NATIONAL LAW INSTITUTE UNIVERSITY BHOPAL
CRIMINOLOGY SCHOOLS-CRIMES AND CONTROL
Submitted by : Submitted to: Amber Siddiqui Siddi qui P.K. SHUKLA Roll no. : 2014 B.A.LLB !
Prof. Prof. Dr
TABLE OF CONTENTS "ABL# "ABL# $% &$'"#'"S............. &$'"#'"S........................ ..................... ..................... ..................... ..................... ..................... ............................ ..................1 1 Re(ie) of liter*ture................... liter*ture.............................. ..................... ..................... ...................... ............................................. .................................. 2 &e+*re Be,,*ri* *nd Utilit*ri*ni+m............ Utilit*ri*ni+m....................... ..................... ...................................... .................................... ........2 2 So,i*l +tru,ture t-eory *nd ,rimin*l end+.......... e nd+..................... ...................... ..................... ........................... .................2 2 &riminoloy *nd /enoloy )it- (itimoloy......................................................... (itimoloy......................................................... Denition of ,rime....................... ,rime................................. ..................... ..................... ..................... ..................... ..................... ....................... ............ "-e S,-ool+ of ,riminoloy................. ,riminoloy............................ ..................... ..................... ..................... ..................... ..................... ............... ..... Pre,l*++i,*l S,-ool of &riminoloy............ &riminoloy....................... ..................... ..................... .................................... ......................... "-e &l*++i,*l S,-ool.................. S,-ool............................. ..................... ..................... ..................... ..................... ................................ .....................! ! '#$&LASS3&AL S&H$$L................. S&H$$L............................ ..................... ..................... .............................................. ................................... "H# P$S3"353S" S&H$$L............ S&H$$L...................... ..................... ..................... ..................... .......................................... ............................... 6 So,ioloi,*l "-eory of &rime+....................... &rime+.................................. ...................... ......................................... .............................. 10 &on,lu+ion.................. &on,lu+ion............................. ...................... ..................... ..................... ..................... ..................... ..................... .......................... ................ 1
REVIEW OF LITERATURE
Cesare Beccaria and Utilitarianism This moderate view was developed by Cesare Beccaria, an Italian scholar who firmly believed in the concept of utilitarianism. Utilitarianism is the view that people’s behavior is motivated by the pursuit of pleasure and the avoidance of pain. (Sieal, !"#"$ By Sigeal H.J
Social structure theory and criminal ends This theory is applied to a variety of approaches within criminoloy in particular and in socioloy more enerally as a conflict theory or structural conflict perspective in socioloy and socioloy of crime. %s this perspective is itself broad enouh, embracin as it does a diversity of positions.By &%'' SI)*)%
Criminoloy and !enoloy "ith #itimoloy In criminoloy,
the Classical
School usually
refers
to
the
#+thcentury
wor-
durin
the )nlihtenment by the utilitarian and socialcontract philosophers eremy Bentham and Cesare Beccaria. Their interests lay in the system of criminal /ustice and penoloy and, indirectly, throuh the proposition that 0man is a calculatin animal0, in the causes of criminal behaviour. The Classical School of thouht was premised on the idea that people have free will in ma-in decisions, and that punishment can be a deterrent for crime, so lon as the punishment is proportional, fits the crime, and is carried out promptly. B Prof. N.V.PARANJAPE
$EFINITION OF CRI%E
&eal definition 1 ‘crime’ is any form of conduct which is declared to e socially harmful in a state and as such foridden y law under !ain of some !unishment Blac-stone "rime is an act committed or omitted# in $iolation of a !ulic law either foridding or commanding it. Criminoloy and its nature #$ Criminal %nthropoloy 1 It see-s to understand the personality of an offender in physical terms. "ersare %omroso was the first to propound this view which eventually led to the oriin of modern criminoloy !$ Criminal socioloy 1 It is based on Sutherland’s theory of 2differential association’ which e3plains criminal behaviour as a process of learnin throuh association with other criminal 4$ Criminal 5sycholoy 1 It see-s to co 1 relate criminality to emotional aspect of human nature. 6$ Criminal 5sychoneuropatholoy 1 It relates criminality to functional deviations and mental conflicts in the personality of the offender. The factors such as inferiorit y comple3, frustration ,depression, an3iety etc. 7$ 5enoloy 1 It concerns with various aspects of various punishment and penal policies.
