Bullying in school: nature, effects and remedies

Abstract

This review synthesizes recent research on bullying in school, a widespread social problem among school-age children in many countries. It begins with a theoretical examination of the de® nition of bullying, showing the multifaceted coercive behaviours of bullying. The review proceeds to demonstrate the short-and long-term consequences of bullying for both victims and bullies. The authors outline individual characteristics of victims, bullies and bystanders as well as school characteristics of bullying. The authors examine, from the sociological perspective, the social tolerance of bullying, and provide theoretical bases for explaining bullying behaviours. The review ends with a discussion on successful prevention and intervention programmes of bullying as well as on the counselling aspects of bullying. In addition, the authors examine quantitative and qualitative methods commonly used in the research of bullying, evaluating each method and introducing new, promising quantitative and qualitative methods, and discuss future directions in the study of bullying in school.

Peer Victimization in Dutch School Classes of Four‐ to Five‐Year‐Olds: Contributing Factors at the School Level

“…School level predictors are often divided into two different categories: school context and school climate (Ma, Stewin, & Mah, 2001;Payne & Gottfredson, 2004). School context refers to structural characteristics such as school size and the neighborhood's socioeconomic status (SES).…”

Ο Ρόλος Των Παρατηρητών Στα Επεισόδια Σχολικού Εκφοβισμού - Προτάσεις Παρέμβασης

“…Οι θύτες είναι συνήθως παιδιά με χαμηλό αυτοσυναίσθημα (Griffin, & Gross, 2004), θύματα ενδοοικογενειακής βίας και μαθητές μέτριων ή χαμηλών σχολικών επιδόσεων (Ma, Stewin, & Mah, 2001). Τα αγόρια-θύτες χρησιμοποιούν κυρίως το σωματικό και τον ηλεκτρονικό εκφοβισμό, ενώ τα κορίτσια-θύτες εκφοβίζουν έμμεσα, συνήθως, κορίτσια ίδιας ηλικίας.…”

“…Τα θύματα είτε είναι παθητικά ή πειθήνια θύματα, δηλαδή παιδιά αγχώδη, ευαίσθητα, υποχωρητικά και σωματικά περισσότερο αδύναμα, είτε προκλητικά θύματα, δηλαδή παιδιά επιθετικά, που προκαλούν ένταση στο περιβάλλον τους και συγκρούονται διαρκώς με αυτό. Έχουν βιώσει απόρριψη από τους γονείς τους, έχουν χαμηλή αυτοεκτίμηση και χαμηλές σχολικές επιδόσεις (Ma, Stewin, & Mah, 2001). Στους παρατηρητές, κορίτσια ή αγόρια, έχουν αποδοθεί περαιτέρω χαρακτηρισμοί όπως «μάρτυρες», «συμμετέχοντες» ή «περαστικοί» (Stassen-Berger, 2007).…”

Exploring Bullying in Nigerian Secondary School and School Administrators Strategies for Its’ Management Department of Educational Administration and Policy Studies

“…The report further revealed that bullies exhibit behaviors deigned to undermine their victim's professional standing, authority and competence or impede access to key resources for their work. A school with high bullying syndrome scares new students (Ma Xin Len Stewin & Deveda, 2001;Aluede and Fajoju, 2011;Al Fassi, 2004). Thus bullying can frustrate the victim in many ways, making him/her not to be able to attain his/her goals.…”

“…He continued by saying that bullying has to occur repeatedly and regularly and over a period of time. Bullying is characterized by acts of intentional harm, repeated over time, in a relationship where an imbalance of power exists (Pepler and Craig, 2007;Ma Stewin and Mah, 2001). Bullying is not just a child's play but a terrifying experience faced by many school children every day (Craig, 1998;Beran, 2005;and Thornbery 2010).…”