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    Wyświetlanie 1-11 z 11
    Tytuł:
    The Characteristics of Students who Become Bullies through School Bullying
    Autorzy:
    Figula, Erika
    Margitics, Ferenc
    Petneháziné Harsányi, Ágnes
    Powiązania:
    https://bibliotekanauki.pl/articles/507133.pdf
    Data publikacji:
    2012
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    school bullying
    socialization
    typical emotional reactions
    Opis:
    In our research we wanted to find an answer to the question: what kind of temperament and character traits do students have who become bullies through school bullying, and what their typical emotional reactions are. In the study 410 children (post-primary education at elementary schools), 205 girls and 205 boys took part. In our research we used the following instruments: the Questionnaire on School Bullying, the Hungarian adaptation of Goch’s Family Socializational, the Hungarian adaptation of the Parental Bonding Instrument, the Hungarian version of Cloninger’s Temperament and Character Inventory, and the Hungarian version of Differentional Emotions Scale. The results of our research show that increased maternal overprotection as well as a rule or conflict oriented family atmosphere stand in the family socialization background of the students who become bullies through school bullying. The personality of bullies is characterized by a novelty seeking temperament, which is associated with an immature character. The emotions of bullies are characterized by feelings of anger and disgust, which force them to take emotion driven actions. They direct anger in an aggressive way towards their peers. The results of the research also revealed the major gender differences in the examined fields/areas.
    Źródło:
    Journal of Preschool and Elementary School Education; 2012, 2; 49-67
    2084-7998
    Pojawia się w:
    Journal of Preschool and Elementary School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    School experiences retrospectively: relationship between recall of bullying experiences and perception of schools by pedagogy students
    Autorzy:
    Tłuściak-Deliowska, Aleksandra
    Powiązania:
    https://bibliotekanauki.pl/articles/2005046.pdf
    Data publikacji:
    2016-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    school bullying
    prospective teachers
    pedagogy students
    retrospective study
    school climate
    appraisal of school
    Opis:
    The presented study explored the memories of 332 pedagogy students about the bullying experiences and their former schools. Findings indicate that: (1) young adults have very different experiences with bullying, (2) time spent at middle school was assessed as the worst, (3) general judgment of school was correlated with bullying experiences, especially students who were involved in bullying problems as a victim or bystander were less positive in their appraisals of school. The study provides a unique account of how young adults view their school experiences. Data is discussed in terms of its psycho-educational implications.
    Źródło:
    The New Educational Review; 2016, 43; 167-178
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Bullying in the School Environment. An Aggressor in a School Classroom Seen through His/Her Homeroom Teacher’s Eyes
    Autorzy:
    Kariková, Soňa
    Šimegová, Miroslava
    Powiązania:
    https://bibliotekanauki.pl/articles/29520372.pdf
    Data publikacji:
    2007-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    Bullying in school environment
    aggressor
    homeroom teacher
    Opis:
    This contribution of a theoretical-investigative character deals with bullying in the school environment, understood by us as a pedagogic, psychological, and legal phenomenon. At the same time it is a problem which is presently necessary for society to be specifically determined, defined, urgently solved, and it becomes a subject of increased interest of both the professional and lay public due to its seriousness. In our research we focused on how an aggressor and his/her specific manifestations are perceived by his/her homeroom teacher. We have found out that homeroom teachers perceive manifestations of aggressive behaviour differently; they consider them to be risky and rank them into multiple categories of a pupil’s risky behaviour. And on the contrary, there are teachers that do not consider an aggressor’s behaviour to be risky according to any of the categories of a pupil’s risky behaviour. We have noted more significant differences in homeroom teachers’ perception of a boy or a girl as an aggressor.
