Bullying Research Papers - Academia.edu (original) (raw)

Η επιθετικότητα και βία στα σχολεία είναι ένα όλο και συχνότερο φαινόμενο, ιδιαιτέρως μάλιστα περίπλοκο, με ποικίλες εκδηλώσεις. Έτσι, το σχολείο αντιπροσωπεύει την περιοχή εκδήλωσης συγκρούσεων μεταξύ παιδιών και μεταξύ ενηλίκων και... more

Η επιθετικότητα και βία στα σχολεία είναι ένα όλο και συχνότερο φαινόμενο, ιδιαιτέρως μάλιστα περίπλοκο, με ποικίλες εκδηλώσεις. Έτσι, το σχολείο αντιπροσωπεύει την περιοχή εκδήλωσης συγκρούσεων μεταξύ παιδιών και μεταξύ ενηλίκων και παιδιών και οι σχέσεις δύναμης ή το επίπεδο στο οποίο συμβαίνουν επιθετικές συμπεριφορές (λεκτικές, πραγματικές, συμβολικές) είναι σημαντικές μεταβλητές στην κατανόηση αυτού του φαινομένου.
Ο προβληματισμός μας στη συγκεκριμένη εργασία αφορά την υιοθέτηση προτύπων σε γενικότερο επίπεδο και συγκεκριμένα όσον αφορά στην επιθετικότητα και τις βίαιες πράξεις και πόσο αυτές προκύπτουν από το φύλο των παιδιών, την κοινωνική μάθηση, τα στερεότυπα της κοινωνίας που αναπτύσσονται, την κουλτούρα, την οικογένεια και τα οικοσυστήματα που το κάθε παιδί εντάσσεται.
Για την κατανόηση του συγκεκριμένου προβλήματος, θα πρέπει να μελετηθεί η γενικότερη συμπεριφορά των παιδιών και των ενηλίκων και να οριοθετηθεί το πλαίσιο μέσα στο οποίο αναπτύσσεται και καλλιεργείται.
Λέξεις Κλειδιά: Επιθετικότητα, Κοινωνική Μάθηση, Πρότυπα, Βία, Σχολικός Εκφοβισμός

La Sentencia T-713 de 2010 de la Corte Constitucional de Colombia resolvió el caso de un estudiante de un colegio privado que fue sancionado por haber participado en un grupo de la red social Facebook creado bajo la denominación “Yo... more

La Sentencia T-713 de 2010 de la Corte Constitucional de Colombia resolvió el caso de un estudiante de un colegio privado que fue sancionado por haber participado en un grupo de la red social Facebook creado bajo la denominación “Yo también quiero cambiar la rectora de La Presentación” y al que pertenecían más de 150 estudiantes de la misma institución. En esta reseña formulamos las siguientes cuatro críticas a la estructura formal y material de la decisión de la Corte colombiana: 1. el problema jurídico creado y desarro-llado por la Corte es incorrecto; 2. la Corte elude la tensión entre derechos que representan las nuevas tecnologías; 3. examina cuestiones ajenas al caso revisado y 4. la sentencia está mal escrita.

Gresham, F. M. & Elliott, S. N. (2016). Inventário de Habilidades Sociais, Problemas de Comportamento e Competência Acadêmica para Crianças: SSRS Manual de aplicação, Apuração e Interpretação [Del Prette, Z. A. P., Freitas, L. C.,... more

Σκοπός της παρούσας εργασίας είναι η κριτική ανάλυση του άρθρου των Kyriakides et al. (2014), που αφορά τον σχεδιασμό στρατηγικών και δράσεων αντιμετώπισης του σχολικού εκφοβισμού, με τη χρήση της δυναμικής προσέγγισης της σχολικής... more