Introduction
Schools and collees are valued institutions that help build upon the nation’s foundations and serve as an arena where the rowth and stability of future enerations bein. Crime in schools and collees is therefore one of the most troublesome social problems in the 8ation today. 8ot only does it affect those involved in the criminal incident, but it also hinders societal rowth and stability. In that liht, it is vital to understand the characteristics surroundin crime in schools, collees, and universities and the offenders who reportedly commit these offenses so that law enforcement, policy ma-ers, school administrators, and the public can properly combat and reduce the amount of crime occurrin at these institutions. Situations surroundin crime at school locations vary based on the offender’s motive and the intended victim. 9or e3ample, incidents involvin student offenders and student victims constitute the stereotypical definition of crime at schools, collees, and universities where the offender and victim are present to participate in the activities occurrin at the institution.
:owever, there are situations involvin adult and;or /uvenile offenders and victims, where the school serves only as an offense location because neither the offender nor the victim is present to participate in school functions. Criminal acts due to political motivation, hate crimes, and crimes perpetrated by offenders aainst victims who are not instructors or students and have no other relation to the school are e3amples of such situations. In the earlier days school #iolence "as the term used to de&ine the se#ere !unishments i#en 'y the teachers and school authorities to their students on account o& mis'eha#ior or misconduct( But in the present day it is completely different. School #iolence means #iolent acti#ities and actions carried out 'y children inside the school atmos!here . It is
ridiculous to read that students these days are not afraid to o overboard and indule in crimes li-e robbery, vandalism and o even to the e3tremes of committin a murder. They are not even afraid to ta-e hih ris-s such as tearin throuh the body of their classmates with -nives or bro-en lass pieces. They are becomin absolutely atrocious and developin a barbaric attitude which is e3tremely harmful for other students, parents, society and the country on the whole. The crime committed by students does not stop here. They indule in activities li-e the illeal use of drus and narcotics. There are at least nineteen !ercent of the students who are victims of se#ere dru a'use .
divinity of a school now= Schools have become places of disrace with such unethical acts. >ther crimes done by students include se)ual harassment o& the irl students in the school, indulin in obscenities etc.
T*E SC*OOLS OF CRI%INOLO+, ?School of Criminoloy@ Sutherland pointed out that it connotes the system of thouht which consist of an interated theory of causation of crime. Aarious factors such as evil spirit, sin, disease, heredity, economics malad/ustment have been put forward either sinly or toether to e3plain criminality.
-re.classical School o& Criminoloy
The period of seventeenth and eihteenth century in )urope was dominated by the scholasticism of Saint Thomas %uinas. The dominance of reliion in State activities was the chief characteristic of that time. In political sphere, thin-ers such as :obbes and &oc-e were concentratin on social contract as the basis of social evolution. The concept of ivine riht of -in advocatin supremacy of monarch was held in reat esteem. %s scientific -nowlede was yet un-nown, the concept of crime was rather vaue and obscure. There was a eneral belief that man by nature is simple and his actions are controlled by some super power.It was enerally believed that a man commits crime due to the influence of some e3ternal spirit called 2demon’ or 2devil’. Thus, an offender commits a wronful act not because of his own free will but due to the influence of some e3ternal super power. 8o attempt was, however, made to probe into the real causes of crime.This demnoloical theory of criminality propounded by the e3ponents of preclassical school ac-nowleded the omnipotence of spirit, which they rearded as a reat power. They considered crime and criminals as an evidence of the fact that the individual was possessed of devil or demon the only cure for which was testimony of the effectiveness of the spirit.