    Źródło:
    The New Educational Review; 2007, 12; 17-28
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Monitoring Elementary School Teachers’ Approaches to Handling Bullying Among Students
    Autorzy:
    Novocký, Michal
    Dulovics, Mário
    Petrík, Štefan
    Powiązania:
    https://bibliotekanauki.pl/articles/1964299.pdf
    Data publikacji:
    2021-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    bullying
    teacher
    intervention
    elementary school
    Opis:
    The aim of the study was to map teachers’ preferred approaches to handling bullying among students. The scaled Handling Bullying Questionnaire (Bauman et al., 2008) was used. The structure of the research tool was determined using exploratory factor analysis indicating the existence of 5 dimensions. The good fit of the model to the actual data was verified using confirmatory factor analysis returning very good values of the good fit indices (CFI, TLI, RMSEA, SRMR, GFI). 696 teachers of the elementary school second level participated in the research. Their mean age was 46.53 years (SD = 9.34) and the mean length of their experience was 21.10 years (SD = 10.44). Male teachers scored statistically significantly higher on the dimension „Disciplining the bully“; teachers who had obtained their qualification through a supplementary pedagogical study scored statistically significantly lower on the dimension „Ignoring the incident“ and higher on the dimensions „Enlisting other adults“ and „Disciplining the bully“; class teachers scored statistically significantly higher on the dimension „Working with the bully“; teachers having received anti-bullying training within their continuing education scored statistically significantly higher on the dimensions „Working with the bully“ and „Enlisting other adults“; teachers with functions aimed at sorting out students’ problem behaviour scored the lowest on the dimension „Ignoring the incident“. Neglectful and weak effects were identified of the differences in resulting values. Also, a weak direct dependence appeared between working with the bully as the preferred approach and the length of teachers’ experience.
    Źródło:
    The New Educational Review; 2021, 65; 213-223
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Bullying, Mobbing and Bossing as the Types of Violence in Schools
    Autorzy:
    Kariková, Soňa
    Šimegová, Miroslava
    Powiązania:
    https://bibliotekanauki.pl/articles/28765631.pdf
    Data publikacji:
    2005-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    Bullying
    mobbing
    bossing
    violence
    school setting
    Opis:
    This contribution deals with the problems of violence at schools and has mainly a theoretical character. We would like to focus on an essential term definition that will be supplemented with some research findings. Currently, violence at schools is concentrated mainly on bullying among students as repeated, intentional and violent behaviour oriented on other student or students, who have no capability or power to resist this behaviour. Mobbing is relentless and systematic vilification of other colleague or colleagues, intriguing and conspiring, smearing in a work group. Bossing is psychological terror in the workplace, when a superior – boss, bullies one or some employees. In Slovakia, the violence problem at schools is not altogether solved. All three violence types (bullying, mobbing and bossing) have one common attribute of negative consequences on victim’s physical and mental health. The school setting creates some possibilities for bullying, mobbing and bossing, too.
    Źródło:
    The New Educational Review; 2005, 7; 79-95
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Forms of Cyber-bullying from the Aspect of Cyber-victims – Elementary and Secondary School Pupils
    Autorzy:
    Makúchová, Jana
    Niklová, Miriam
    Powiązania:
    https://bibliotekanauki.pl/articles/1972102.pdf
    Data publikacji:
    2018-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    cyber-bullying
    media
    pupils
    victim
    school
    Opis:
    The Internet and cyber-space create a platform where a new form has emerged, i.e., bullying, so far occurring mainly within school premises. The study presents results of empirical research conducted at selected elementary and secondary schools in Slovakia in 2017. The aim of the study was to elucidate the most frequent current cyber-bullying platforms and occurrence of individual forms of cyber-bullying with regard to cyber-victims. The research sample consisted of 1004 respondents, aged 10–20 (AM 14.9). Empirical data were collected using the method of questioning in the form of a written questionnaire. We focused on cyber-bullies, electronic platforms and identification of cyber-bullying forms from the point of view of cyber-victims and pupils’ gender and age. It was found out that 24.50% of pupils reported to have been cyber-victimized, girls more often than boys. The most frequent form of cyber-bullying from the point of view of cyber-victims was abusive or offensive language on the Internet and spreading rumours on the Internet.
    Źródło:
    The New Educational Review; 2018, 51; 150-161
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Bullying and exclusion from dominant peer group in Polish middle schools.
    Autorzy:
    Wójcik, Małgorzata
    Kozak, Beata
    Powiązania:
    https://bibliotekanauki.pl/articles/430554.pdf
    Data publikacji:
    2015-03-01
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    bullying
    exclusion
    school transition
    social innovation
    Opis:
    School bullying also referred to as peer victimization is considered extremely harmful for all parties involved. It has been recognised as an important issue in Polish schools. This article presents the first stage of a project financed by the National Centre of Research and Development and includes the results of qualitative research conducted in groups of middle-school students, middle-school teachers and psychologists. The results highlight several factors leading to the exclusion from the dominant peer group. The results also indicate that although students are aware of the consequences of bullying and excluding behaviours, they do not implement this knowledge when explaining their own excluding actions. All results are discussed in terms of designing and implementing a data-based programme which would effectively mitigate excluding behaviours during middle-school transition.
