A Review of Research on School Bullying Among African American Youth: An Ecological Systems Analysis

Saúde do escolar: uma revisão integrativa sobre família e bullying

“…In general, the assessments of students concerning contextual variables (family functioning, school environment and climate factors) can be associated with the involvement of students experiencing bullying and victimization 10,12,45 . In this context, risk factors include: lack of affection on the part of parents; aggressiveness is allowed among siblings, peers and even adults; rejection; overly protective parents; neglecting parents; difficult communication with parents; physical punishment and emotional outbursts on the part of parents when disciplining children 3,8,14 .…”

“…Bullying presents various nuances in investigations addressing its occurrence, actors, as well as its potential origins and determinants. Given the invasive characteristics of bullying and its adverse effects in the short and long run on the quality of life of people, studies in the health and education fields confirm that it constitutes a severe public health problem that requires even more studies and interventions to fight it [1][2][3] . This phenomenon is defined as repetitive violent behavior that occurs over time in relationships characterized by an imbalance in power and that can be manifested in many different ways 1 .…”

“…Damage to the victims includes anxiety, depression, relationship problems, and fragile self-esteem, in addition to other psychiatric disorders that may culminate in suicide. Bystanders, in turn, are subject to the same problems to which victims are subject and can also develop aggressive behaviors, as they perceive themselves to be vulnerable to social situations otherwise 3,5,12 . Therefore, bullying occurs within an enlarged social context, the privileged setting of which, addressed in this study, is the school, even while its origins vary.…”

Safe spaces? A social-ecological perspective on student perceptions of safety in the environment of the school canteen

“…The social-ecological perspective draws on Bronfenbrenner's work on the ecology of human development, and positions interactions within a number of systems, which can be understood like a set of nested shapes, moving inwards from the outermost macrosystem to the exosystem, mesosystem and microsystem, with the individual in the centre (Bronfenbrenner 1977(Bronfenbrenner , 1979Horton 2016;Kumar, O'Malley, and Johnston 2008;Patton et al 2013;Rodkin and Hodges 2003;Swearer et al 2010). While this perspective has helped to broaden the focus of research from the behaviour of particular individuals to the social-ecological environment and the various systems that constitute it, the perspective has a number of shortcomings.…”

Bullying and Victimisation Dynamics in High School: An Exploratory Case Study

“…Some indirect factors influencing bullying interactions include cultural factors, parents, extended family, teachers, school officials, peers, community factors, physical characteristics of school environment, school anti-bullying policies, and school atmosphere, for instance, student perceptions of selfsafety (Bronfenbrenner, 1974(Bronfenbrenner, /1977(Bronfenbrenner, /1986(Bronfenbrenner, /1979(Bronfenbrenner, /1988(Bronfenbrenner, /1993Paat, 2013). Support for the practicality of Bronfenbrennerís ecological systems theory in moderating juvenile personality abound (e.g., Hong & Garbarino, 2012;Huang, Foster, & Brooks-Gunn, 2013;Hong & Espelage, 2013;Patton, Hong, Williams, & Allen-Meares, 2013;and Espelage, 2014). As the ecological systems play significant modelling roles in driving bullying-victimisation interactions, anti-bullying interventions not assuming equally holistic integrated approaches by partnering with social ecological stakeholders playing critical functions in shaping how children will act over their teenage life courses, appear unrealistic.…”