A time line of the evolution of school bullying in differing social contexts

Abstract

These substantial works are typically reflected in the different definitions of bullying and are adapted by other nations where pre-existing theories on bullying have not yet been established. Furthermore, methods of investigating bullying (e.g. selfreports and peer nominations of victimisation), in particular the questionnaire developed by Olweus (1978Olweus ( , 1993, have been widely acknowledged and used in many countries.While not denying the validity of Owleus's questionnaire for investigating bullying, we must ask how the popular questionnaire and the definition that was used for the questionnaire can explore the unique features of bullying phenomena in different cultures. We should also consider that whether or not bullying has manifested itself in the same form and/or definition in a given nation over a period of time. If not, we should question how it has changed and evolved. These are very important issues since the final goal of studying bullying is to reduce its incidence and to prevent further potential problems (e.g. subsequent delinquency). Thus, there must be a significant amount of accumulated information which can reflect how the behaviour has been developed since earlier times. Studying the forms and A Time Line of the Evolution of School Bullying in Differing Social Contexts Hyojin KooWoosuk University KoreaThe aim of this present study is to expand our general understanding of bullying behaviour and to advance our knowledge about bullying among pupils. As evidenced by historical documents, the phenomenon of bullying is not a new concept. The fact that some people are frequently and systematically harassed or attacked by others is described in literary works and it also has been found most realistically in schools. Overall, considerable examples of bullying incidents among young people in earlier times have been found out through this study. In earlier times, according to descriptions in old documents from the 18 th to early 20 th centuries, bullying was generally described as physical harassment that usually related to a death, strong isolation, or extortion in school children. However, in contrast to the forms of bullying in earlier times, and the first descriptions of bullying as one or a few physically strong boys directly and harshly treating weaker ones, bullying in modern contexts includes more psychological and verbal threatening as well. Moreover, the meaning and forms of bullying has been expanded and developed as including mean gestures and facial expression, gossiping, and spreading rumours.

Children's Experiences of Bullying Victimization and the Influence on Their Subjective Well‐Being: A Multinational Comparison

“…The term bullying was rarely used in these accounts, and was instead referred to as a form of interpersonal violence enacted on a daily basis. This suggested that it was an accepted form of behavior, considered “normal” among young people, and seen as an inherent part of human nature for centuries (Koo, ).…”

Bullying: Definition, Types, Causes, Consequences and Intervention

“…Systematic study of bullying in schools in the west started in Scandinavia, the first notable publication being Dan Olweus' book, Forskning om skolmobbning (; English translation 1978). In the east, there were studies in Japan and in South Korea at least from the 1980s (Morita, ; Koo, ).…”

The Trouble with Bullying – Deconstructing the Conventional Definition of Bullying for a Child‐centred Investigation into Children's Use of Social Media

“…Bullying and its impacts on children's lives are long‐standing concerns, with modern research interest emerging in the late 19th century (Burk, ; Koo, ). While descriptions of bullying in earlier work are recognisably consistent with current understandings, the pioneering empirical work undertaken by Olweus () is frequently cited as an originating point for current research literature.…”