India as well. The oaths and ordeals played a very important role in the ancient /udicial system in determinin the uilt of the offender. The /ustification advanced for these rituals was the familiar belief that ?when the human aency fails, recourse to divine means of proof becomes most
[email protected]h these practices appear to be most irrational and barbarious to the modern mind, they were universally accepted and were in e3istence in most Christian countries till thirteenth century. The 'oman law completely inored the system of ordeals and it was forbidden in Euran.The validity of trial by ordeal was uestioned even by ancient authorities such as 5urvapa-sa but eversince the time of Danu it has been repeatedly arued that ordeals are the creations of Brahma and have been practised by ods, reat saes and all thouhtful persons.Dedhatithi further pointed out that ordeals have wor-ed efficiently since time of saes and there are e3amples of Aasistha, Aatsa and others who tried such tests with success. The s ystem, however, fell into disuse with the advent of British rule in India and subseuent rationalisation of the penal law.
The Classical School In criminoloy,
the Classical
School usually
refers
to
the
#+thcentury
wor-
durin
the )nlihtenment by the utilitarian and socialcontract philosophers eremy Bentham and Cesare Beccaria. Their interests lay in the system of criminal /ustice and penoloy and, indirectly, throuh the proposition that 0man is a calculatin animal0, in the causes of criminal behaviour. The Classical School of thouht was premised on the idea that people have free will in ma-in decisions, and that punishment can be a deterrent for crime, so lon as the punishment is proportional, fits the crime, and is carried out promptly. Social contact theory
ohn &oc-e considered the mechanism that had allowed monarchies to become the primary form of overnment. :e concluded that monarchs had asserted the riht to rule and enforced it either throuh an e3ercise in raw power, or throuh a form of contract, e.. the feudal system had depended on the rants of estates in land as a return for services provided to the soverein. &oc-e proposed that all citiFens are eual, and that there is an unwritten but voluntary contract between the state and its citiFens, ivin power to those in overnment and definin a framewor- of mutual rihts and duties. In %e$iathan, Thomas :obbes wrote, 0the riht of all sovereins is derived from the consent of every one of those who are to be overned.0 This is a shift from authoritarianism to
an early model of )uropean and 8orth %merican democracy where police powers and the system of punishment are means to a more /ust end. Main points of classical school
#$ They claim that there is a always an order to thins in the world It separates from reliious thins and influence !$ Criminoloist are concerned with the ?act@ of the criminal rather than then its ?intent@ 4$ They stated as punishment as a principal method of infliction pain, humiliation and disrace to create ?fear@ in man to control his behaviour 6$ 5revention of crime is more important than punishment of it. 7$ The real contribution of the classical school lies in the fact that it under lined the need for a well defined 2criminal &ustice system’ G$ Beccaria, in his historic boo- CRI%E AN$ -UNIS*%ENTS denounced retributive basis of punishment and observed that the aim of punishment should only be to prevent the criminal from committin new crimes aainst the countrymen, and to -eep other from doin li-ewise. The punishment must be eual to the crime committed by the person H$ Jermy 'enthom tal-s about the hedonistic principle of pain and pleasure. The punishment was to be awarded -eepin in view the pleasure derived by the criminal derived by the criminal from the crime and the pain caused to the victim from it . :e said that Scienti&ic reorani/ation by principles of ethics and utility.
"ontrol for classical theorist The criminal law primarily rests on positive sanctions. They were aainst the use of arbitrary power of udes. In their opinion the /udes should limit their verdicts strictly within the confines of law. They should also abhorre torturous punishment. Thus, /udicial discretion is of seminal value while awardin the ma3imum punishment, reasons must be detailed and specific. ey words 1 Criminal anthropoloy, criminal psycholoy, 5arado3 of crime, scientist reoraniFation.
NEO.CLASSICAL SC*OOL
#.8eoclassical approached study of criminoloy on the basis on scientific lines. !.They were the first to brin out a distinction between the first offender and recidivist. But even here 2act’ remain the sole concern of the theorist .