    Źródło:
    Polish Psychological Bulletin; 2015, 46, 1; 2-14
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ‘What we give to others, come back to us’. The role of peer leadership in creating a positive school climate and bullying prevention
    Autorzy:
    Tłuściak-Deliowska, Aleksandra
    Gubenko, Alyona
    Powiązania:
    https://bibliotekanauki.pl/articles/1927336.pdf
    Data publikacji:
    2020
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    bullying
    bullying prevention
    leadership
    peer-based programs
    peer support
    school climate
    Opis:
    In this article, the authors discuss the nature of peer-based prevention programs. The analyzes are conducted in the context of school bullying prevention and the associated need to build a friendly and safe school environment. Attention was paid to shaping a positive peer culture by involving young people in various types of prosocial activities. Peer leadership programs are a special kind of activity where the driving force is youth. Implementation of a peer program into school life enables the full potential of young people to be activated. Such programs mobilize young people to make positive changes in their social surroundings, to help themselves and others through constructive cooperation. Taking into account that these programs are carried out within the school environment, the condition of the effectiveness is the attitude of school toward such activities. It is important to foster positive peer relationships, to encourage students to participate and create the right conditions for change.
    Źródło:
    International Journal of Pedagogy, Innovation and New Technologies; 2020, 7(2); 31-39
    2392-0092
    Pojawia się w:
    International Journal of Pedagogy, Innovation and New Technologies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Analysis of Cyber-Bullying Forms by Aggressors in Elementary and Secondary Schools
    Autorzy:
    Kamenská, Jana
    Dulovics, Mário
    Powiązania:
    https://bibliotekanauki.pl/articles/1997781.pdf
    Data publikacji:
    2017-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    cyber-bullying
    Internet
    pupil
    aggressor
    school
    Opis:
    The study maps cyber-aggressors in elementary and secondary schools, with regard to an analysis of cyber-bullying forms. The aim of the presented empirical research was to identify pupils in the research sample who had committed repeated aggressive behaviour towards another person via the Internet, as well as to find out significant differences in individual cyber-bullying forms by gender and attended school forms. The research sample consisted of 390 pupils of elementary schools and 541 pupils of secondary schools. Empirical data were collected with the use of the questionnaire method. 96 cyber-aggressors were identified in the research sample. They were pupils who ticked one or more statements relating to cyber-bullying forms, admitting that they had repeatedly used them. It was found out that the most frequent cyber-bullying form was insults, threats and name-calling in online communication, thus the so-called flaming
    Źródło:
    The New Educational Review; 2017, 49; 126-137
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Safeguarding Children from School Violence: A Systematic Analysis of the Issue of Psychological and Physical Pressures from Teachers and Peers
    Autorzy:
    Chung, Jun-ki
    Powiązania:
    https://bibliotekanauki.pl/articles/18767065.pdf
    Data publikacji:
    2023
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    school violence
    child's psyche
    coaching psychology
    psychoemotional state of children
    bullying
    pedagogical violence
    Opis:
    Aim. The relevance of the study is conditioned upon the fact that in modern society violence against children is a social problem that is associated with human rights violations and has devastating consequences for the psyche and future life of the child. In this regard, the purpose of this study is an in-depth analysis of the problem of physical and psychological violence at school and to address the issue of student protection. Methods. The leading methods of investigating this problem are analysis, classification, induction, deduction, generalisation, and comparison of psychological and pedagogical methods and approaches aimed at protecting a child from school violence. Results. The study covers the specific features of the influence of the school environment and the pedagogical process on the mental and physical health of students. The specific features of categories of student behaviour are examined. Individual problems and disorders of the psyche and emotional state that are a consequence of violence are shown. The benefits of healthy family support and comfortable society for emotional independence and achievement of goals are characterised. The results of violence in the school environment are diagnosed and presented. A correctional and developmental programme, coaching psychology and preventive activities are proposed. Conclusion. The study materials are of practical and theoretical value for young teachers, psychologists, students, teachers, sociologists, educational figures, and politicians who will be able to understand and solve the problem of violence, preventing its occurrence in educational institutions.
