Definitions, prevalence and sources of violence in Finland

Robert Arpo

Definition

In Finland the word "koulukiusaaminen" (school bullying) isgenerally used when talking about mental and physical violence inschool. The word "kouluväkivalta" (school violence) is not used ascommonly as "koulukiusaaminen" because this latter term includes bothphysical and mental violence. Mental violence has gained more attentionas it goes unnoticed more easily than direct physical violence. "Koulukiusaaminen" has been defined in the following way:

"Bullying (koulukiusaaminen) is a chain of events where one ormore pupils is/are repeatedly and continuously subordinated physicallyor psychically, directly or indirectly by one or more pupils. Becomingbullied is a subjective experience." (Penttilä, 1993)

According to researcher Sauli Puukari, the most common form of bullying in Finnish schools is harassment.

"…it [harassment] can include mockery, scoffing, name callingand gossiping. Girls are more likely to use harassment than physicalviolence." (Puukari, 2001)

It has also been suggested in the media that it is better to talkabout school violence rather than bullying so that the problem is notunderestimated.

Bullying, as well as physical violence are both a more male thanfemale phenomena. Physical violence in schools is typically a malephenomenon in Finland. The most typical form of "koulukiusaaminen" isverbal harassment: mockery, scoffing, name-calling and gossiping.

Prevalence

"Serious disruptive behaviour is rare in Finnish schools andaffects a small minority. For instance, according to the WHO studentresearch, 9% of 11-15 year-old boys and 6% of girls in Finland werebullied at least once a week during the school term"

(Puukari, 2001).

However, there are remarkable regional differences in the prevalenceof school violence across Finland. Violence is more common in urbanareas and larger schools than in rural areas and smaller schools. Also,economic and social factors show that violence in school is not only aproblem inside the school community, and it often has its roots in widespread social problems, such as unemployment and uneven distribution ofwealth.

With reference to criminality in schools internationally, thesituation in Finnish schools is relatively good. Serious crimescommitted by youths seldom take place in school. Youth is statisticallythe most crime-active period in life, and different forms ofcriminality occur at different ages. In Finland theft-crimes committedby young people increased during the 1980's but has been decreasingsince then. There has been some increase in violent crimes during thelast 15 years (Kivivuori 1997, p. 91-105).

Sources

School violence in Finland has been studied from severalperspectives. Christina Salmivalli (1998) sees bullying as a groupphenomenon rather than a problem stemming from individuals. This pointof view has been applied in schools where a 'school as community'approach has been adopted in dealing with violence. School violenceshould also be viewed within the wider social context, and as ElsiVeijola states, there is a strong connection between serious disruptivebehaviour and an individual's place in society:

"A key focus of youth policy is the prevention ofmarginalisation. This is especially important today, as it appears thatthe developmental factors in society are strengthening mechanisms thatare dividing young persons into winners and losers. During therecession in the early 1990's the living conditions of young personshave become more difficult." (Veijola, 2001)

Marginalisation can have its roots in family background. In Finlandthe unemployment rate has remained high since the economic recession inthe first half of the 1990's and many children in families sufferingfrom long-term unemployment also suffer from disruptive behaviour andfeelings of social marginalisation.

To become a victim of bullying and direct violence can be seen fromthe perspective of group behaviour (Salmivalli, 1998). A pupil who doesnot fit the norms shared by the wider group of pupils is more likely tobecome a victim. Bullying and violence has an effect on the victim,which may lead to the continuation of violence. In Finnish schoolsattempts are made to stop violence and bullying at an early stage whenit is still at the level of mental harassment in order to preventvictims from accepting the bullying as part of their everyday life.

Literature and links

Bibiliography

Kivivuori, Janne, (1997), "Nuorisorikollisuus" (YouthCriminality).In: Rikollisuustilanne 1995-1996. Rikollisuus jaseuraamusjärjestelmätilastojen valossa (Crime Situation 1995-1996.Criminality andConsequence-System According to Statistics).
Publications of Research Institute for Jurisprudential Politics, 143. Helsinki.

Penttilä, Eeva, (1993), Koulukiusaamista koskevaselvitysmiehenraportti (Adiminstrator´s report on School Harassment),Ministry ofEducation, Finland.

Puukari, Sauli, (2001), A Comparative Study of EducationalPoliciesand Effective School-Based Strategies to Reduce Violence inSchools.Research project, University of Jyväskylä/Department ofTeacherEducation, 1997-1999.

Salmivalli, Christina, (1998), Not Only Bullies andVictims.Participation in Harassment in School Classes: Some SocialandPersonality Factors. University of Turku.

Veijola, Elsi, (2001), "Preventing Bullying and Violence at School", Ministry of Education, Finland, Helsinki. 

WWW

STAKES (National Research and Development Centre for Welfare and Health)

• www.stakes.fi/english/

Kiusattujen tuki Ry (Association of Support for the Bullied)

• www.kiusattujentuki.fi/english.html

National Board of Education, Research Database KOTU

• index.oph.fi/kotu/inter/search.pl