Bullying: Implications for the Classroom
Regular price
42.000 KD
inc. VAT
Couldn't load pickup availability
Table of contents
- Cover
- Contentsv
- Contributorsxiii
- About the Authorsxv
- Prefacexxi
- Acknowledgmentsxxiii
- Chapter 1. What is Bullying?1
- I. Research Attention: National and International2
- II. Definition of Bullying3
- III. Types of Aggression Involved in Bullying5
- IV. Classification of Bullying Roles: A Dyadic Approach6
- V. Classification of Bullying Roles: A Group Approach7
- VI. Theoretical Perspectives of Bullying9
- VII. Conclusions12
- References13
- Appendix A17
- Appendix B18
- Chapter 2. Who Are The Victims?19
- I. Classifications of Victims20
- II. Individual Characteristics of Victims21
- III. School-Level Characteristics of Victims24
- IV. Reactions of Victims25
- V. Duration of Victimization26
- VI. The Blurred Boundary Between Victims and Bullies27
- VII. Theoretical Explanation of the Victim-Bully Cycle29
- VIII. Overcoming Victimization30
- References31
- Chapter 3. A Theoretical Review of Bullying: Can It Be Eliminated?35
- I. What is Bullying?36
- II. ‘‘Kids Will Be Kids’’: How Common is Peer Harassment?37
- III. It Is Our Nature: A Social-Biological/Evolutionary View of Peer Harassment40
- IV. Social Dominance Theory Applied to Bullying Behaviors43
- V. Now Where to We Go: Challenges for Prevention and Intervention50
- VI. Summary56
- References56
- Chapter 4. In The Looking Glass: A Reciprocal Effect Model Elucidating The Complex Nature of Bullyin63
- I. Introduction63
- II. Background64
- III. Self-Concept and Its Role in Bullying Research71
- IV. The Present Investigation75
- V. Causal Ordering of Bullying and Being Bullied85
- VI. The Role of Multiple Dimensions of Self-Concept and Depression in the Causal Ordering of Bullyin89
- VII. General Discussion95
- VIII. Implications and Summary101
- References102
- Appendix107
- Chapter 5. The Bully in the Family: Family Influences on Bullying111
- I. The Framework of Descriptive Psychology111
- II. How Do We Define Bullying? Let Us Count the Ways112
- III. Bullying from a Descriptive Psychology Standpoint114
- IV. Achievement Descriptions as Partial Behavior Descriptions: Understanding The Behavior of the Bul116
- V. Actor, Observer, Critic: Three Ways to Understand the Behavior of Bullies120
- VI. Bullying and Status: How to Get It and How to Keep It121
- VII. The Bully in the Family122
- VIII. The Bully’s Status in the Family130
- References133
- Chapter 6. Peer Influences137
- I. Children’s Needs and Rights: Introduction137
- II. The Role of the Bystander in School Bullying140
- III. What is Peer Support?142
- IV. Theory of Mind and Close Relationships144
- V. Successfully Implemented Programs in Schools148
- VI. Conclusion156
- References156
- Chapter 7. Schools and Bullying: School Factors Related to Bullying and School based Bullying Interv159
- I. Introduction159
- II. Previous Research on School Factors Related to Bullying161
- III. School-Based Interventions to Prevent Bullying169
- IV. Conclusion171
- References174
- Chapter 8. Bullying During Middle School Years177
- I. Introduction177
- II. Bullying as a Deliberate From of Aggression178
- III. A Social Dominance View of Bullying and Victimization in Early Adolescence179
- IV. Sex Differences in Bullying and Aggression and the Emergence of Heterosexual Relationships182
- V. Heterosexual Relationships185
- VI. Bullying and the Role of Changing Schools During Early Adolescence187
- VII. Specific Aspects of Middle School Associated with Bullying189
- VIII. Comparing Methods for Collecting Bullying and Victimization Data in Schools192
- IX. Ratings of Aggression Completed By Teachers and Research Associates194
- X. Direct and Diary Observations of Bullying/ Aggression and Victimization195
- XI. Instrument Utility in Identifying Bullies and Victimized Students197
- XII. Conclusion198
- References199
- Chapter 9. Evaluating Curriculum-Based Intervention Programs: An Examination of Preschool, Primary,203
- I. Introduction203
- II. Background204
- III. Curriculum-Based Intervention Programs205
- IV. Summary220
- References225
- Chapter 10. Research Based Interventions on Bullying229
- I. Introduction229
- II. What Can Be Done About Bullying and Its Negative Effects?235
- III. General Recommendations for School-Based Interventions249
- References252
- Subject Index257
In recent years there have been an increasing number of incidents where children have either perpetrated or been the victims of violence in the schools. Often times the children who perpetrated the violence had been the victims of school bullying. If bullying once was a matter of extorting lunch money from one's peers, it has since escalated into slander, sexual harassment, and violence. And the victims, unable to find relief, become depressed and/or violent in return.
Despite all the media attention on recent school tragedies, many of which can be traced to bullied children, there has been little in the way of research-based books toward understanding why and how bullying occurs, the effects on all the individuals involved and the most effective intervention techniques. Summarizing research in education, social, developmental, and counseling psychology, Bullying: Implications for the Classroom examines the personality and background of both those who become bullies and those most likely to become their victims, how families, peers, and schools influence bullying behavior, and the most effective interventions in pre-school, primary and middle schools. Intended for researchers, educators, and professionals in related fields, this book provides an international review of research on bullying.
KEY FEATURES:
* Presents practical ideas regarding prevention/intervention of bullying
* Covers theoretical views of bullying
* Provides an international perspective on bullying
* Discusses bullying similarities and differences in elementary and middle school
* Presents practical ideas regarding prevention/intervention of bullying
* Provides an international perspective on bullying
* Outlines information regarding bullying during the elementary and middle school years
* Covers theoretical views of bullying
* Presents new approaches to explaining bullying
* Contributing authors include internationally known researchers in the field
Despite all the media attention on recent school tragedies, many of which can be traced to bullied children, there has been little in the way of research-based books toward understanding why and how bullying occurs, the effects on all the individuals involved and the most effective intervention techniques. Summarizing research in education, social, developmental, and counseling psychology, Bullying: Implications for the Classroom examines the personality and background of both those who become bullies and those most likely to become their victims, how families, peers, and schools influence bullying behavior, and the most effective interventions in pre-school, primary and middle schools. Intended for researchers, educators, and professionals in related fields, this book provides an international review of research on bullying.
KEY FEATURES:
* Presents practical ideas regarding prevention/intervention of bullying
* Covers theoretical views of bullying
* Provides an international perspective on bullying
* Discusses bullying similarities and differences in elementary and middle school
* Presents practical ideas regarding prevention/intervention of bullying
* Provides an international perspective on bullying
* Outlines information regarding bullying during the elementary and middle school years
* Covers theoretical views of bullying
* Presents new approaches to explaining bullying
* Contributing authors include internationally known researchers in the field