The power of the word: students' and school staff's use of the established bullying definition (original) (raw)
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Literature Review of School Bullying 1 Literature Review of Bullying at Schools
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This study of school bullying provides an overview of the development of international anti-bullying initiatives, an in-depth analysis of the state of antibullying approaches in New Zealand and a description of the impact of such approaches on the behaviour in one secondary school community. Its findings endorse the use of effective, school-based, anti-bullying interventions, in particular, those developed in Scandinavia and Britain during the last twenty years. The efforts to combat bullying in New Zealand are reviewed. While some New Zealand programmes are found to be effective, the anti-bullying initiatives of the Ministry of Education and the Education Review Office are found wanting, as is their failure to respond effectively to the growing public concern over bullying. A number of anti-bullying interventions undertaken within one school community are evaluated. While generally found to reduce bullying, the limitations of these interventions became evident when one class group was viewed in greater depth in a study which discovered an entrenched bullying 'culture' and provided insights into the bullying dynamic. The communication difficulties experienced when a small number of powerful individuals capture the dynamics of power and abuse, and in effect establish the relationship style for the whole group, are then highlighted. As a result of the understandings gained through this classroom-based study, a number of conclusions are developed about the importance of the role played by leaders, both teacher and pupil.
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School bullying can affect everyone, those who are bullied, those who bully, and those who witness bullying. Bullying is linked to many negative outcomes including impacts on mental health, substance use, and suicide. This research paper will discuss the numerous definitions of school bullying. Also the issue of no agreed definition, and the importance of having an agreed definition of school bullying to enable school personnel, students and the community to comprehend the nature of school bullying. This research paper will discuss the literature review of different selected definitions of school bullying from previous researches undertaken, for example, Ken Rigby, Peter K Smith, Dan Olweus, The movement against bullying, David Farrington and Xavier College. Moreover, will look at the Australian school definitions of bullying, and examine it. The paper will focus on distinguishing between the falling of school bullying incidents, from the falling of reporting incidents because the l...
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Nordic Studies in Education, 2018
As early as 1969, the Swedish physician Peter-Paul Heinemann introduced the Swedish term mobbing and then later on, mobbning (translated as “bullying” in English), in Sweden through a debate article (Heinemann, 1969) and then later, and in greater depth, in his book Mobbning: Gruppvåld bland barn och vuxna (Heinemann 1972). With reference to the ethologist Konrad Lorenz (1968), from whom he also borrowed the term mobbing, Heinemann assumed that bullying was a form of group violence toward deviant members. The term and his ideas became widespread in Sweden in 1969 through a series of articles in one of Sweden’s most influential daily newspapers, Dagens Nyheter (Larsson 2008; Nordgren 2009).
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Child abuse is largely recognized as a significant issue within the school system and the larger society. In the schools, incidents of child abuse can take any of physical, sexual and psychological forms. This paper would restrict itself to bullying, by more specifically providing a clearer understanding of the concept of bullying, its prevalence, and effects on the victims' well-being. In addition, intervention for the reduction of incidence of child abuse in the system is provided.