    Źródło:
    Journal of Education Culture and Society; 2023, 14, 2; 131-143
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Peer mediation and bullying at school
    Mediacje rówieśnicze i zastraszanie w szkole
    Autorzy:
    Dončevová, Sylvia
    Powiązania:
    https://bibliotekanauki.pl/articles/2132161.pdf
    Data publikacji:
    2022
    Wydawca:
    Uniwersytet Wrocławski. Wydział Nauk Historycznych i Pedagogicznych. Instytut Pedagogiki. Zakład Historii Edukacji
    Tematy:
    school violence
    power
    victims and perpetrators of bullying
    peer mediation
    prevention
    intervention
    resilience
    przemoc szkolna
    władza
    mediacja rówieśnicza
    prewencja
    interwencja
    ofiary i sprawcy mobbingu
    Opis:
    Aim. The aim of this study is to identify and analyse the positives of peer mediation in addressing school bullying, and to highlight its strengths within the spectrum of prevention and intervention methods within this issue. Methods. Using the method of critical analysis, we processed scientifi c outputs (studies, monographs), and existing research fi ndings with the intention to compare the so far identifi ed and described aspects of peer mediation, and to put them in context of the needs and possibilities of the school environment in solving the problem of bullying. The text has the character of a review study. Results. The analysis showed that peer mediation has great potential in the prevention and intervention of bullying in the school environment: in a narrower sense, it can be benefi cial in strengthening the resilience and defence of potential victims, as well as the empathy and compassion of potential aggressors; in a broader sense, it can be useful in shaping a healthy and friendly classroom and school climate. Conclusion. One of the relevant tasks of the school is to create a supportive environment for the development of the child’s personality and appropriate working conditions for all actors of the educational process (Kraus, 2008; Smith, Pepler & Rigby, 2004). Nevertheless, school is often an environment of tension, confl ict, and a source of psychological trauma for children, parents, and teachers ( Fox & Boulton, 2006; Hanish et al., 2004; Hymel & Swearer, 2015; Poněšický, 2005; Thornberg, 2011). In particular, we see the potential of peer mediation in the school setting in strengthening the resilience of victims and promoting positive changes in the behaviour and actions of peers. Originality. The results of the study are not innovative, but they bring a different point of view on solving the problem of bullying in school (highlighting the positives of a nondirective peer approach); the ambition of the study was to compare the existing pedagogical, psychological, and sociological backgrounds, to identify new relationships and contexts, and to enrich them with their own knowledge in the work with children in the prevention of bullying in school.
    Cel. Celem badania jest identyfikacja i analiza pozytywnych stron mediacji rówieśniczej w zwalczaniu bullyingu szkolnego oraz podkreślenie jej mocnych stron w zakresie metod profilaktyki oraz interwencji. Metody. Metodą krytycznej analizy opracowano wyniki naukowe (badania, monografie) oraz istniejące wyniki badań z zamiarem porównania dotychczas zidentyfikowanych i opisanych aspektów mediacji rówieśniczej, a także umieszczenia ich w kontekście potrzeb i możliwości środowiska szkolnego w rozwiązywaniu problemu bullyingu. Tekst ma charakter pracy przeglądowej. Wyniki. Analiza ogromny potencjał mediacji w prewencji i interwencji bullyingu w środowisku szkolnym. W węższym znaczeniu, może być korzystna we wzmacnianiu odporności i obronności potencjalnych ofiar, a także empatii i współczucia potencjalnych agresorów. W szerszym sensie natomiast, może być przydatna w kształtowaniu zdrowego i przyjaznego klimatu w klasie i szkole. Wnioski. Jednym z istotnych zadań szkoły jest stworzenie środowiska wspierającego rozwój osobowości dziecka, a także stworzenie odpowiednich warunków pracy dla wszystkich uczestników procesu edukacyjnego (Kraus, 2008; Smith, Pepler, & Rigby, 2004). Niemniej jednak szkoła jest często środowiskiem napięć, konfliktów i źródłem psychologicznej traumy dla dzieci, rodziców i nauczycieli ( Fox, Boulton, 2006; Hanish i in., 2004; Hymel, Swearer, 2015; Poněšický, 2005; Thornberg, 2011). Dostrzeżono szczególny potencjał mediacji rówieśniczych w środowisku szkolnym w obszarze wzmacniania odporności ofiar oraz promowaniu pozytywnych zmian w zachowaniu rówieśników. Oryginalność. Wyniki badania nie są nowatorskie, ale ukazują inny punkt widzenia w zakresie rozwiązywania problemu bullyingu w szkole (podkreślenie pozytywów niedyrektywnego podejścia rówieśniczego). Ambicją badania było porównanie istniejących środowisk pedagogicznych, psychologicznych oraz socjologicznych, identyfikacja nowych relacji i kontekstów oraz wzbogacenie ich o własną wiedzę z zakresu pracy z dziećmi w profilaktyce bullyingu w szkole.
    Źródło:
    Wychowanie w Rodzinie; 2022, XXVI, (1/2022); 135-152
    2082-9019
    Pojawia się w:
    Wychowanie w Rodzinie
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-11 z 11

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