Σκοπός της παρούσας εργασίας είναι η κριτική ανάλυση του άρθρου των Kyriakides et al. (2014), που αφορά τον σχεδιασμό στρατηγικών και δράσεων αντιμετώπισης του σχολικού εκφοβισμού, με τη χρήση της δυναμικής προσέγγισης της σχολικής βελτίωσης. Στο θεωρητικό πλαίσιο της κριτικής ανάλυσης παρουσιάζονται οι βασικές θεωρητικές παραδοχές της Έρευνας για την Εκπαιδευτική Αποτελεσματικότητα (ΕΕΑ) και της Έρευνας για τη Βελτίωση της Αποτελεσματικότητας (ΕΒΑ), καθώς και η σύγχρονη προσπάθεια σύζευξης των δύο γνωστικών περιοχών από την οποία προέκυψε το Δυναμικό Μοντέλο Εκπαιδευτικής Αποτελεσματικότητας (ΔΜΕΑ). Ακολουθεί η περιληπτική παρουσίαση του περιεχομένου του υπό μελέτη άρθρου και, κατόπιν, η κριτική ανάλυση των διαφόρων πτυχών του, υπό το πρίσμα της σύγχρονης οπτικής της ΕΕΑ και της ΕΒΑ. Όπως προκύπτει, πρόκειται για ένα αξιόλογο άρθρο, το οποίο, παρά τα μειονεκτήματά του, συμβάλλει σημαντικά στον εμπλουτισμό των ερευνητικών δεδομένων, στην προαγωγή της θεωρίας και στον σχεδιασμό χρήσιμων στρατηγικών και δράσεων για τη βελτίωση της σχολικής αποτελεσματικότητας. Η σημασία της παρούσας εργασίας έγκειται, τόσο στην παράθεση σύγχρονων επιστημονικών δεδομένων και πρακτικών, όσο και στη μεθοδολογία της κριτικής ανάγνωσης, ανάλυσης και αξιολόγησης, που αποτελεί απαραίτητο στοιχείο της επιστημονικής έρευνας.

People abused by angry discipline as children, may tend to abuse or overly punish other people or themselves for perceived wrongs in their adult life. In some individuals, aggressive personality traits may be genetically inherited. The... more

People abused by angry discipline as children, may tend to abuse or overly punish other people or themselves for perceived wrongs in their adult life. In some individuals, aggressive personality traits may be genetically inherited. The aggressive personality may feel weakened by having guidelines or boundaries for anger. Anger is a normal human emotion, and these guidelines can help express anger in a healthy way.

The aim of the current study was to examine whether moral disengagement and defender self-efficacy at individual level and collective efficacy to stop peer aggression at classroom level were associated with defending and reinforcing in... more

The aim of the current study was to examine whether moral disengagement and defender self-efficacy at individual level and collective efficacy to stop peer aggression at classroom level were associated with defending and reinforcing in school bullying situations in late childhood. Self-reported survey data were collected from 1060 Swedish students from 70 classrooms in 29 schools. Multilevel analysis found that greater defender self-efficacy at individual level and collective efficacy to stop peer aggression at classroom level were associated with greater defending. We also found that greater moral disengagement and less (but very weakly) defender self-efficacy at individual level and less collective efficacy to stop peer aggression at classroom level were associated with greater reinforcing. The positive relationship between moral disengagement and reinforcing and the negative relationship between defender self-efficacy and reinforcing were less strong in classroom high in collecti...

Reducing youth suicide in the United States (U.S.) is a national public health priority, and lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ) youth are at elevated risk. The Centers for Disease Control and Prevention... more

Reducing youth suicide in the United States (U.S.) is a national public health priority, and lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ) youth are at elevated risk. The Centers for Disease Control and Prevention (CDC) endorses six evidence-based (EB) strategies that center on meeting the needs of LGBTQ youth in schools; however, fewer than 6 % of U.S. schools implement all of them. The proposed intervention model, "RLAS" (Implementing School Nursing Strategies to Reduce LGBTQ Adolescent Suicide), builds on the Exploration, Preparation, Implementation, and Sustainment (EPIS) conceptual framework and the Dynamic Adaptation Process (DAP) to implement EB strategies in U.S. high schools. The DAP accounts for the multilevel context of school settings and uses Implementation Resource Teams (IRTs) to facilitate appropriate expertise, advise on acceptable adaptations, and provide data feedback to make schools implementation ready and prepared to sustain ch...

Drawing from an approach-avoidance perspective, we examine the relationships between subordinates' perceptions of abusive supervision, fear, defensive silence, and ultimately abusive supervision at a later time point. We also account... more

Drawing from an approach-avoidance perspective, we examine the relationships between subordinates' perceptions of abusive supervision, fear, defensive silence, and ultimately abusive supervision at a later time point. We also account for the effects of subordinates' assertiveness and individual perceptions of a climate of fear on these predicted mediated relationships. We test this moderated mediation model with data from three studies involving different sources collected across various measurement periods. Results corroborated our predictions by showing (a) a significant association between abusive supervision and subordinates' fear, (b) second-stage moderation effects of subordinates' assertiveness and their individual perceptions of a climate of fear in the abusive supervision-fear-defensive silence relationship (with lower assertiveness and higher levels of climate-of-fear perceptions exacerbating the detrimental effects of fear resulting from abusive supervisio...