4.They have a basis assumption that a reasonable man is responsible for his own conduct. But those lac-in normal intellience to their conduct, they do not -now what is ood or bad to them, so they must be treated differently from reasonable offenders 6.'ecommended lenient treatment for irresponsible or mentally deprave criminals. C>8T'>& 1 Civil &aw must be eually important as criminal law. %ny penal court must have more than #;6 th compensation, less than J prevention and less than #;+ th punishment.
T*E -OSITIVIST SC*OOL
The primary idea behind positivist criminoloy is that criminals are born as such and not made into criminalsK in other words, it is the nature of the person, not nurture, that results in criminal propensities. Doreover, the positive criminoloist does not usually e3amine the role of free will in criminal activity. >ne famous positive criminoloist was Cesare Lom'roso. In the mid#+""s, he studied cadavers and loo-ed for physioloical reasons for criminal behavior. &ombroso distinuished between different types of criminals, includin the born criminal and the criminaloid. &ombroso issued studies indicatin that 'orn criminals 0ata#ists1 possessed similar facial features, which included lare canine teeth, lare /aws, lowslopin foreheads, hih chee-bones and they could not refrain from indulin in criminality. :e revised his theory in #L"G held that only one 1 third of criminals were born criminal. Insane criminal resorted to criminality on account of certain mental depravity or disorder. Criminaloids2 on the other hand, has no physical feature of a born criminal but morphed into a criminal durin there lives due to environmental factors. %omroso was the first criminoloist who made an attempt to understand criminal on basis of physical terms. :e used scientific methods for his research. "harles (oring# criticiFed &ombroso, accordin to him there was nothin li-e 2physcial criminal’ type. :e opposed the view that criminality can be inherited. 8ormal man could also be convicted of crime product
#.5hysical or eoraphical !.%nthropoloical 4.5sycholoical )erri emphasis that a criminal should be treated as a product of condition played in his life. Therefore the basic purpose of crime prevention should be to remove condition ma-in crime. :e wor-ed five fold model of criminals 1 #. !. 4. 6. 7.
Born criminal >ccasional criminal 5assionate criminal Insane criminal :abitual criminal
Raffaele (arofalo re/ect the classical theory of freewill. :e defined crime as an act which offends the sentiments of pity and probity possessed be an averae person. :e emphasis that lac- of pity enerates crimes aainst person while lac- of probity leads to crimes aainst property. :e placed offenders in four cateories #. !. 4. 6.
Durderes whom he called endemic criminals Aiolent criminals Criminals lac-in in sentiment of probity &ascivious or lustful criminals
Control of positivist theory 1 %omroso laid emphasis on scientific criminoloy and re/ection of fee will. )erri suested an intensive crime prevention and recommended series of measures for the treatment of offenders. :e asserted that punishment could be one of the possible methods of reformin the criminals. (arofalo recommended death, imprisonment for life and reparation as three modes of punishment to criminals.
Socioloical Theory o& Crimes This theory presupposes that criminals are a product of society. The impact of socioloical factors are so reat on a person that they either shun criminality or embrace it.
Edwin H.Sutherland ave a eneral e3planation to criminality #. Criminal behaviour is learnt not inherited !. The process of learnin criminal behaviour operates throuh interaction of the criminal with others person 4. Criminality in human society can be best e3plained throuh sutherland’s theory of
Di7erenti*l *++o,i*tion t-eory. •
Theory of ifferential %ssociation
#. % person becomes delinuent because of e3cess of definition favourable to violation of law over definition unfavourable to violation of law. !. The factors in the surroundin of persons are responsible for developin preference for nonleal definition 4. Systematic behaviour is responsible for lawful as well as unlawful behaviour of man-ind. There is consistency, freuency and duration. 6. If a person is associatin with those who have fondness of leal definition that there is blea- chance that a person will become criminal and if a person is associatin with those who have fondness of nonleal definition than that person is li-ely to turn into criminal. 7. Indi#idual !re&erence 2 cultural con&licts and social disorani/ation are also responsible for criminality .
