Psychiatrist Prof. Nevzat Tarhan, emphasizing that school violence is not a sudden crisis but a process that gives prior signals, stated that violence often manifests itself beforehand through social withdrawal, intense anger, and threatening language.
Prof. Tarhan, pointing out that school violence, though not entirely eliminated, can be largely prevented, remarked that early awareness is vital, saying, “If a young person says ‘nobody understands me,’ this is an alarm.”
President of Üsküdar University and Psychiatrist Prof. Nevzat Tarhan evaluated the issue of preventing school violence.
Prof. Nevzat Tarhan, pointing out that school violence, though not entirely eliminated, can be largely prevented, said, “School violence cannot be eliminated but can be largely prevented. Because school violence is not a 'sudden outburst,' but a process that develops beforehand, it can be prevented if detected early. Research shows that 70-80% of aggressors give prior signals. In most cases: social withdrawal, threatening language, intense anger, and planning behavior are present; violence is not invisible, it can be detected in the early stages. Only security measures (metal detectors, etc.), only disciplinary actions, or only a camera system can reduce the outcome but will be temporary because they do not solve the root cause.”
Citing data from the USA as an example, Prof. Tarhan said, “Between 2013–2023, there were 1,468 school gun incidents (a 324% increase compared to the previous decade). Following this, psychological resilience studies quickly began in schools with Mindfulness (Conscious Awareness) along with modules on empathy, meaning, purpose, sharing, gratitude, and impulse control. SEL (Social and Emotional Learning) training was provided in schools. While approximately 336 school gun incidents were reported in the 2024 school year, this number dropped to 254 in the 2025 school year (approximately a 22% decrease). Despite this, this level is more than double what it was 25 years ago.”
Stating that a three-stage approach is needed to prevent school violence, Prof. Tarhan said that primary prevention is aimed at all students and seeks to transform the school climate. In this context, Prof. Tarhan stated that social-emotional learning (SEL), empathy training, anti-bullying programs, and emotion regulation skills should be acquired, and noted that the supplementary textbook titled “Science of Happiness and Values,” prepared by Üsküdar University through a 5-year study, can also be used in guidance programs.
Prof. Tarhan, stating that secondary prevention targets at-risk students, emphasized that early intervention is critical. Prof. Tarhan stated that questions like "Why did this child become silent, why did they become invisible, or why did they start behaving unusually?" should be asked, and added that lonely students should be identified, symptoms of depression monitored, and school psychological counseling used effectively.
Prof. Tarhan stated that tertiary prevention covers crisis intervention in high-risk situations, and drew attention to the importance of establishing threat assessment teams, ensuring family-school-expert cooperation, and implementing security measures when necessary.
Prof. Tarhan emphasized that one of the clearest findings of research is that the presence of at least one trusted adult in a student's life dramatically reduces the risk of violence, stating, “A child who establishes a secure relationship with a teacher, guidance counselor, parent, or peer mentor finds life trustworthy and does not resort to violence.”
Prof. Tarhan, warning, “Caution if a young person says 'nobody understands me'!” stated that school violence is often related to the unmet basic psychological needs.
Prof. Tarhan listed these needs as belonging (attachment and feeling of belonging), worthiness (feeling important), meaning (purposes that make life worth living), and the ability to express emotions, stating that loneliness, anger, and hopelessness arise when there are deficiencies in these areas.
Prof. Tarhan, noting that excessive digitalization is also an important risk factor, stated that intense screen exposure leads to social isolation and superficial relationships, and that some role models, like mafia leaders, aestheticize violence, concluding, “Therefore, modern prevention efforts should cover not only within school but also digital life.”
You can download this book as a PDF for social responsibility purposes and implement it in your school's guidance program.
To Download the Book PDF:
https://uuyayinlari.com/mutluluk-bilimi-ve-degerler-genisletilmis-2-baski
