Abstract:
The study aimed at exploring perspectives on interpersonal violence and its
implications on selected communities in Kasoa. The objectives of the study were to
explore the inducers of interpersonal violence in Kasoa, ascertain the implications of
interpersonal violence on human security in Kasoa and to examine the stakeholders’
reactions to interpersonal violence in Kasoa. The study was guided by the Human
Needs Theory and the Social Ecological Model with an empirical review of related
literature. The study adopted the interpretivist research paradigm, it also employed the
qualitative research approach with a case study design. Kasoa was the study area, the
researcher drew accessible population from 3 communities, thus, Opeikuma, Zongo
and Ofaakor, with a focused on Assembly members from the three communities and
personnel of the Ghana Police Service, victims of interpersonal violence, thechair of
the Municipal Security Council, and chiefs, food vendors, storeowners and mobile
money merchants with a sample size determined by data saturation. Data for the study
was collected using face to face interviews with the semi-structure interview guide.
The data were analyzed qualitatively using the thematic approach to data analysis.
The findings of the study revealed that, economic factors, the use of drugs, influence
from peers, the dismissal of trained security officers, family background, and
community influence, lack of formal education, get-rick-quick tendencies and
psychological statewere the factors inducing interpersonal violence in Kasoa. The
findings also proved the adverse effect of interpersonal violence on human security
and reactions of stakeholders to bringing interpersonal violence in Kasoa to check.
The study recommended that stakeholders should create job avenues and economic
opportunities for the youth.It also recommended that human security should be
incorporated into the school curriculum at all level of education and stakeholders
should intensify measure to curb crime in Kasoa.
Description:
A thesis in the Centre for Conflict, Human Rights and Peace Studies,
Faculty of Social Sciences Education, submitted to the School of
Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Human Rights, Conflict and Peace Studies)
in the University of Education, Winneba