13‐year‐olds’ perception of bullying: definitions, reasons for victimisation and experience of adults’ response

Frisén, Ann; Holmqvist, Kristina; Oscarsson, Daniel

doi:10.1080/03055690701811149

Cited by 134 publications

(113 citation statements)

References 16 publications

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“…Our findings also correspond with studies investigating students' perspectives showing that a widespread idea among children and adolescents is that bullying occurs because the victim is different, deviant, odd or does not fit in (e.g. Frisén, Holmqvist, and Oscarsson 2008;Frisén, Jonsson, and Persson 2007;Hamarus and Kaikkonen 2008;Hazler and Hoover 1993;Mooij 2011;Thornberg 2010;Thornberg and Knutsen 2011;Varjas et al 2008), and with DeRosier and Mercer's (2009) findings showing a correlation between perceived atypical behaviour and peer victimisation. In reference to the labelling theory (Becker 1963), the stigma theory (Goffman 1963;Jones et al 1984) and the social misfit hypothesis (Wright, Giammarino, and Parad 1986), the informants became embroiled in a social process that constructed them as a 'deviant' or 'different' peer, which in turn stigmatised them, escalating into social excluding and more harassment.…”

Section: Discussionsupporting

confidence: 69%

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Victimising of school bullying: a grounded theory

Thornberg

Halldin

Bolmsjö

et al. 2013

Research Papers in Education

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Section: Discussionsupporting

confidence: 69%

“…Frisén, Holmqvist, and Oscarsson 2008;Frisén, Jonsson, and Persson 2007;Hamarus and Kaikkonen 2008;Hazler and Hoover 1993;Mooij 2011;Thornberg 2010;Thornberg and Knutsen 2011;Varjas et al 2008). The victim is regarded as a person who does not fit in.…”

mentioning

confidence: 99%

Victimising of school bullying: a grounded theory

Thornberg

Halldin

Bolmsjö

et al. 2013

Research Papers in Education

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“…Previous research indicates that schoolchildren tend to attribute causes of bullying to the victim by interpreting him or her as deviant or different (e.g., different appearance, behavior, clothes, or way of speaking) (Bosacki et al, 2006;Buchanan & Winzer, 2001;Frisén, Holmqvist, & Oscarsson, 2008;Hamarus & Kaikkonen, 2008;Hazler & Hoover, 1993;Hoover, Oliver, & Hazler, 1992;Teräsahjo & Salmivalli, 2003;Varjas et al, 2008). A recent study has shown that peer-perceived atypical behavior of a child is in fact related to higher levels of social rejection and peer victimization among schoolchildren (DeRoiser & Mercer, 2009).…”

Section: Children's Representations On Bullying Causesmentioning

confidence: 99%

Schoolchildren's social representations on bullying causes

Thornberg

2010

Psychology in the Schools

112

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The aim of the present study is to investigate schoolchildren's social representations on the causes of bullying. Individual qualitative interviews were conducted with 56 schoolchildren recruited from five elementary schools in Sweden. Mixed methods (grounded theory as well as descriptive statistic methods) were used to analyze data. According to the findings, the most prevalent social representation on bullying causes among the children is to view bullying as a reaction to deviance. The second most frequently used explanation type is to view bullying as social positioning. Other social representations on bullying causes are to explain bullying as the work of a disturbed bully, a revengeful action, an amusing game, social contamination, and a thoughtless happening. Social representations of bullying causes appear to be linked to the more general process of social categorization and seem in many bullying cases to promote moral disengagement among the children

This is the author’s version of the following article: Robert Thornberg, Schoolchildren's social representations on bullying causes, 2010, Psychology in the schools, (47), 4, 311-327. http://dx.doi.org/10.1002/pits.20472 Copyright: John Wiley & Sons, Ltd http://eu.wiley.com/WileyCDA/Brand/id-35.html

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“…Indirect forms of bullying received less attention: social exclusion was represented half as often as physical bullying, and other relational bullying, such as rumor spreading, was the least represented. This is significant, as males are more likely to be involved in bullying and to be victimized by direct forms of bullying, while females report similar levels of victimization, but in its indirect forms [31,32]. Videos addressed cyber-bullying less frequently than direct bullying, but more frequently than indirect bullying.…”

Section: Discussionmentioning

confidence: 84%

It Gets Better: A Content Analysis of Health Behavior Theory in Anti-Bullying YouTube Videos

Lister

Brutsch

Johnson

et al. 2013

IJH

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Bullying is a pervasive problem that affects children and adolescents of all backgrounds. Public Service Announcements (PSAs) spread through social media present a unique opportunity to reach many young people and teach skills for dealing with bullying. The purpose of this paper is to examine health behavior theory content of antibullying YouTube PSAs, and other YouTube videos containing anti-bullying messages. This study design comprised a content analysis for health behavior theory of anti-bullying YouTube videos. Videos were selected from www.YouTube.com using specific search terms typed into the search tool bar. Three graduate students trained in health behavior theory coded the videos. Results demonstrate that most anti-bullying YouTube videos do not incorporate health behavior theoretical constructs. Videos containing links to other websites were found to have greater inclusion of health behavior theory constructs. Theory was also positively associated with the number of views (p < .05). This paper represents the first in-depth content analysis for health behavior theoretical constructs in YouTube videos targeting bullying PSAs. Organizations should incorporate health behavior theories when developing PSAs to maximize behavioral impact, and to achieve high viewership. Overall anti-bullying videos on YouTube are ineffective in both utilizing theory and garnering views.

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13‐year‐olds’ perception of bullying: definitions, reasons for victimisation and experience of adults’ response

Cited by 134 publications

References 16 publications

Victimising of school bullying: a grounded theory

Victimising of school bullying: a grounded theory

Schoolchildren's social representations on bullying causes

It Gets Better: A Content Analysis of Health Behavior Theory in Anti-Bullying YouTube Videos

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