The study inve stigated the types and prevalence of peer victimization among secondary school students in Osun State. This was with a view to improving peer relationships among secondary school students. Survey research design was adopted for the study. The population for the study consisted of junior secondary school students in Osun State. Multidimensional Peer Victimization Scale was used to elicit information on the types and prevalence of peer victimization. The result showed that four types of peer victimization were experienced by the students and there was high prevalence of peer victimization among school going adolescent. These types were widespread among secondary school students. The study therefore concluded that peer victimization was a recurring problem among secondary school students and could be reduced through appropriate counseling of students. The implications of the findings to counseling services were discussed.

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Types and Prevalence Of Peer Victimization Among Secondary School Students in Osun State, Nigeria: Implications for Counselling

The study investigated the prevalence of peer victimisation among secondary school students in a state in South Western Nigeria. Participants consisted of 385 secondary school students selected from ten secondary schools across 10 local government areas in Osun State, Nigeria. The participants, aged between 10 and 19 years, were stratified into junior and senior secondary classes. The Multidimensional PeerVictimisation Scale was used to collect data on four types of peer-victimisation commonly found among students. Results from descriptive and inferential analysis of data indicate that the majority of participants reported overall high levels of peer victimisation with attack on property as the most frequent form of peer victimisation. There were significant differences between male and female participants on all forms of victimisation with females reporting higher level of social victimisation, verbal victimisation and attack on property than males. The study also found that while students’ level of study did not significantly influence the extent to which they were victimised by peers, age was a significant factor in reported levels of peer victimisation. The study brings into focus the need to make guidance services functional in Nigerian secondary schools to overcome the problem of bullying and peer victimisation.

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Prevalence of peer victimisation among secondary school students in Nigeria

This study examined cross-cultural differences in explanations for the causes of youth crime among British and Nigerian 12- and 14-year olds. Responses to open-ended questions were analysed using an attribution theory framework. British children tended to use personal explanations of youth crime (75%), in comparison, Nigerian children tended to use situational explanations of youth crime (61%). There was a wide variety of responses within these broad categories, the most frequently occurring verbatim responses for British 12-year olds were “for fun” (19.2%) and “because they are bored” (20.0%) for the British 14-year olds. For Nigerian 12-year olds the most frequently occurring verbatim responses were “no home training” (27.4%) and “they are poor” (17.0%) for the Nigerian 14-year olds. The results indicate that British children tend to blame the individual for youth crime whereas Nigerian children tend to blame other persons (mostly the family) and the environment (economic factors) The findings ...

British and Nigerian adolescents' lay theories of youth crime

Underlying moral values of individuality versus community and assumptions about what is a "just society" make public policies toward children vastly different in Sweden and the United States. This article explores the origins, cost, and benefits of welfare policies that permit child poverty in the U.S. as a cost of the high value of autonomy/individuality, and policies that prevent child poverty in Sweden, at the cost of economic competitiveness and individual initiative. I conclude that both extremes of moral values have more social costs than benefits but that children should be protected in any nation as the future of the society.

Individuality and community: the contrasting role of the state in family life in the United States and Sweden

An analysis of the effectiveness of secondary school civic education on the attainment of national objectives in Nigeria

This paper discusses moral aspects of indigenous education in Nigeria within the framework of society and religion. The impact of Western education on moral education is also considered. Children experienced moral education from the family, adults in the neighbourhood, age‐groups and the entire community through direct instruction, observation of adults as models and unconscious absorption of moral lessons. Moreover, children learned that the gods and ancestors were also sources and judges of human morality, but that God wasthe fountain‐head of all human affairs and morality. However, the introduction ofWestern religion and education into Nigeria encouraged the young to pursue autonomous morality.

S. S. Obidi

Papers

Indigenous Moral Education in Nigeria.