combat youth violence in urban schools for ‘success
factors and best practices' rather than originate new avenues for research
- schools must establish security committees under the auspices of school
governing bodies and be encouraged to cooperate with existing government
frameworks, policies and legislation for combatting crime
- schools must also ally themselves with community-based efforts to combat
crime including active participation in the Community Police Forum and forming
partnerships with NGOs, local community organisations, and government agencies.
This means our focus should turn away from staring at the problem and toward
finding ways to implement some solutions. To generate the most effective
policy possible it will be necessary to rectify one problem uncovered in the
literature, the failure to objectively evaluate existing programmes.
It will be necessary to examine interventions at the family, school, and
community level and discover the success factors and best practices. These
would then need to be coordinated into a national policy framework.
For the complete literature review in Adobe Acrobate PDF format click here.
For further information regarding our work around youth violence please contact
one of our staff
click here.
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© Copyright Independent Projects Trust 1990-2003
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