Critical appraisal •
:e is criticiFed for loose formation. :is theory does not e3plain why delinuent ta-es
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advise from nondelinuent and viceversa &oner is not address (loners who commit suicide$ :e provided only bac-round and did not provide detailed important.
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ey words 1 Individual preference , cultural conflicts and social disoraniFation (the disoraniFation is very much social$
ur-hiem %nomie and DoderniFation
#. )mile viewed ineuality as natural and ine#ita'le human condition. It occur due to brea-down of social norms or rules dur-hiem called it brea-down of anomie and it has occurred due to moderniFation process. 3( Social solidarity 4 sense of superiority of oodness or rihtfulness is primary source of social solidarity. 5( Doral phenomenon cannot be directly observe but can be calculated throuh inde3es. (criminal statistic, data, facts and fiure$ 6( :umans are difficult to handle be collective conscience and this is the reason of criminality. %bsence and surplus of crimes are both patholoical in society 7( In %E S*+"+,E 1 suicide rates tends to increase sharply both in period of economic decline and rowth. If a social status is chaned instant the scale of livin ets disturb and the individual is unable to handle the drastic chane. 8( :e presented his theory in conte3t of moderniFation 1 the proression of society from mechanical to oranic form. ey words 1 mechanical solidarity and oranic solidarity
ST'%I8 T:)>' #. It oriinates from US and pioneer is 'obert - Dorton 1 ?Social Structure and %nomie@ theory is also -nown as Strain theory. !. Individualism, free will, pain and pleasure is re/ected in strain theory 4. 'obert %new says that strain is caused by 4 thins 1 9ailure of positive virtue, &oss of positive virtue and presentation of neative virtue. :e says money2 res!ect 9 status and #alue in society plays an important role in individual life. 6( 'obert says that education2 literacy and em!o"erment must be provide to the lower
strata so that they can achieve economic success. Both cultural and institutional means must be provide to them so that people &rom lo"er strata can rise &orm raes to riches 7( 'obert Derton tal-s about 7 thins 1 Con&ormity Dost people with social mobility do not deviate but at one point of time persons start deviatin from conformity when they do not et proper institutional means Inno#ation 1 Its a -ind of adaption involvin a person when continued to embrace cultural oals but turn to illeitimate means for the reason that there leitimate success is bloc-ed. )3 money launderin, insider tradin. Ritualistic 1 there is an outward conformity to institutional means and cultural oals.
society. They have ot repunance. They try to escape from e3pectation from society .They become drus addicts , alcoholic etc Re'ellious 1 :ere persons not only re/ect the but also wish to chane the social structure. )ntire system has to be chaned. They want different social structure where they can define cultural oals and institutional means.
Factors In&luencin Crimes in School
Ecoloy o& the School
?)coloy@ of the school 1 !hysical &eatures o& the 'uildin , the ratio o& students to adults in the school , and school siFe (siFe is of particular interest due to the widespread belief that
smaller schools are better places to learn$. School siFe is thouht to have a ma/or influence on the internal oraniFation of schools and on subseuent student outcomes. &ee, Bry-, and Smith (#LL4$ suest that larer schools are li-ely to have increased capacity to tailor prorams and services to meet the diverse needs of students in the school. The e3treme e3ample of low specialiFation is a oneroom schoolhouse in which one teacher teaches all students all day. In small schools, the typical teacher teaches a smaller number of different students and ets to -now these students well. Students in such schools may develop a reater sense of trust in the adults and be more li-ely to communicate potentially danerous situations to them. &are schools are li-ely to be oraniFed more bureaucratically and to involve more formaliFed 4L social interactions amon members of the school population. %s a result, communication may be less freuent or less direct, cohesiveness may be reduced, manaement functions (includin the manaement of discipline$ may become less nuanced, and individuals may share less of a common e3perience in the school. %lienation, isolation, and disenaement may result. %ll of these mechanisms are plausible but speculative. %s it turns out, school siFe has not received much focused attention in research on schools and crime.
