Is the direct approach to reducing bullying always the best?

Galloway, David; Roland, Erling

doi:10.1017/cbo9780511584466.004

Cited by 53 publications

(41 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This reminds us that bullying research and bullying prevention and intervention programs should not be confined to an individual approach focusing only on the personal characteristics of the bully and the victim, but also consider the social climate, group processes, classroom ecologies, and peer interactions at school (cf., Doll, Song, & Siemers, 2004;Galloway & Roland, 2004;Roland & Galloway, 2002;Salmivalli et al, 1996;Walcott et al, 2008). For example, a recent study has shown a negative correlation between high-rating perceptions of school moral atmosphere and children's tendency to blame the victim in hypothetical bullying scenarios (Gini, 2008).…”

Section: Discussionmentioning

confidence: 99%

Schoolchildren's social representations on bullying causes

Thornberg

2010

Psychology in the Schools

112

123

View full text Add to dashboard Cite

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

show abstract

Section: Discussionmentioning

confidence: 99%

Schoolchildren's social representations on bullying causes

Thornberg

2010

Psychology in the Schools

112

123

View full text Add to dashboard Cite

show abstract

“…Many items in the questionnaire were adapted from other instruments used in research exploring bullying, truancy and learner attitudes (Galloway and Roland 2004). The items on mobile phone use were adapted from the recent study by Porter et al (2016).…”

Section: Questionnaire Designmentioning

confidence: 99%

Mobile phone use in two secondary schools in Tanzania

et al. 2017

Self Cite

View full text Add to dashboard Cite

Mobile phone technology in Tanzania has grown rapidly but there is insufficient data on its application in schools. This paper aims to show how students in the first and third year (F1 and F3) teachers in two rural secondary schools perceived its use. F1 and F3 students completed a questionnaire. Teachers and students in F1 and F3 discussed the uses and misuses of mobile phones in separate focus groups. Although they served similar areas the two schools differed in students' use -and awareness of misuse -of mobile phones. Most students had access to a mobile phone, but were not permitted to bring them to school. Few teachers could see a positive use for the technology in the curriculum. There is an urgent need for pedagogical resources to support the introduction of mobile technology into classrooms but equally it is crucial that any such introduction is through a process of engagement with the concerns of students, teachers and the wider community with frank discussion about both the dangers and the potential benefits of using mobile phones in learning.

show abstract

“…Дa би нaстaвник мoгao успeшнo дa дeлуje у прaвцу прeвeнциje и интeрвeнциje, вeoмa je вaжнo дa мeрe чиja сe примeнa прeпoручуje нe зaхтeвajу већи нaпoр приликoм њи-хoвe примeнe, нe oдузимajу прeвишe врeмeнa и дa могу бити интегрисанe у свaкoд-нeвнe вaспитнo-oбрaзoвнe aктивнoсти шкoлe (Colvin et al, 1998;Galloway & Roland, 2004;Vernberg & Gamm, 2003).…”

Section: прEвентивне и интервентне мEре и Aктивнoсти нA нивOу Oдeљeњaunclassified

School-based peer violence prevention: An overview of measures and activities

Mаrković¹

2017

Nastava i vaspitanje

View full text Add to dashboard Cite

уводШколски контекст је специфичан по томе што се у њему на oргaнизoвaн, систeмaтичан, сврсисхoдан начин нaстojи дoпринeти штo цeлoвитиjeм рaзвojу лич-нoсти свaкoг учeникa, путeм дeлoвaњa нa интeлeктуaлни, eмoциoнaлни, сoциjaлни и морални рaзвoj. Meђутим, тaj прoцeс сe нe oдвиja пoдjeднaкo успeшнo и с истoм лaкoћoм кoд свих пojeдинaцa, нити у свим шкoлaмa. Наиме, вршњачко насиље, као неприлагођено и неприхватљиво друштвено понашање (које би се описно могло од-редити као социјална интеракција између појединаца унутар вршњачке групе коју 1 Е-mail: marija.markovic@filfak.ni.ac.rs 2 Рад је настао у оквиру пројекта Одрживост идентитета Срба и националних мањина у пограничним општинама источне и југоисточне Србије (бр. 179013), који се реализује на Машинском факултету Универзитету у Нишу, а финансира га Министарство за просвету, науку и технолошки развој Републике Србије.

show abstract

Is the direct approach to reducing bullying always the best?

Cited by 53 publications

References 14 publications

Schoolchildren's social representations on bullying causes

Schoolchildren's social representations on bullying causes

Mobile phone use in two secondary schools in Tanzania

School-based peer violence prevention: An overview of measures and activities

Contact Info

Product

Resources

About