Some Ideas for Media Investigation and Report on School Violence

1. Describe the current situation of school violence in China from a macro perspective (the number of occurrences, the summary of serious school violence incidents exposed by the media or the Internet, the relevant data can be obtained from the national education, public security and judicial departments, as well as the overall situation through file investigations and interviews in other places. Officials and educators of the situation and data, search through the Internet, etc.; specific plots of the prevalence of school violence) (It is estimated that such data is vacant or incomplete in China, while Japan and Singapore have news reports on specific data, South Korea , Taiwan also has relevant data, these data can be estimated by per capita means after reasonable analysis) (with 1 page)

2. Go deep into schools in various places, investigate and visit inside and outside the school, and understand the micro-level situation of school violence (interview with teachers, school leaders and other relevant staff, students, and students’ parents. However, there are huge obstacles, because nowadays, especially in schools in the central and western regions, and especially small schools Middle schools in cities and counties, teachers, students, schools, and parents are prone to conflict with interviews and investigations, as well as to avoid important issues, refuse interviews, keep silent, etc. Therefore, it is best to find some acquaintances of reporters and other means to slowly understand, slowly inquire, and take formal interviews It is combined with informal interviews. There is also a letter of introduction or telephone notification provided by the government to ask the following to cooperate truthfully, and the explanation is only for the investigation of school violence nationwide, not to expose the shortcomings of a certain place, and no matter what the investigation finds, it will not be Only by holding relevant parties accountable can you gain something) (mixed with three and four, sharing at least 8 pages)

A few more specific points:

1. Investigate the degree of school violence, specific causes and specific methods of violence in primary and secondary schools in different regions of the central, eastern and western regions, and how teachers, parents and schools deal with it (and the degree of involvement, because most school teachers and parents of schools with school violence do not know or know about it at all). No intervention at all), a comparative analysis

2. Investigate township middle schools, county middle schools, middle and small city middle schools, big city middle schools, middle schools in first-tier central cities, and middle schools in large coastal cities, to understand and compare the level of school violence, specific measures of school violence, and how the school handles them (middle schools). (primary schools should also be investigated) (pay attention to the distinction between schools in big cities that are mainly students with urban household registration, and schools that are mainly children of migrant workers who are not registered in local cities, and schools that are mainly from the citizen class. The difference between a school where the children of the family are the main source of students and a school with a large number of children from nearby counties and rural residents as the source of students)

3. Investigate the differences in school violence between key middle schools and non-key middle schools, key middle schools and branch schools, fresh high schools and high school repeating classes, and conduct a comparative analysis as above to understand the differences

4. Investigate the situation of school violence in schools where Han and minority students are mixed together, and analyze the situation of school violence caused by ethnic issues, and analyze and understand the same as above

3. Interview and understand the parents of students from all over the world, including the parents of the perpetrators of school violence, the parents of those who were bullied, and the parents of bystanders (of course, only when the parents are aware of the situation, no matter when the incident occurs or only later, whether it is the parents of the parties involved or as a parent) Bystander parents who have heard of and learned about school violence incidents), understand their views and attitudes about school violence, and how to teach their children about it. And focus on family harmony, family environment, and the quality of family members.

1. Same as (2 1, 2 2), survey parents working and living in different regions in the central, eastern, and western regions, as well as in rural areas, county towns, small and medium-sized cities, large cities, coastal cities, and inland cities, to get to know him (she) ) they compare and analyze the differences and commonalities of school violence and even the different ways of educating their children, as well as the different concepts, contents and forms of children’s family education

2. Investigate the differences in perceptions and responses to school violence among families with different occupations, incomes, classes, and education levels, and the same as 1 (for example, workers, migrant workers, farmers, intellectuals, employees of public institutions, white-collar workers, wage earners, etc.). People of different occupations and classes such as class and military have different ways of educating their children, and the family environment they create for their children)

3. A very important point - pay attention to the influence of family harmony and the relationship between relatives in the family on children's participation in school violence. In addition to the relationship between father (mother) and child (daughter), the relationship between parents is also important for children's participation in school violence and all aspects of school life. In addition, the relationship between other family members and minors, the relationship between minors in the family (if there are siblings, including cousins living together or other close out-of-school playmates), between other family members Relationship status (eg, between grandparents and parents, between uncles and aunts, etc.). Of course, there is also the overall influence of the family environment constructed by these complex family relationships. The frequent quarrels, complaints, tantrums, quarrels and even confrontations and fights among family members undoubtedly have a very important impact on children. There are also the influence of various behaviors of family members (mainly referring to negative words and deeds) on minors in the family.

