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1.
ABSTRACTThis study adopts a creative methodology to investigate how cartoons can serve as visual representations of primary school children’s understanding of bullying and compares how their understanding develops over time. The study was carried out in Northern Ireland where the Addressing Bullying in Schools (Northern Ireland) Act 2016 will require schools to follow a new statutory definition of bullying. To investigate the behaviours that children associate with bullying, a set of 16 original stick figure cartoons was devised. The cartoons were shown to a sample of Year 3 and Year 7 pupils from two different primary schools in Northern Ireland (N = 90). Pupils were asked to record which scenarios they considered to be bullying or not bullying. They were then invited to write their own definitions of bullying and to creatively illustrate them using stick figures. A total of eight gender-specific pupil focus groups were conducted across the two schools to explore the key elements which the pupils considered significant to their understanding of bullying. The study highlights the value of this creative participatory approach and found a wide range of behaviours which children associate with bullying but also considerable variation among pupils in terms of their understanding. Levels of understanding in Year 7 were more nuanced than those in Year 3, but there were no discernible differences by pupil gender. Conclusions are drawn in terms of the new legislation in Northern Ireland, but also in relation to the benefits of adopting a creative research methodology using cartoons as visual representations with children to explore complex pastoral issues. 相似文献
2.
Previous studies suggest that many teachers worldwide are bullied by students. However, deeper understanding of teachers' bullying experiences; of their interpretations of the causes of bullying; and of how they cope with these experiences, is lacking. Using an Internet survey we examined the attributions made by Finnish elementary and lower secondary school teachers for their victimisation; the people with whom they share their experiences; and the links between these. Three kinds of attribution were identified: student-related, institution-related, and teacher-related. Selection of the persons with whom teachers shared their experiences was determined by the nature of the attributions given for victimisation. 相似文献
3.
Bullying in schools is recognised as a global problem. In the USA, school shootings and increasing school aggression focused research on the causes of bullying and interventions that could reduce or eliminate bullying behaviours. A variety of bullying programs have generated mixed results with some actually increasing bullying behaviours. There are consistent limitations on the research, including problems of definition, scope, generalisability, complexity and philosophy and model, but slowly, consensus on these issues is being reached. Positive behaviour supports (PBIS) in schools provides a framework for comprehensive behavioural management. PBIS is being implemented across the USA as part of a national response to intervention (RTI) model. PBIS might offer an opportunity to address some of these persistent problems and to avoid others altogether. This literature review considers the nature of the problems limiting success of bullying prevention programs and will offer recommendations for potential solutions within a PBIS framework. 相似文献
4.
Paul Horton 《Educational Philosophy and Theory》2013,45(14):1444-1453
Despite a vast amount of research into school bullying and the widespread implementation of anti-bullying policies and programs, large numbers of students continue to report that they are routinely subjected to bullying by their peers. In this theoretical article, I argue that part of the problem is that there has been a lack of critical discussion of the theoretical foundations upon which such studies are based. Drawing on recent theoretical contributions within the field of school bullying, the work of anthropologist James C. Scott, and the work of philosophers Michel Foucault and Giorgio Agamben, I take particular issue with the notion of power that has long been a foundational pillar of bullying definitions. Utilizing a Foucauldian understanding of power, I argue that rather than focusing on the power imbalance involved in bullying relations, focus instead needs to shift onto the role that bullying plays in power relations. Reimagining Agamben’s figure of homo sacer as a victim of school bullying, I consider the ways in which some individuals are reduced to bare life and forced into a state of exception whereby social laws are no longer deemed applicable. The article concludes with a discussion of how this state of exception might be challenged. 相似文献
5.
Jon Swain 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):358-364
The first part of this short report looks at the problems of using the term ‘bullying’ across different cultures; and the difficulties in arriving at a definitive definition of what constitutes bullying among professional researchers and other adults. The second part looks at young children's perception of what bullying means to them, and draws on a small‐scale piece of recent research that formed part of an MA dissertation on the incidence of bullying in a junior school in Essex. The results suggested that pupils (and teachers) found the term ‘bullying’ rather ambiguous and difficult to define. Younger pupils were found to have a more extensive definition of the term, and a hypothesis was proposed that this might account for the higher levels of being bullied found in the lower school. 相似文献
6.
