Critique of the Bullying Research Program

Horton, Paul

doi:10.1002/9781118482650.ch4

Cited by 5 publications

(5 citation statements)

References 89 publications

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“…Kriittinen koulukiusaamista koskeva tutkimus on kuitenkin nostanut esiin haasteita kiusaamistutkimuksen painotuksissa ja esimerkiksi kiusaamisen määrittelyssä (esim. Horton, 2021;Huuki, 2018;Schott & Søndergaard, 2014a). Vaikka yhteiskuntatietoisia, kriittisiä näkökulmia kiusaamistutkimukseen alkoikin jälleen ilmestyä vuosituhannen vaihteessa, ovat ne kuitenkin kansainvälisesti edelleen marginaalissa psykologiseen tutkimukseen nähden (Schott & Søndergaard, 2014a;Walton, 2015).…”

Section: Tutkimus Koulukiusaamista Koskevasta Asiantuntijatiedostaunclassified

“…Myös tilanteet, joista puuttuu toistuvuus tai tahallisuus (esim. Ellwood & Davies, 2010;Horton, 2011Horton, , 2021Sercombe & Donnelly, 2013) tai tilanteet, jotka heijastavat yhteiskunnan konteksteissa olevia epätasa-arvoja ja normatiivisuutta (esim. Juva, 2022;Ringrose & Renold, 2010) jäävät määritelmän ulkopuolelle.…”

Section: Yksilöllistävän Kiusaamistutkimuksen Haasteetunclassified

“…Tutkimukseni avulla pyrin vastaamaan kriittisen kiusaamistutkimuksen esittämään haasteeseen (esim. Horton, 2021;Walton, 2015) ja kyseenalaistamaan kiusaamistutkimuksen itsestäänselviltä vaikuttavia teoreettisia taustaolettamuksia. Toisaalta tavoitteenani tällä tutkimuksella on valottaa sitä, millaisen tiedon varassa käytännön toimijat muodostavat omaa ymmärrystään koulukiusaamisesta ilmiönä ja millaisen tiedon pohjalta kiusaamista ennalta ehkäiseviä ja ratkaisevia toimia kouluissa rakennetaan.…”

Section: Tutkimuksen Tavoite Ja Toteutusunclassified

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Tutkimus koulukiusaamista koskevasta asiantuntijapuheesta

Väisänen

2024

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Section: Tutkimus Koulukiusaamista Koskevasta Asiantuntijatiedostaunclassified

Section: Yksilöllistävän Kiusaamistutkimuksen Haasteetunclassified

Section: Tutkimuksen Tavoite Ja Toteutusunclassified

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Tutkimus koulukiusaamista koskevasta asiantuntijapuheesta

Väisänen

2024

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“…Bullying refers to a negative or a series of aggressive and manipulative actions, carried out by one or more people who were charged with violence during a certain period of time against people or groups who were considered weak (Sengkey, 2018). According to Horton (2021) bullying is "a willful and conscious desire to hurt another and put him under stress". Bullying was a form of intimidation to hurt others that was done intentionally against weaker people or groups.…”

Section: Definition and Types Of Cyberbullyingmentioning

confidence: 99%

Indonesia's Criminal Law Policy in Tackling Cyberbullying with a Restorative Justice Approach

Takdir

Fitriasih

2023

J Legal, Brief, Legal Brief

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The increasing number of complaints from victims of cyberbullying crimes from year to year certainly requires a criminal law policy, both through penal and non-penal efforts, which are not only repressive but also preventive. The Restorative Justice (RJ) approach is one of the possible mechanisms that can be offered in order to combat this type of crime. This study aims to explain how Indonesian criminal law regulates cyberbullying and how Restorative Justice (RJ) approach concept addresses cyberbullying. This research is normative juridical research. The legal materials used were primary legal materials taken from regulations and secondary legal materials refer to relevant writings, books or research. The data is analyzed qualitatively and the writing was organized systematically and descriptively. The results revealed that the regulation on the settlement of cyberbullying includes Article 310 paragraphs (1) and (2) of the Criminal Code, Article 311 of the Criminal Code, Article 315 of the Criminal Code, Article 27 paragraphs (3) and (4) in conjunction with Article 45 paragraph (3) and (4) Law Number 19 of 2016 concerning Amendments to Law Number 11 of 2008 concerning Information and Electronic Transactions and Article 29 in conjunction with Article 45B of Law Number 19 of 2016 concerning Amendments to Law Number 11 of 2008 concerning Information and Electronic Transactions (ITE Law), in this article cannot be applied if the action is only in the form of a threat. Even so, the concept of restorative justice is regulated in law enforcement agencies as the implementation rules have not accommodated several types of cyberbullying crimes.

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“…Although contested (Carrera et al, 2011;Horton, 2021;Volk et al, 2014), school bullying has commonly been distinguished from other types of behaviours by three prominent components, namely that bullying (1) involves an intention to harm, ( 2) is repetitive in nature, and (3) is characterised by a clear power imbalance between perpetrator and victim (Gaffney et al, 2019;Hymel & Swearer, 2015;Smith, 2014). In turn, loneliness can be understood as "the unpleasant feeling that takes place when one's network of social relationships is deficient in some important way, either quantitatively or qualitatively" (Perlman & Peplau, 1981, p. 31).…”

Section: Introductionmentioning

confidence: 99%

“I’m Often Alone”: An Ethnographic Study of School Loneliness and Bullying in a Swedish Elementary School

Strindberg

2022

Child Youth Care Forum

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Background Despite extensive work to prevent and reduce bullying interactions, bullying is still a prevalent problem in many schools. Children and youth also report that they feel involuntarily left out in school. While research has demonstrated the ways in which school bullying is connected to risk factors across different ecological layers or contexts, relatively little consideration has been given to aspects beyond the individuals directly involved in bullying situations, such as the exo, and macrosystem layers. Objective The aim of this study was to examine three pupils’ experiences of school loneliness and bullying. The following questions guided the study: (1) What are the pupils’ experiences of school loneliness and bullying? (2) How can the pupils’ experiences of school loneliness and bullying be understood beyond the individuals directly involved in the bullying situations? Method The research is based on ethnographic fieldwork conducted at one Swedish elementary school including 34 pupils and 7 teachers in two sixth-grade classes (i.e., ages 11–12). The findings presented in this article are based on a group interview with three pupils about their experiences of school loneliness and bullying. The interview responses are put into perspective using findings from the ethnographic fieldwork. The findings were analysed using methods from constructivist grounded theory and through the lens of Bronfenbrenner’s ecological theory of human development as well as critical bullying studies. Results The findings of this study demonstrate the ways bullying interactions are tied to the different layers, or “settings”, of the bullying ecology as the pupils draw from a range of differential points of reference so as to socially evaluate themselves, their classmates, and their peers. Conclusions An important conclusion of the study is for principals, teachers, and other school personnel to consider more thoroughly the interdependent interplay of the bullying ecology.

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Critique of the Bullying Research Program

Cited by 5 publications

References 89 publications

Tutkimus koulukiusaamista koskevasta asiantuntijapuheesta

Tutkimus koulukiusaamista koskevasta asiantuntijapuheesta

Indonesia's Criminal Law Policy in Tackling Cyberbullying with a Restorative Justice Approach

“I’m Often Alone”: An Ethnographic Study of School Loneliness and Bullying in a Swedish Elementary School

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