%ilieu o& the School
?Dilieu@ of the school meanin the characteristics o& the students and adults "ho are !resent in the school on any i#en day .
Dore interestin from a policy perspective is the e3tent to which the mi3 of students in the school or the classroom influences the li-elihood that any iven student will misbehave. The mechanisms of deviant peer influence are both direct and indirect. The direct effects may arise as a result of deviant peer influenceM learnin and imitation, social reinforcement for deviant acts, and the creation of opportunities for deviant activities. %ll of these mechanisms are relevant for involvement with delinuency both in and out of school, includin drus and alcohol, and participation in ans. The indirect effects may come about as a result of the dilution of authority 1 a teacher who can manae one or two disruptive students may lose control of the classroom when there are more than two. The same phenomenon can occur at the school level, where a hih ?load@ of troublesome students may swamp the mechanisms of control in the corridors, cafeteria, lavatories, and rounds. *iven the real possibility of peer influence, the actual behaviour of youths with a iven propensity to deviant or criminal activity may well depend on who they encounter in their classes and in the other locations in the school. % variety of policies are relevant to influencin the mi3 of students. %t the level of theschool district, the distribution of students amon schools will be influenced by which rade spans are included in the middle schools, the e3tent to which lowperformin students are held bac-, and whether school assinments are tied larely to place of residence or tailored to promote interation or parental choice. 9or a iven pattern of assinments to schools, the number and characteristics of students who are actually in the buildin on a school day will depend on absenteeism and use of outofschool suspension. %nd for a iven population of students who are actually attendin the school on any iven day, social influence will li-ely be mediated by policies that influence the e3tent to which deviant students are concentrated, such as inschool suspension or academic trac-in. Imitation Theory
oun students have a habit of imitatin their role models. In this they sometime et in a wron direction. Dost famous e3ample is of Bo' %arley, famous siner, who uses to sin while ta-in drus (marriu/ana$. It is evident that many of the youn students in collee et addicted to such types of drus and ruin their life.
%edia e&&ect lots of violence is bein showed in films and televisions. Children are
watchin these prorams and films and in turn they are becomin violent. They see violent scenes in TA and films li-e the use of -nives and uns for -illin other people and practice them in their life too this has a relevance in Imitation theory
$i&&erential Association Theory +rou! e&&ect children tend to become violent if they are the part of the roup in which all
members are violent. If their friends are violent and showin violence in school then they will learn the same thin and they will also e3press violence in school. This situation can be related to ifferential %ssociation theory. Family Focus Theory Reli#iance $i#orce is becomin a very popular option amon the couples of today. They marry to live
toether but if at some point of time they feel that they are unable to ad/ust they ta-e divorce. They foret to thin- about their child. They are not at all bothered about the fact that such -ind of divorce can disturb the child mental level. If a child of ae 7 or G is seein their parents ettin divorced imaine the -ind of nature or attitude he;she will have in life. But parents have become so selfish that they are not at all concerned about their child’s attitude. They are /ust concerned about themselves. So if you want to shape their future riht ive them the riht environment. It is not only parents who are creatin violence amon children schools are eually responsible for that.
REASONS OF SUCH DELIQUENT ACTS School violence is a terrible issue for schools these days. Children are ettin violent and disturbin other children who are comin to schools, teachers and principals as well. Children are brinin weapons li-e -nives and uns to school and are harmin and even -illin students, teachers and other people. But what is the reason behind such thins= 'easons for violent attitude amon children.
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%tmosphere of the house if the children are not ettin proper environment in the home then they tend to become violent. If they see that their parents are fihtin and beatin each other then they also learn the same. That we can relate to Family Focus
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Theory $e!ression if a child is in depression then also he ;she can become violent and can
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show this violence in school. Wea!ons in this era weapons are easily available to the -ids by illeal means. They
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buy these weapons throuh such means and use them in schools. Stress and an)iety there are chances that the person can become violent because of stress and an3iety. Children are under the constant stress due to studies and career so the chances of becomin violent are more if they have stress and an3iety this has a notion with Strain theory iven by 'obert Derton
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Lac: o& counselin if a child is not iven proper counselin and proper love and
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affection then the chances of becomin violent are more. No uidance in di&&iculties if no uidance has been provided durin difficulties then they tend to become violent. They are unable to solve problems on their own and this irritates them.