Yoon-Suk Hwang Julie Dillon-Wallace Marilyn Campbell Jill Ashburner Beth Saggers Suzanne Carrington 《International Journal of Inclusive Education》2018,22(4):391-408
Students with ASC are at heightened risk for bullying and their understanding of bullying is known to protect them from involvement in it (Humphrey and Hebron 2015). However, only a handful of studies have examined how students with ASC understand traditional bullying and none of them focused on cyberbullying. To fill this gap, we investigated how traditional bullying and cyberbullying are understood from the perspectives of 89 students with ASC attending inclusive schools and 490 students without ASC. Twenty vignettes were used from (Campbell et al. 2017a), based on the Olweus (1999) definition of bullying and verified by a Delphi technique. In the majority of traditional bullying and cyberbullying vignettes, students with ASC made more accurate responses than inaccurate ones and demonstrated higher accuracy rates than students without ASC. Findings of linear multiple regression analyses pointed out ASC status as a predictive variable for understanding both types of bullying, along with students' age for understanding cyberbullying. The findings highlight the ability rather than inability to understand bullying in students with ASC. It is therefore critical to include the voices and experiences of students with ASC in our research endeavour. 相似文献
7.
Leonidas Kyriakides Bert P. M. Creemers Dona Papastylianou Marietta Papadatou-Pastou 《Scandinavian Journal of Educational Research》2014,58(4):453-478
A framework based on research on bullying and on educational effectiveness was offered to schools to assist them in developing strategies and actions to improve their learning environment, their policy for teaching, and their evaluation mechanisms in order to reduce bullying. At the beginning and end of the intervention, the Revised Olweus Bully/Victim Questionnaire and a teacher questionnaire measuring three school factors (school policy for teaching, school learning environment, and school evaluation) were administered to the experimental and control groups. This experimental study reveals that the intervention had both a direct impact on the reduction of bullying and an indirect impact through improving the school factors. Implications for research into supporting schools to reduce bullying are given. 相似文献
8.
Kate Schwartz Elise Cappella J. Lawrence Aber 《Journal of research on educational effectiveness》2019,12(1):160-190
There is a profound for more effective schools, especially within resource-poor communities in low- and middle-income countries. A wide range of literature identifies teachers as the most critical component of schools in regards to student learning. Despite this, there is a dearth of literature on how teachers' experiences influence their ability to attend school, remain in the teaching profession, and provide high quality teaching within the classroom. This study presents a theoretical framework for understanding the role of teachers' lives in context (skills, knowledge, and attitudes; poverty and health; contextual supports/barriers to teaching) in influencing teacher effectiveness. This framework builds upon Tseng and Seidman's (2007) systems framework for understanding youth social settings in order to incorporate teachers' lives into a larger model of educational effectiveness. This synthesis reveals significant gaps in our understanding of teachers' experiences and how they affect teaching. At the teacher attendance, attrition, and pedagogical quality and a key moderator of educational interventions. Implications for research, practice, and policy are discussed. 相似文献
9.
Ben A. Lohmeyer 《British Educational Research Journal》2023,49(1):158-173
School bullying attracts significant research and resources globally, yet critical questions are being raised about the long-term impact of these efforts. There is a disconnect between young people's perspectives and the long-established psychology-based technical definitions of school bullying dominating practice and policy in Australia. This dominant paradigm has recently been described as the first paradigm of school bullying. In contrast, this paper explores the potential for reorienting school bullying research towards the concerns of young people and away from adult-derived technical definitions. Borrowing from paradigm two, which emphasises the social, cultural and philosophical (among others) elements of school bullying, in this paper, I approach bullying under the broad banner of ‘social violence’. This approach addresses some of the inherent limitations of the first paradigm to conceptualise social and cultural dynamics. I argue that a ‘social violence’ approach reveals that the exclusionary effects of the social phenomenon of youth continue to be overlooked. Furthermore, the term ‘violence’ in bullying research could benefit from integrating contemporary sociological insights on this phenomenon. This paper draws on qualitative insights from a small group of young people in secondary schooling in South Australia gained through prolonged listening to peer conversations in a series of focus groups. In addition, 1:1 interviews were conducted pre and post the focus group series. I argue that these participants' insights reveal the exclusionary effects of youth and the employment of bullying to trivialise young people's experiences and concern for harm. There is a need to reprioritise young people's knowledge in school bullying research and the exclusionary effects of youth alongside other social forces. 相似文献
10.
11.
Most research on bullying in schools has focussed on characteristics of bullies or victims, and their families. Relatively little has investigated the school's contribution to pupil bullying. Information was obtained from teachers in 22 Norwegian primary schools on bullying and 3 aspects of professional culture. The school highest in bullying had significantly worse scores on all professional culture variables than the school lowest on bullying. The results are discussed with reference to the possibility that improvement in professional culture may contribute to less bullying and overall improvement in behaviour. In turn, these may be prerequisites for improvement in academic standards. 相似文献
12.
