Vietnam High School Students Awareness Of School Violence

School violence is a widespread behavior throughout various countries of the world and is becoming a growing social phenomenon in Vietnam. Therefore, presently, school violence is now an area of concern in various school environments and consequently an issue that needs to be investigated. Scientists of different fields have approached the proposed issue of school violence from different angles. This type of violent behavior is prevalent among youth and is perpetrated with the use of a weapon or force during a confrontation with an individual or group to cause physical or emotional harm. Youth violence mainly occurs between the ages of 10 and 24 and in some cases even younger. The mental and physical health of victims are at risk in the hands of the perpetrators of such violence. Every aspect of life is affected including personality development, family atmosphere, and sense of security at school and within society. The main influence however can divided into two factors:subjective (the students, themselves) and objective (including home, school and media factors). School violence appears in three aspects:knowledge, attitude and behavior. Students of campus violence are aware of its theory, causes, dangers and prevention. Knowledge is the foundation of direction and regulation. Incorrect knowledge can lead to incorrect behavior. Therefore researching school violence will also promote awareness among students in relation to this topic.For the past decade, school violence in Vietnam has become more common, developing into a media concern. Although student confrontations are not a new occurrence, they have recently evolved into a more serious and dangerous trend. By understanding the awareness of high school students to school violence, one can establish preventative and intervention measures and lay the foundation for the implementation of Ministry of Education interactive "Friendly school. Positive students" initiative and bring great significance to "Vietnam’s fundamental and comprehensive educational reform".This research is based on the knowledge of 5 aspects of Vietnam’s high school school violence; understanding the basic theory of school violence; understanding contributing factors of school violence; understanding the dangers of school violence; understanding the suggested response model to school violence; understanding the necessity of preventing school violence. The main research method used in this study was questionnaire survey, created by the author of this paper, to investigate high school students’awareness of school violence. Survey comprised of 89 questions, divided into 5 sections. In reverse questions, a self-assessment 3 point system was used 1,2, and 3 were used to indicate lowest to highest degree of awareness respectively. For this study, two indicators were used to confirm the reliability of the questionnaire:firstly, internal consistency coefficient (Cronbacha coefficient homogeneity reliability) and secondly split-half reliability (also known as binary reliability); internal consistency coefficient of the questionnaire was 0.896, split-half reliability was 0.859, indicating that this questionnaire is reliable, the investigative tools are stable and credible. Correlation among the various factors of the questionnaire fall between 0.093 and 0.548, indicating that the factors have a certain independence. Correlation between various factors and the questionnaire fall at 0.377-0.814. proving that both are different and measure the same content. These correlation coefficients arrived at a significant level and confirms that the structure of the questionnaire is valid.After assessing 1500 students, it appears awareness of school violence among high school students is relatively good. Gender, school, grade, score aspects were significantly different. Specific performances showed girls were more knowledgeable than boys. Level of focus on school violence awareness at general schools as compared to key schools is low. Key schools are distributed among the capital, general schools are distributed among the countryside, this can also be explained as:Students located in urban areas have a greater awareness of school violence as compared to students in rural areas. Knowledge of the theory, causes, and danger of school violence was higher in upper classes of high school as compared to lower classes. However, awareness of response models and preventive methods showed no difference; high achieving students had more knowledge of theory, response model, preventative measures of school violence as opposed to students with lower scores; On the contrary, students with poor grades were more aware of contributing factors and dangers associated with school violenceBased on the Vietnamese high school campus situation, this paper presents 3 aspects of psychological intervention model when campus violence occurs:①Issue warning to school body and conduct psychological intervention; ② Conduct psychological intervention with concerned parties; ③Conduct long-term checks on involved students to measure mental health using long term and effect psychological intervention methods. The author has also used counseling techniques in individual and group settings, with great results.