4. The impact of family economic conditions and the amount of living expenses given to children on the problem of school violence (not necessarily inversely proportional or directly proportional)

5. List it separately, especially pay attention to the interaction of domestic violence and school violence, mainly focus on the violence of elders (including older peers) against minor children (little siblings, or possibly older brothers and sisters who are relatively weak), second Attention should be paid to the influence of domestic violence among other family members on minor children.

4. Interview students to understand the personal situation of bystanders, bullied and abusers of school violence, including the influence of schools and families on them, his (her) values, thinking patterns, and behavioral motivations (such as why the bystanders are To stand by and watch the fun), understand and understand the psychological trauma suffered by the bullied, the impact on learning and life, and the role of mental state and psychological alienation.

The issues that need attention are similar to (2 and 3), in addition to:

1. Students with different grades (high-achieving "excellent" middle school students and "poor students" who lag behind in rest grades) are involved in (violent or bullied, or both) the degree and frequency of school violence

2. Differences in the roles played by students with different personalities and traits in school violence

3. Differences in the degree and specific circumstances of boarding students and day students involved in school violence

4. Differences in the degree of school violence involving boys and girls, the types and circumstances of school violence and subsequent differences

5. Appropriately understand the situation of school dropout students who have been involved in school violence; in combination with (5) Properly understand the school violence situation and follow-up of young people suspected of committing crimes

5. Through investigation and interviews, understand the public security and judicial departments' understanding and participation in school violence, understand the prevention and crackdown of juvenile delinquency, and how to deal with the punishment and aftermath of juvenile delinquents that have constituted a crime (although the vast majority of school violence is not subject to legal sanctions), as well as the measures taken by relevant government departments and judicial organs to prevent and deter school violence (this is probably a blank state in most places), the status of legal education for minors inside and outside the school, and whether there is a systematic and continuous Sexual prevention and control measures against juvenile delinquency, if any, how they work and how effective they are; if not, why not, is it due to lack of awareness or funding, or the lack of support from superiors and the lack of enthusiasm from the school? etc. (with 1 layout)

6. Track and understand some of the more serious and well-known school violence incidents exposed by the media or the Internet, and then briefly retell the ins and outs, especially pay attention to the reasons, specific plots, follow-up treatment of these incidents, as well as the perpetrators and bullies The current situation of the person (of course, the personal requirements of the relevant personnel, especially the bullied person, should be respected, and the report should not lead to re-traumatization). (Use at least 2 layouts, can be mixed with (two, three, four), and expand on the basis of 8 layouts)

7. Reporters use some Internet platforms, such as Tieba, forums, Zhihu, QQ groups, WeChat and other platforms to understand the public's views on campus violence (for example, Zhihu has a topic on campus violence, and there are many people participating in the discussion, reporters You can learn about school violence by reading those posts), as well as the self-reports of those who were bullied (most of them were once bullied, but now they have gone to college or entered the society) on these platforms, bystanders of school violence or bullies (ibid.) tell. Because of the anonymity of the Internet, it is relatively easier than in reality to understand these people's true feelings about school violence and the impact of school violence on him (her), and it is easier to express their sincerity, because people are relatively not worried about the explosion of campus violence. Violent incidents and opinions affect his or her own real life now. Although it is not completely credible, the credibility is still relatively high, and it is often better to understand the real situation of school violence and understand the true views of various students and adults on school violence than the formal interview in reality. Of course, journalists mainly focus on browsing, and they can participate in discussions at appropriate times to elicit some content that needs to be understood. They should not be too straightforward about inquiries related to school violence, let alone reveal their identity as journalists. (Same as above, at least expand or exclusive 1 page)

8. Interviews with well-known scholars, such as sociologists, juvenile experts, educators, psychologists (especially criminal psychologists), etc., combined with the interviews with secondary school teachers and other teaching staff mentioned in (2), and Interviews with students and their parents in (3) and (4), analyze the ins and outs of school violence, from the cause, process, and harm of school violence. (2-4 layouts)

There are a few points that need special attention and research:

1. Pay attention to understand the different effects of different regions, urban and rural areas, different schools, and different families on school violence in (2 and 3)

2. Pay attention to the impact of the educational system, educational philosophy, educational content and form on the problem of school violence (not necessarily all negative)

3. Pay attention to the influence of the relationship between teachers and students, the relationship between students and school staff and leaders, and the status of students in the school on school violence (ibid.)

