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OCCUPATIONAL VIOLENCE IN THE SCHOOLS: A CASE-CONTROL STUDY OF PHYSICAL ASSAULT AGAINST EDUCATORS

OCCUPATIONAL VIOLENCE IN THE SCHOOLS: A CASE-CONTROL STUDY OF PHYSICAL ASSAULT AGAINST EDUCATORS RESEARCH TEAM Susan Goodwin Gerberich, PhD Nancy M. Nachreiner, PhD Andrew D. Ryan, MS Timothy R. Church, PhD Steven J. Mongin, MS Patricia M. McGovern, PhD Mindy S. Geisser, MS

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OCCUPATIONAL VIOLENCE IN THE SCHOOLS: A CASE-CONTROL STUDY OF PHYSICAL ASSAULT AGAINST EDUCATORS

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  1. OCCUPATIONAL VIOLENCE IN THE SCHOOLS: A CASE-CONTROL STUDY OF PHYSICAL ASSAULT AGAINST EDUCATORS RESEARCH TEAM Susan Goodwin Gerberich, PhD Nancy M. Nachreiner, PhD Andrew D. Ryan, MS Timothy R. Church, PhD Steven J. Mongin, MS Patricia M. McGovern, PhD Mindy S. Geisser, MS Gavin D. Watt, BA Denise M. Feda, MS, PhD Starr Kelly Sage, MPH, PhD Evette Pinder, MPH, PhD Candidate Midwest Center for Occupational Health and Safety Center for Violence Prevention and Control Regional Injury Prevention Research Center University of Minnesota, Minneapolis, Minnesota USA

  2. MINNESOTA EDUCATORS’ STUDY ABSTRACT Prior research has primarily focused on student-on-student school violence; yet, school educators are also at risk nationally and internationally. A two-phase study was designed to identify risk factors for assaults against educators (kindergarten-grade 12). Educators (n=26,000) were randomly selected from the Minnesota license database and screened for eligibility (6,180, eligible) by mailed questionnaire. Phase-1 (12-month recall) identified eligible cases (n=290) and controls (n=867) and violent event characteristics; Phase-2 (case-control - one-month recall prior to assault and randomly selected month, respectively) enabled identification of numerous exposures. Confounders were selected for multiple logistic regression analyses using directed acyclic graphs; reweighting adjusted for response and eligibility biases. For each study phase, response was 84%. Assault perpetrators were primarily students (95%). Risks (ORs; 95% CIs) increased for educators working in: Special Education (3.66, 2.46-5.44) and Speech Pathology (2.34, 1.08-5.10); urban (versus suburban) schools (1.96, 1.39-2.77); schools with <50 (4.33, 1.69-11.06) and 50-100 (1.89, 1.01-3.54) versus 500-1000 students; schools with inadequate resources (always/frequently versus sometimes: 1.89, 1.22-2.95), inadequate building safety (always and frequently versus sometimes: 6.34, 2.01-20.02 and 2.29, 1.14-4.61, respectively), soft light versus bright as daylight (1.40, 0.96-2.04), and with physical barriers (1.54, 1.10-2.15). Decreased risks were identified for having: routine locker searches (0.50, 0.29-0.86); school sizes 1000+ versus 500-1000 students (0.52, 0.33-0.80) and easily accessible exits (0.33, 0.16-0.67); and never (versus sometimes) having inadequate building safety (0.59, 0.37-0.94). Results suggest opportunities for targeted interventions and further research to decrease assault risk to educators with benefits to others in school environments.

  3. MINNESOTA EDUCATORS’ STUDY CONCEPTUAL MODEL FOR WORK-RELATED VIOLENCE • EDUCATORS • Personal Characteristics • Demographics (gender; • age; race; marital status; socioeconomic status) • Body Mass • Stress • Education, including • specialty training • Illness/injury history, • including assaults • Violence • management/conflict • resolution training • Work-Related Characteristics • Work experience • Job type • Workload; hours • worked/week • Student contact/week • (hours; numbers) • OTHERS • Co-Workers • Demographics (age; • gender; race) • Number/types of staff • Interaction/support • Students • Demographics (age; • gender; race) • Number/types • Mental • status/impairment • History of assaultive • behavior • • Other relevant • behaviors/activities • ENVIRONMENT • Facility • Type/Level/Size of School • • Area socioeconomic • status • Location • • Physical design/attributes • (openness; visibility; • crowding; lighting; • barriers; room • configurations) • Security (systems; • personnel; access • controls; parking; • responsiveness) • Administration/ • Management • Administration attitude • Tolerance of violence • Support for employees • Employee • assistance/resources • Support/resources for • students • Policies/protocols PHYSICAL ASSAULT

  4. MINNESOTA EDUCATORS’ STUDY ACKNOWLEDGMENTS Support for this effort is provided, in part, by the: National Institute for Occupational Safety and Health, Centers for Disease Control and Prevention, Department of Health and Human Services (R01 OH007816); Midwest Center for Occupational Health and Safety, Center for Violence Prevention and Control, and Regional Injury Prevention Research Center, University of Minnesota, Minneapolis, Minnesota USA; Zayas Graphics The authors also wish to acknowledge the support of our Educator Advisory Team members who were integral to this effort: Willarene Beasley; Charles Goodwin; Donald Hilts; Laura R. Langhoff; and Joseph P. Miller.

  5. WEBSITESUniversity of Minnesota Minneapolis, Minnesota USA • Center for Violence Prevention and Control http://www1.umn.edu/cvpc/research.html • Regional Injury Prevention Research Center http://enhs.umn.edu/riprc/riprc.html • Midwest Center for Occupational Health and Safety http://www.mcohs.umn.edu • Occupational Injury Prevention Research Training Program http://www.mcohs.umn.edu/academics/oiprt/introduction.html

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