*arassment o& School.students 'y Teachers Student abuse can come in many forms and may involve situations that are not necessarily physically abusive. Some common e3amples of abuse by a teacher includeM
5hysical, emotional, or se3ual harassment of the child
)3cessive or unauthoriFed use of ?corporeal punishment@ (physical force$
iscrimination based on protected cateories, such as race, ender, or disability
'estrictions on the constitutional rihts of the student, such as those involvin free speech and freedom of e3pression
9ailure to address any special needs of the student, such as handicap access
Unfair academic treatment, includin bias or preferential treatment in radin
enial of educational opportunities %ain, one of the ma/or problems with teacher;student abuse is the fact that many youn students may not reconiFe whether they are bein abused or not. In their !""! survey, the %%U< reported that, of students who had been harassed, 4+N were harassed by teachers or other school employees. >ne survey, conducted with psycholoy students, reports that #"N had se3ual interactions with their educatorsK in turn, #4N of educators reported se3ual interaction with their students The definition of se3ual harassment includes harassment by both peers and individuals in a position of power relative to the person bein harassed. In schools, thouh se3ual harassment initiated by students is most common, it can also be perpetrated by teachers or other school employees, and the victim can be a student, a teacher, or other school employee. Se3ual harassment of students by teachers or other school employees can cause particularly serious and damain conseuences for the victim.
or appear to be affected, by a s!ecial !ersonal relationship with a student. These can include showin favoritism towards a student se3ually involved with the teacher, or hostility towards a student due to a past relationship. If a teacher is se3ually involved with a student, colleaues may feel pressured to ive preferential treatment to the student, such as better mar-s, e3tensions on essays, e3tra help, or academic opportunities.
Efective mec!"i#m# t$ %e!& 'it !(!##me"t !t Sc$$&#)
O 5unishment, as appropriate, of harassers who violate provisions of the school’s student disciplinary code, such as provisions aainst se3ual and racial harassment, obscene lanuae, vandalism, other property damae, physical assault, threats and intimidation, etc. O isciplinary action, as appropriate, aainst employees who violate the school’s policies aainst se3ual, racial, and other types of harassment O >noin remedial actions intended to prevent recurrence, such as increasin adult supervision of an activity in which incidents have occurred and close monitorin of the victim’s security O )motional and psycholoical support as needed by the harassment victim O Informal procedures for resolution, such as peer mediation or counselin, when informal resolution is voluntarily selected by the parties, the harassment victim has full -nowlede of the riht to pursue the formal complaint process, and the school determines that informal resolution is appropriate for the incident in uestion O Teachin students who enae in harassin conduct more acceptable behavior, especially where the students are very youn or the conduct was not intended to be harmful . CONTROL
There are lare numbers of !sychiatrists and counselors are available and teachers and parents can ta-e their help. These -inds of people are havin specialiFation in child psycholoy. But before choosin a psychiatrist or counselor for children /ust see whether the counselor or psychiatrist you are choosin is enuine or not. 9a-e people are also there in the mar-et who are havin no -nowlede about child psycholoy. If you have ta-en treatment of such people then it is oin to trouble you and the child both. )ven if an authentic and enuine counselor or psychiatrist is charin hih then also you should opt for them. It is the matter of child’s future and you should choose the best for children.
8obody is born violent. Children become violent because of the -ind of environment and circumstances that they are facin. Children learn a lot from their environment and it plays an important role in shapin their future. If the environment in which they are livin is e3hibitin lare amount of violence then they will learn it too.