4. Pay attention to the different influences of different forms of disciplinary methods and disciplinary efforts on school violence on the containment (or intensification) of school violence

5. Pay attention not only to the study of the direct harm of school violence when it occurs, but also to understand the negative impact on adult life after graduation; not only pay attention to the research including the sociological impact on personal behavior, personality, values, etc., but also pay attention to the research on the psychological status. Pathological effects (at least some people exist)

6. Not only pay attention to the study of direct assault, abuse and other school violence issues, but also pay attention to cold violence such as discrimination, exclusion, isolation, and ridicule;

7. Pay attention to the externalization of school violence of some students' psychological problems and violent tendencies, and the implicitness of school violence of some students' psychological problems such as exclusion, indifference, discrimination, etc. Alternative

8. Watch out for research on the rise of cyberbullying with the rise of the internet

9. Pay attention to the similarities, differences and inheritance of normal or abnormal relationships and conflicts between students on campus and in the classroom and complex interpersonal relationships in the adult workplace

10. Pay attention to the interaction between school violence and violence in grass-roots adult society (especially in county and rural areas)

11. Pay attention to the study of the relationship between school violence and underworld forces, and pay attention to the inheritance relationship of gangster students becoming (or joining in the future) underworld members

12. Pay attention to the problems of uniform education among students, exclusion and discrimination among students, and the lack of mutual understanding between people, disrespect for diversity, people's use of double standards for others and themselves, and a high degree of relativism in today's entire society. The interactive influence of flooding (only speaking the truth that is beneficial to oneself, and being one-sided), lack of empathy, bullying, etc.

13. Pay attention to the various influences of ideological and cultural factors such as traditional culture and various values popular in today's society on campus violence, teacher-student relationship, and classmate relationship (not necessarily all negative)

14. Pay attention to the research on the direct and deep causes of school violence and their divisions.

15. Divide the individual responsibilities of students and the responsibilities of teachers, parents, institutions and society so that they can take corresponding responsibilities and make improvements accordingly.

The above 15 points should be clearly mentioned in the report, these are very critical issues

9. Understand the situation of school violence in overseas areas, and more importantly, understand the various measures and lessons learned in other countries and regions to prevent and control school violence, especially in South Korea, Japan, Hong Kong, Taiwan, Singapore, etc. and mainland China. The degree, specific situation and prevention measures of school violence in similar regions, and then a proper understanding of school violence in Europe and the United States and its prevention, as well as the current situation and prevention measures of school violence in other developing countries, can be attacked by other stones. (at least 1 page)

10. Interview and invite famous people to talk about their experiences and opinions on campus violence, and let famous media people also understand and preach more. Of course, most celebrities are successful people. They often live in better schools (mostly in big cities) when they are young, and have never experienced real school violence. Well-known people who experience school violence are often bystanders or even former abusers, which also proves that those who are bullied in school violence (especially those who have been bullied for a long time and have been severely bullied) are precisely marginalized by society and have not experienced school violence. Violent people are easy to succeed, so many celebrities may not be able to empathize with school violence. These people are also special, so interviews should be conducted carefully, and the experience of celebrities should not be regarded as a common phenomenon in the era of most national high schools. In the middle and primary schools, intellectuals (such as university professors, scholars, writers, etc.) living in small cities or counties and towns in the central and western regions may have a better understanding. The media may have been exposed to a lot of news related to school violence because of news reports, so relatively speaking, they can better understand and understand school violence. For example, Luo Xin, the host of Dragon TV's "Oriental Live Room", once hosted two episodes of school violence (20140707 "Scarlet Flower Season" and 20150713 "You Never Forgive?"), such media people can be more To better understand and publicize the problem of school violence, so that the public can better understand and understand its harm. (at least 1 page)