This study on bullying, carried out in Peru, draws on a mixed research approach (qualitative and quantitative) to assess a prevention program based on social and interpersonal competence. The procedure includes a quasi-experimental design... more

This study on bullying, carried out in Peru, draws on a mixed research approach (qualitative and quantitative) to assess a prevention program based on social and interpersonal competence. The procedure includes a quasi-experimental design developed in two phases: 1) the analysis and detection of bullying situations, and 2) the design, implementation and assessment of the program. The study included 176 students from three educational institutions in Chiclayo, Peru. Data was collected through questionnaires, participant observation and assessment sheets. The results show that the program boosted social competence skills. After implementation of the program, students’ attitudes improved, showing better coexistence with peers, dialog, expression of feelings, understanding and empathy towards those who suffer, as well as friendship and solidarity in

Work is an important yet understudied life domain for adolescents that has important implications for their development and well-being. Work relationships, particularly with supervisors and coworkers, are critical influences on teens. To... more

Work is an important yet understudied life domain for adolescents that has important implications for their development and well-being. Work relationships, particularly with supervisors and coworkers, are critical influences on teens. To the extent these relationships are negative, as evidenced in workplace bullying, the impact on teens can be wide-ranging and enduring. In this article, research on workplace bullying and its effects is briefly summarized and used as a context for exploring adolescent experiences with bullying on the job, both in terms of their vulnerability to exposure and unique impacts. Implications of these findings for health professionals in the assessment and treatment of teens exposed to workplace bullying are discussed.

This study aimed to examine whether being bullied, fighting, and injury, regarded in terms of frequency and nature, were significantly associated with psychological distress and suicidal behavior, independent of substance abuse and... more

This study aimed to examine whether being bullied, fighting, and injury, regarded in terms of frequency and nature, were significantly associated with psychological distress and suicidal behavior, independent of substance abuse and parental support in adolescents. Secondary analysis of data from the Global School-based Student Health Survey from Kiribati, the Solomon Islands, and Vanuatu was conducted. Binomial logistic regression analysis was used to examine the association of being bullied, fighting and injury with psychological health outcomes (loneliness, insomnia, suicidal ideation and suicide attempt) at a 5% level of significance. A total of 4122 students were included; 45.5% were male, and 52.0% were 14 years of age or younger. Of the total, 9.3% felt lonely and 9.5% had insomnia most of the time over the last 12 months; 27.6% had suicidal ideation, and 30.9% reported at least one suicide attempt in the last 12 months. Multivariable logistic regression analysis showed that b...

Poiares, Nuno (2007), “A escola e os comportamentos desviantes: novas tendências”, Questões Sociais Contemporâneas, livro de Atas das VIII Jornadas do Departamento de Sociologia, pp. 227-238, CISA-AS, Universidade de Évora. ISBN:... more

The researcher aimed to determine the bullying behaviors of students as perceived by teachers, guidance counselors and administrators and identify the policies in addressing and preventing such behaviors in Valenzuela City District 1.... more

The researcher aimed to determine the bullying behaviors of students as perceived by teachers, guidance counselors and administrators and identify the policies in addressing and preventing such behaviors in Valenzuela City District 1. Specifically, this study sought to answer the following questions: How do teachers, guidance counselors , and administrators perceive bullying behaviors in school? What is bullying behavior as perceived by teachers, guidance counselors, and administrators? How do they address bullying behavior and prevent bullying behavior?
The study used a descriptive research method of research which utilized survey questionnaires in the study. This involves the gathering of information about the present phenomena. The data collection involves the determination of bullying behaviors of students in District 1, Valenzuela City.
It is concluded that Physical, verbal, and psychological bullying behaviors are harmful which inflict damages to other people, bullying behaviors are instinct which may be exhibited anytime anywhere by bully.
It is also recommended that Administrators should strictly implement the policies preventing and addressing bullying behaviors, Teachers and non-teaching personnel should always be on guard regarding bullying behaviors of students to prevent its occurrence especially to the freshmen, students should be sensitive on manifested bullying behaviors to avoid being victim of such act, Administrators should also conduct seminars and workshop to all teachers and other personnel of the school and even the parents to increase awareness in order to lessen bullying behaviors, The teachers should recognize the indicators of bullying behavior by modifying classroom management so that they will easily identify the bully and the victim, The Guidance Counselors of the school should be in control in addressing and preventing bullying behavior of the students.