Brian Moore 《Educational Psychology in Practice》2017,33(1):65-80
Anti-bullying strategies are significant approaches addressing bullying in schools, however their capacity to produce a reduction in bullying behaviour is open to question. This article examined a resilience-based approach to bullying. One hundred and five primary and high school students were surveyed using several standardised instruments. The study found that high school students reported more victimisation than primary students; that students reporting greater resilience; experienced less distress regarding bullying; that relatedness demonstrated a stronger negative correlation than mastery with distress levels to bullying; that students exhibiting greater emotional reactivity engaged in more bullying behaviour compared to others; and that a younger group exhibited greater resilience levels compared to an older group. The results support an evolutionary psychology view of bullying and suggest an operational definition of bullying in terms of power differentials within a relational context. Further examination and development of a resilience-based intervention model focused on developing a sense of relatedness is supported. 相似文献
13.
Nina Hein 《British Journal of Sociology of Education》2017,38(8):1125-1138
This article explores the subject of parents with respect to children’s bullying at school. The overarching claim is that parental agency and positions on children’s bullying at school are produced and made possible by an apparatus of multiple, concurrent forces that provide poor conditions for a constructive partnership between parents and schools in cases of bullying. This research adds to the existing literature in the field by suggesting that the connections between schools, parents and their children’s social behaviour at school must be seen as complexly entangled and involving a range of forces at local, societal and political levels. Furthermore, based on an emergent research design, the article contributes to the discussion of post-qualitative research, drawing upon varied, qualitative empirical material and analytically experimenting with combining Adele Clarke’s idea of situational analysis and Karen Barad’s concepts of intra-action and apparatus. 相似文献
14.
Päivi Hamarus Pauli Kaikkonen 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):333-345
Background:?Research into school bullying has a long tradition but a rather narrow scope. Many prevention programmes have been designed, but despite extensive investigation, most studies suggest that bullying is not decreasing. There is something paradoxical in this phenomenon. In order to have any real impact on some phenomena, thorough understanding is needed. What, then, is the essence of school bullying? How does it develop and how is it maintained in a community? In the present study written material and interviews concerning pupils´ experiences of bullying were used to examine how the status of the bully is created among pupils and how cultural norms and values in the community are constructed via bullying. Bullying as a phenomenon is a hidden process, where teachers are often misled. The meanings given to bullying behaviour can often be understood only by the pupils in the community. This is why bullying is possible in the presence of the teacher and also during lessons. The study suggests the need to see bullying in a broader social and cultural framework, which also provides a new way of understanding pupils´ social relationships. Purpose:?This study attempts to understand school bullying as a phenomenon from a social and cultural viewpoint. Communication in and meanings given to bullying acts in the school community are in focus. Sample:?The study sample comprised 85 lower secondary school pupils, aged 13–15, from various schools in central Finland. The data analysed consisted of 85 written accounts and 10 interviews. Design and methods:?Pupils were asked to write about ‘School bullying’. The interviews were open-ended thematic interviews or episodic interviews (cf. Friebertshäuser). A hermeneutic method was used in analysing the meanings in the texts. The transcribed texts were analysed using categories and themes within which the meanings given to bullying were interpreted. Results:?Our study suggested that bullying behaviour consists of short communicative situations which are often hidden from teachers. These separate situations account for the subjective experience of bullying. Bullying behaviour is a way of gaining power and status in a group or school class. The status is maintained by calling a pupil who is bullied different names. The ‘difference’ in the bullied pupil is interpreted as a culturally avoidable characteristic. In this way, bullying behaviour creates cultural norms and forces all pupils in the bullying community to follow them. Telling stories and calling the bullied pupil names increases the group's cohesion and the treatment of the bullied pupil creates fear in other pupils, who do not dare to fight bullying. In a community where bullying occurs, fear and guilt are obvious. Conclusions:?Bullying is embedded in cultural norms, values and social status in the whole community. The hidden nature of the phenomenon emerges in short communicative situations that should be taken seriously. This research applies an approach from sociology and cultural studies to an area that has been dominated by psychological approaches. In doing so, it opens up a variety of interpretations of what bullying is and how it develops in schools. 相似文献
15.