11. Based on the situation of school violence learned through the above interviews and investigations, especially the results of relevant research and analysis in point (8), put forward effective countermeasures, from teachers, parents, education system and content form, campus governance, educational philosophy and The progress of social concepts and the emphasis on school violence, the attitude of public opinion to school violence, the legalization and institutionalization of prevention and control of school violence, etc., seek solutions, and create an environment that can effectively prevent school violence, including school environment, family environment, social environment, etc. environment, etc. (minimum 2 pages)

12. The media and the government, judicial and procuratorial organs, schools, experts and scholars, social activists, NGOs and other social forces should communicate and coordinate, play their respective roles, and cooperate with students, teachers, and parents to form a chain of prevention and control of school violence. Participate together, and use the media as a bridge to connect through interviews and investigative reports. (This is mainly based on real activities. Of course, if the partner needs to be published in the newspaper sometimes, it can be considered in detail)

Pay attention to the following issues:

1. It is necessary to gradually form a long-term and continuous civic participation mechanism for the prevention and control of school violence in this social action, and make this mechanism normalized. The media always plays the role of appealing to the society and connecting all parties.

2. To be real, not just a formality

13. The above are just some personal suggestions, there are many things that I can't think of

14. Report the above-mentioned relevant investigations and interviews and various research results, and make them public in the media in special issues or consecutive special reports, and call on all walks of life to pay attention to the issue of school violence, participate together, actively manage school violence, and have a positive impact on the society. influences. You can refer to the special issue of Southern Weekly on March 24, 2016, "Together: Report on Left-behind Children in China", which uses 28 pages to describe and analyze the current situation of China's 61 million left-behind children in an all-round way. The content is detailed, vivid, rational and objective. , which is of great reference value for reporting the issue of school violence in a similar way. You can also refer to the series of special reports on the 70th anniversary of the victory of the Anti-Japanese War at the Southern Weekend. For many consecutive issues, 4-8 pages are used to report the history of the Anti-Japanese War. However, I personally feel that if it is to report on school violence, it is better not to use the first typesetting.

15. In the next few years, decades or even decades, conduct large-scale relevant investigation reports again (multiple times, such as once every 1-5 years, the specific frequency depends on the specific situation and necessity), including Return visits to some of the previously reported schools, students, teachers and parents to learn about the progress of school violence prevention and new situations and problems encountered

other problems:

1. The school violence mentioned here not only includes direct assault, physical bullying and abuse, but also abuse, provocation, threats, discrimination, exclusion and isolation, and other behaviors that make the bullied person painful and embarrassing. Not only traditional bullying, but cyberbullying as well. And some bullies are domineering and show off their power inside and outside the campus, and often do so in groups. Even if they do not directly bully specific people, they also pose a challenge to school order and the physical and mental safety of others. In addition, the two sides are evenly matched, and the abnormal classmate relationship that bullies (conflicts) or confronts each other should also be concerned. In addition, school violence does not only refer to the violence that occurs on campus in the concept of physical space, but refers to the bullying behavior that students encounter in and outside the school, from other students or social dropouts, gangsters and villains. Although many people know this point, it is still important to emphasize that school violence should not be equated with "violence on campus". Conversely, after many student conflicts on campus, severe bullying often occurs outside of school.

2. As mentioned in (2), due to the current educational system and the entire social situation, it becomes difficult to clearly and completely interview the issue of school violence, especially in the central and western regions. However, the relevant personnel (teachers, parents, students and other personnel) deliberately conceal or lie, so that the true situation cannot be obtained from the relevant personnel. Therefore, on the one hand, the local government needs to cooperate and let the teachers and students of the school tell the truth. Or through the introduction of reporters' acquaintances (it's better to know some school leaders and teachers in middle schools), look for some schools as specimens, and slowly "penetrate" to understand. You can also inquire from the side. One way is that reporters from small cities or counties in the central and western regions can recall the situation by themselves, plus contact with their hometown, and get some information through daily inquiries with relatives and friends in their hometown, or of course, they can interview through acquaintances. In addition, you can learn some realities through the Internet mentioned in (7). It is also a method to use the events that have been exposed by the media to summarize and analytically retell. For example, the two episodes of Dragon TV mentioned above are very comprehensive. They talked about a lot of school violence and the causes and consequences. Nanzhou can use relevant resources after contacting the TV station for approval.

