Rethinking School Bullying: Towards an Integrated Model by Roz Dixon

By Roz Dixon

What might make anti-bullying tasks extra profitable? This booklet deals a brand new method of the matter of college bullying. The query of what constitutes an invaluable thought of bullying is taken into account and recommendations are made as to how priorities for destiny examine may be pointed out. The built-in, systemic version of college bullying brought during this ebook is predicated on 4 qualitative stories and contains conception from systemic considering; cognitive, social, developmental and psychoanalytic psychology; sociology, socio-biology and ethology. the potential capabilities served through bullying behaviour are explored. attention can be given to the aptitude function of subconscious in addition to wide awake tactics in bullying. The version indicates a couple of causal techniques inside of one-to-one relationships and peer teams, and highlights components inside of participants and colleges that form the shape, depth and length of bullying behaviour in perform. the problem of 'difference' can also be addressed, targeting early life deafness.

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Related to these, cyberbullying may have varying impact. The psychological harm caused by some forms of cyberbullying may be more harmful than traditional forms of bullying; for example, pupils report picture/video clip bullying as likely to be particularly distressing in its effects. A special issue of the Zeitschrift für Psychologie/Journal of Psychology in 2009 was dedicated to ‘Cyberbullying: abusive relationships in cyberspace’. Roles in bullying The obvious roles obtained from questionnaires and from nomination data are those of bully and victim.

Another had ­previously run a project for students who needed extra support but did not have formal statements of special educational needs. Interviews with students explored: • the type of bullying behaviours in this school • how students reacted to and were affected by these • students’ perceptions of causative and protective factors in bullying. 44 Understanding schools as systems Interviews with adults explored: • the nature and possible extent of bullying • how different parts of the school system responded to the issue of bullying • decision making and change within the school.

Family factors have been commonly implicated as risk factors for children who persistently bully others. They are more likely to come from families lacking warmth, in which violence is common and discipline inconsistent. Fathers who were bullies at school are likely to have sons who were bullying at school (Farrington, 1993; Olweus, 1993). Correlates of the defender role Although less studied, the characteristics of those children who are prepared to actively defend victims, rather than be passive or even colluding bystanders, is of interest and importance.

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