Monitoring bullying behaviours is the key aspect of a successful anti-bullying intervention. Questionnaires among pupils and principals of the same schools were utilised to measure the agreement between pupil-reported frequency and principals' estimations of the prevalence of frequent bullying in the same schools and to identify monitoring methods associated with the best agreement. The correlation between the pupil-reported frequency and the principal's estimate of the prevalence was weak. Two-thirds of the principals estimated the prevalence of frequent bullying in their schools to be four percentage points lower than the prevalence, based on pupils' reports. Questionnaires that were developed and administered by the schools themselves and unspecified monitoring methods were associated with the best agreement between pupils' reports and principals' estimates of the prevalence of frequent bullying. There is a clear need to communicate better the nationally collected data back to schools. It seems that despite the monitoring efforts, school principals were not aware of the prevalence of frequent bullying as perceived by their pupils. Awareness of the problem may require more than just available evidence. 相似文献
16.
Sandra Graham 《理论付诸实践》2016,55(2):136-144
This article provides an overview of current research on bullying (peer victimization, peer harassment) in school, with a focus on victims of such bullying. The 1st section provides a working definition of bullying and its many forms. The 2nd section describes some of the known consequences of being bullied for mental health, physical health, and academic achievement. The 3rd section turns to individual characteristics that might place children at risk for being bullied. The 4th section describes school-based interventions to reduce bullying and its negative effects. The final section considers implications of research on school bullying for teacher practice. 相似文献
17.
This paper investigates the extent to which psychological theory and research has contributed to how bullying is managed within schools. Teachers' awareness of the behaviours that constitute bullying, gender differences leading to identification difficulties, and low levels of reporting are discussed as plausible reasons for teachers' low intervention rates. Pupils' attitudes towards and responses to bullying are examined within the contexts of self‐efficacy, self‐acceptance and level of problem‐solving skill. Subsequent anti‐bullying interventions focusing on these aspects are explored and the importance of a whole‐school approach emphasised. 相似文献
18.
Peter K. Smith Cherise Smith Rob Osborn Muthanna Samara 《Educational Psychology in Practice》2008,24(1):1-12
Schools in England are legally required to have an anti‐bullying policy, but the little research so far suggests that they may lack coverage in important areas. An analysis of 142 school anti‐bullying policies, from 115 primary schools and 27 secondary schools in one county was undertaken. A 31‐item scoring scheme was devised to assess policy. Overall, schools had about 40% of the items in their policies. Most included improving school climate, a definition of bullying including reference to physical, verbal and relational forms, and a statement regarding contact with parents when bullying incidents occurred. But many schools did not mention other important aspects, and there was low coverage of responsibilities beyond those of teaching staff; following up of incidents; management and use of records; and specific preventative measures such as playground work and peer support. There was infrequent mention of homophobic bullying, and of cyberbullying. There was little difference between policies from primary and secondary schools. Findings are discussed in terms of national policy, and ways to support schools in maximising the potential of their policies for reducing bullying. 相似文献
19.
Increasing numbers of pupils with autism spectrum disorder (ASD) are attending mainstream schools. However, the available evidence suggests that they face a number of barriers that may prevent them from making the most of their education. In particular, recent research has suggested that they are more likely to be bullied, and typically report receiving more inconsistent social support than children with other or no special educational needs. In light of this, the aims of the current study were to identify the role social support plays in determining pupils' response to bullying and to identify barriers to the development and utilisation of social support when bullying occurs. Thirty‐six participants with ASD (age range 11–16 years), drawn from 12 secondary mainstream schools in the north‐west of England, were interviewed as part of a larger study examining inclusive education for this particular group of learners. Data were transcribed verbatim and subjected to thematic analysis, and a theoretical framework for understanding the responses to bullying and use of social support among pupils with ASD was subsequently developed. Key themes in the framework included the role played by potential advocates and their perceived efficacy in providing support, pupils' relationship histories and a lack of trust in other people. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD. 相似文献
20.
Karen E. Herne 《Critical Studies in Education》2016,57(2):254-270
Public discourse about school bullying is frequently underscored by debates about the relative roles and responsibilities of parents and schools in preventing bullying. Such debates are often characterised by a sense of recrimination, with blame apportioned according to perceived negligence. In this article, I provide a critique of ways in which parents have been represented in school bullying research, and consider how these representations inform public discourse about parents in relation to bullying. I argue that prevailing representations of parents in terms of responsibility and risk are a product of the dominance of psychological conceptualisations of bullying as individual pathological behaviour which stems from child development problems associated with poor parenting. As I show, this is but one of a number of ways in which bullying has been conceptualised in the research literature and provides a limited view of parents in relation to a complex social and cultural problem. I suggest that post-structural approaches to bullying research provide an important opportunity to broaden our understanding of how parents are positioned in the social and institutional systems of power in which bullying, and responses to it, takes place; and to move beyond current counter-productive discourses of responsibility and blame. 相似文献