3. We must not only investigate schools in individual places for the sake of saving trouble and convenience, and we must not simplify the problem of domestic school violence and make generalizations. It has been said many times before that school violence varies greatly. The degree and specific circumstances of school violence vary greatly between different regions, between urban and rural areas, between different schools, and between different parents and family environments. And it is precisely because of these differences that it provides possible conditions for analyzing and solving school violence (for example, the advantages of schools with less severe school violence may naturally be used for reference). For example, school violence in rural or county towns is more serious than that in urban schools in big cities. There are many reasons behind it, such as educational software and hardware resources (especially teachers), educational philosophy, school environment, learning content and form, local social atmosphere, etc.; There are many deep-seated reasons why children from families are less prone to school violence, and students with higher education levels are more able to reasonably obey school rules and disciplines. If only one or two places are investigated, it is easy to lead to serious deviations in the investigation. I recommend at least 30 schools to be surveyed (it can be reduced, such as 15 to 20 schools (it can't be less), but the places covered below should be included, and a large sample can avoid errors), Among them: 15 in the middle, 5 in the west, and 10 in the east; 5 first-tier mega cities, 5 large cities, 8 small and medium-sized cities (prefectures), 10 county towns (including 5 poverty-stricken counties), and 2 township middle schools; 10 in coastal areas and 20 in inland areas; 2 star schools (such as High School Affiliated to Renmin University of China, Changjun Middle School, Hengshui Middle School), key middle schools (provincial demonstration high schools and above, 10 ordinary provincial demonstration high schools, 5 higher ones) 15 (including "star schools"), 15 non-key middle schools; at least 2 schools where the Han and ethnic minorities are mixed, and at least 1 special school (such as a school for the disabled); All interviews and understandings, at least 10 schools have to interview their branch schools; if there are repeat classes, at least 3 schools have repeat classes. The interviews with teachers also cover these, because teachers from different regions, urban and rural areas, schools and even teachers with different personalities often have very different attitudes towards school violence and how to deal with it. As for the understanding of students and their parents, as mentioned above, it is also necessary to understand samples with great differences in different regions, urban and rural areas, different classes, and family conditions (whether they are harmonious, whether there is domestic violence, and the severity, etc.). If the teachers interviewed , students, and parents of students can each have more than 100 people, this sample is more authentic, comprehensive and reliable.

Although this will greatly increase the cost of interviews and investigations, if this is not the case, it will be difficult to reflect the complexity of the problem of school violence in China, leading some people to think that school violence is far away from them, only some people will "suffer", while others Taking campus violence too seriously is ultimately not conducive to a rational view of campus violence, and of course it is not conducive to solving problems. In addition, different regions, urban and rural areas, and schools have their own reasons. Children in different family environments have their own particularities in their psychological problems and behavioral anomie. The causes, specific processes and effects of school violence have commonalities and differences, so we can only discuss them separately. It only makes sense, otherwise treating and managing them in the same way will only make you uncomfortable.

4. When interviewing and researching school violence, we should pay attention to those who cause the bullied to die, be disabled, suffer more serious injuries, be humiliated (such as being stripped of clothes and photographed on the Internet, urinating on the body and sexually assaulted), serious mental illness and other serious school violence, but also pay attention to less serious general school violence. Pay attention to serious school violence involving fewer students and mild to moderate school violence involving more students. Of course, we should also pay attention to the difference between occasional school bullying and long-term persistent bullying and their respective harms.

5. In terms of participating in interviews with reporters, you should choose to have rich experience in dealing with local governments and civilians, and have various conversational experiences (you can even say that you have the ability to "formulate" similar to criminal investigators, you can tell the truth of the interviewee, and you can't tell the truth. Confused by lies, able to remove the false and keep the truth), have a sense of justice, sympathy and empathy, have a clear understanding of the concept of school violence, and have a better understanding of the situation of domestic school violence (preferably those who have experience interviewing school violence incidents) ), individuals are not bullies in their school days, nor do they conduct investigative interviews with reporters who are numb to school violence. Only in this way can we understand the truth of campus violence in the complicated environment, and conduct interviews and summaries in a fair and impartial manner.