Sc$$& I((e#*$"#i+i&it,
Schools duty is to prevent such -ind of issues but there are times when schools do not pay attention towards these issues. Strict action not ta-en by school is a -ind of invitation to the -ids who are e3hibitin violence in the school. They will continue to do these violent activities in the schools without any problem. But if school ta-es strict action aainst them then they will be scared of doin it aain.
Today everybody is uite busy with their wor-. 5arents and teachers do not have time for the children. They are not ettin proper love, affection, support and uidance. This increases their violence. %t the time of difficulty they really don’t -now where to o and to whom they should as- for help.
School Social System
Conception of the social system includes both school oraniFational structures (e.., how the school is oraniFed to conduct its wor-$ and school administration;manaementM 8ot surprisinly, a siFeable research literature describes attempts to alter many aspects of the school social system. Control o& Schools
There has been considerable policy attention to school disciplinary practices, especially in response to the spate of school shootins e3perienced lately. Dost schools employ security and sur#eillance strateies aimed at -eepin intruders out and preventin weapons from
comin into the schools. Common practices include controlled entry and identification systems, metal detectors, security personnel or volunteers who challene intruders, or doors fitted with electromanetic loc-s. Such concepts have not developed well in a country li-e India. School resource o&&icers 0SROs1 have been especially popular in secondary schools as a way to prevent violence, encouraed by federal subsidies.The presence of an officer in the school results in a doublin of the rate of referrals to law enforcement for the most common crime perpetrated by students in schools 1 simple assault without a weapon. Dore consistent with the research on effective crime deterrents are school discipline polices that emphasiFe the certainty of response to misbehaviour over the severity of the response.
%mon the most effective schoolbased strateies for reducin youth violence, aression, and problem behaviour are behavioural interventions that taret specific behaviours, systematically remove rewards for undesirable behaviour, and apply continent rewards for desired behaviour or punishment for undesired behaviour. These inter#entions are o&ten a!!lied to the hih.ris: youths "ho are most at.ris: &or 'ein sus!ended &rom school under /ero.tolerance !olicies , and as such could be incorporated into school routines for
discipline manaement.Behavioural principles have also been incorporated into schoolwide discipline manaement systems. These systems are typically desined to clarify e3pectations for behaviour. They establish school and classroom rules, communicate these rules as well as conseuences for brea-in them clearly to parents and students, establish systems for trac-in both youth behaviour and conseuences applied by the schools, and monitor the consistency of the application of conseuences for misbehaviour. Contemporary approaches to discipline manaement incorporate behavioural principles into comprehensive systems that include schoolwide discipline policies and practices as well as tareted behavioural interventions. Universal interventions focus on clarity of school and classroom rules and consistency of enforcement, and on screenin for more serious behaviour disorders. *roupbased behavioural interventions are employed with the 7#"N of youths who do not respond to the universal interventions. In addition, intensive, individualiFed behavioural interventions are employed to manae the behaviour of the small sement of the population that is especially atris-. :owever, implementation and effectiveness of such systems can be uestioned very often.
CONCLUSION
8obody is born violent. Children become violent because of the -ind of environment and circumstances that they are facin. Children learn a lot from their environment and it plays an important role in shapin their future. If the environment in which they are livin is e3hibitin lare amount of violence then they will learn it too.
In 'ecent cases li-e in US% in -ilchuc: *ih School shootin 3;<6 , the student open fire randomly in school and -illin 4! students and ! teacher. They reason was he was too obsessed with violent video ames. The -a:istan army school massacre made the whole world cry by the most ruesome act committed by some of the e3tremist, this whole incident can be related to differential association theory. The state has ma/or role to play in such crimes as security of students and teacher are the most vital part. There must be a proper prorammes to be oranised by the school to ma-e the students understand the effects of delinuent activity. 5rorammes li-e Art o& li#in, #a!assana art, surya namas:ar various holistic proramme must be included in the curriculum of the
school. %s it was said by ur-hiem that Crime is a necessary e#il . So in my understandin prevention is better than punishment.