Curso de acoso escolar, bullying y ciberbullying. Clausura y desarrollo

El proceso de formación de pareja se inicia con la coincidencia afortunada de complementaridades idóneas - el amor - , cristaliza después en un pacto, al menos implicito, de relación estable, y se mantiene con el cumplimiento de sus... more

El proceso de formación de pareja se inicia con la coincidencia afortunada de complementaridades idóneas - el amor - , cristaliza después en un pacto, al menos implicito, de relación estable, y se mantiene con el cumplimiento de sus funciones propias (protección, afecto, ayuda mutua y potenciación personal). Naturalmente, hay otras motivaciones para decidir la formación de pareja, pero me atendré a la más aceptada en nuestra cultura occidental, que es la de amor romántico. Todo aspecto de la relación de pareja que bloquee, destruya o entorpezca sus funciones esenciales es una disfunción; si se comete de manera voluntaria, un abuso; si además incluye coerción para que la otra persona colabore o participe en la disfunción y/o para retenerla en la relación contra su voluntad, ya es acoso. En la práctica, las mayores fuentes de maltrato, abuso y acoso tienen que ver con la inhibición de la potenciación personal, es decir, con la exigencia de que uno o los dos tengan que sacrificar su desarrollo personal por el mantenimiento de la unión. Cuando esto ocurre, debe considerarse la necesidad de una separación, o, al menos, reconsiderar los términos y las prioridades de la pareja.

This study examined the role of pro-victim attitudes, personal responsibility, coping responses to observations of bullying, and perceived peer normative pressure in explaining defending the victim and passive bystanding behavior in... more

This study examined the role of pro-victim attitudes, personal responsibility, coping responses to observations of bullying, and perceived peer normative pressure in explaining defending the victim and passive bystanding behavior in bullying. A total of 462 Italian early adolescents (mean age = 13.4 years, SD = 9 months) participated in the study. The behaviors were measured through two informants: each individual student and the teachers. The findings of a series of hierarchical regressions showed that, regardless of the informant, problem solving coping strategies and perceived peer normative pressure for intervention were positively associated with active help towards a bullied peer and negatively related to passivity. In contrast, distancing strategies were positively associated with passive bystanding, whereas they were negatively associated with teacher-reported defending behavior. Moreover, self-reported defending behavior was positively associated with personal responsibility for intervention, but only under conditions of low perceived peer pressure. Finally, the perception of peer pressure for intervention buffered the negative influence of distancing on passive bystanding tendencies. Future directions are discussed.

Objective: To evaluate the potential of a 60-minute sexuality diversity workshop to address bullying in secondary schools. Methods: Students completed pre- and post-workshop questionnaires. Descriptive statistics were used to summarise... more

Objective: To evaluate the potential of a 60-minute sexuality diversity workshop to address bullying in secondary
schools.
Methods: Students completed pre- and post-workshop questionnaires. Descriptive statistics were used to summarise
results with pre- to immediate post-workshop changes compared using t-tests. Thematic analysis was used to analyse
open-ended questionnaire responses.
Results: We had 229 students (mean age 13.7 years) attending 10 workshops participate in the study. Three-quarters
of students thought the workshop would reduce bullying in schools, and over 95% of the participants thought that
other secondary schools should offer the workshop. There was a significant increase in valuing (p < 0.001) and
understanding (p < 0.001) sexuality-diverse individuals (e.g. lesbian, gay and bisexual people), between the preand
post-workshop results. School climates were largely perceived to be ‘hard’ and included ‘bullying/mocking’ of
sexuality-diverse students; however, many individual students reported a desire to be supportive of their sexualitydiverse
peers.
Conclusions: Sexuality-based bullying is commonplace in secondary schools. This form of bullying is associated
with depression and suicide attempts. Reducing sexuality-based bullying is very likely to have a positive impact on
the mental health of young people. Brief workshops, as a part of a wider suite of interventions, have some potential
to create safer school environments.