6. In addition to reporting on school violence, some other educational and social issues should also be reported incidentally, some of which are more or less related to school violence, and these areas also need urgent attention and solutions from the society. For example, the problems of the education system: exam-oriented education, high-pressure learning, rote memorization, and the tactics of quizzing can damage the body and mind and lead to the degradation of independent thinking ability, educational dogma, boring and hypocritical, lack of humanistic education, disconnection between classroom education and real society, Abnormal relationship between teachers and students, low autonomy and lack of subjectivity of students in school, lack of training students' independent thinking and critical thinking ability, lack of education that respects students' pluralism and reasonable treatment of other people's awareness of being different from themselves; uneven distribution of educational resources, The quality of education varies greatly from place to place, and many areas have backward educational concepts; psychological problems of students; domestic violence; reversal problems in adolescence; sexual problems in adolescence, the relationship between boys and girls in schools; Problems, if these are improved, it will also help to solve school violence. Their relationship with school violence and the necessity of changing these problems have been described in detail in my essay "Some Reflections on the Causes, Harm and How to Governance of School Violence". And only by expanding the focus on school violence to other educational issues, can all students be covered (after all, the bullies and the bullied directly involved in school violence only account for a part of the total number of students, and the serious bullying and serious bullying often only Only in this way can we solve the various complex and diverse problems faced by all students in colleges, middle and primary schools in a wider range and in a deeper degree, promote the development of education, protect the rights and interests of students, and promote the progress of the whole society.

7. My personal experience is too special and not a general experience of school violence. If I report my experience, it will interfere with the judgment and understanding of the common and typical school violence because of my special circumstances, so it should not be reported. a content. Of course, there is also a reason why I don't want to disclose my experience to the public immediately. The specific situation has been described in detail in the previous two articles. In addition, if some of the personal experiences I have told are used as samples, wouldn't it be suspected of taking revenge for personal resentment. I have already felt sorry for some teachers and schools, there is no need to add another layer. And times have changed, and some incidents have been several years away, so it would be better to interview recent incidents of school violence. Also I don't want to interview the school I attended. The reason is the same. Of course, if necessary, you can also write mine. However, what I have written can be used as a reference. Of course, if at an appropriate time, I am also willing to disclose my own experience, which will have useful enlightenment to the society in many aspects, but that is another time.

8. Reports on school violence should integrate various voices, whether it is the bullied, bystanders, abusers, whether it is students, teachers, experts and professors, whether it is (parents) farmers, working-class, middle-class, rich People, everyone's voice should be displayed on the table, analyzed and thought, whether it is the voice of "politically correct" officials or schools, the media, scholars, or the miscellaneous views on campus violence on the Internet, they should be taken into account. Seriously examine it, and then judge and communicate based on the real truth, basic human rights, fairness and justice, human rationality, and student rights, so as to reach a consensus on the resolution of school violence. (I have always advocated that in dealing with school violence and even adult social crimes, fairness and justice are higher than tolerance and benevolence, and we must follow the principle of giving priority to the protection of victims and focusing on the rights and interests of the weak within a reasonable range. Human rights protection should not be regarded as protection of bullies. Criminals and victims have reversed their positions, and cannot treat the weak and the strong indiscriminately, without considering the antecedents and consequences and various internal situations. This is in the article "Some Reflections on the Causes, Harm and How to Governance of School Violence" described in detail)

9. I believe in the abilities of the editors and editors of Southern Weekend. What I have written is just for reference. You can choose, add or delete according to your professional qualities. The relevant reports you interviewed, edited and published must be richer than I imagined. and excellent. As the most influential progressive media in China, Nan Zhou’s in-depth reports on social focus issues can trigger huge social repercussions, affect millions, tens of millions or even more Chinese people, and contribute a lot to the promotion of social progress. I believe in you, look forward to you, and hope that you can speak for the majority of vulnerable groups, use the influence of Nanzhou at home and abroad, save hundreds of millions of minors today and in the future, and make every boy and girl safe, free, happy, Fair, cared and independent, full of love and warmth to spend a good student time.

10. Many of the unfinished words, or the content that is briefly mentioned in this article, are specifically written in the two articles "Some Thoughts on the Causes, Harm and How to Governance of School Violence" and "The Self-Report of a "Special" Student.

(This article was first sent to the Southern Weekend editorial department, so some words in the article will mention relevant content)

(Note: This article was in response to an inquiry from a reporter C in Nanzhou, and I added my personal suggestion on the issue of media investigation of school violence. It was written at the end of 2016 and completed at the beginning of 2017.)