Temat: school bullying - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Przemoc rówieśnicza w kontekście klimatu szkolnego
School bullying in school climate perspective
Autorzy:: Naczyński, Michał
Powiązania:: https://bibliotekanauki.pl/articles/485681.pdf
Data publikacji:: 2017
Wydawca:: Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:: school bullying, school climate, effective interventions
Opis:: School climate is a phenomenon that is increasingly spoken in the educational environment. This article focuses on a brief definition of school climate. The second part will discuss selected research reports. Part three touches on the description of selected interventions in schools that were designed to raise school climate. Information on the effectiveness of the different programs is important for practitioners and professionals working in schools.
Źródło:: Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2017, 2(25); 209-214
1898-8431
Pojawia się w:: Humanum. Międzynarodowe Studia Społeczno-Humanistyczne
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

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

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Skocz do pozycji: 3.

Tytuł:: Book review of: Aleksandra Tłuściak-Deliowska (2017). School bullying. Socio-pedagogical analysis of the phenomenon [Dręczenie szkolne. Społeczno-pedagogiczna analiza zjawiska.] Wydawnictwo Akademii Pedagogiki Specjalnej, Warsaw.
Autorzy:: Anna, Odrowąż-Coates,
Powiązania:: https://bibliotekanauki.pl/articles/893026.pdf
Data publikacji:: 2018-09-04
Wydawca:: Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:: book review
school bullying
social pedagogy
Opis:: The book "School bullying. Socio-pedagogical analysis of the phenomenon" by A. Tlusciak-Deliowska (2017) is an important theoretical contribution to the field of social pedagogy, social psychology and educational studies. The subject of the analysis - the phenomenon of school bullying - has an enormous impact on people's lives and achievements throughout their school years and beyond. This means that a deeper understanding of bullying mechanisms and its prevention are of paramount importance for the future of our societies. This book's vital contribution to the field relies on a thorough revision and critical analysis of the state of knowledge, regarding the phenomenon of school bullying, which at this point, has not been carried out within the landscape of Polish pedagogy nor psychology. This complex and comprehensive review of world-wide literature and research about interpersonal aggression amongst children, is methodically structured and systemised in accordance with the newest strategies in an attempt to understand the phenomenon of bullying, its socio-cultural and psychological conditioning and most importantly to identify the most efficient strategies and programmes dedicated to prevention. The author distinguishes two main perspectives that she uses as frames for the analysis. The first is the individualised one - focused on personal differences amongst persons involved in school bullying, based on biological, personal and social factors. The second perspective is the processual one, based on group dynamics, social positioning, power relations and status hierarchies within peer groups at school. Moreover, the author has taken an informed decision to interpret school bullying within the symbolic field of social interaction that takes place in a peer group, using functionalism as one of the chosen interpretative frames for analysis. The book opens with an overview of works dedicated to etymology and a selection of classical publications devoted to bullying and mobbing. The cultural conditioning of how these terms are defined is discussed at length. Furthermore, the questions of anonymity, the process of ongoing primary and secondary stigmatization of the victim are analysed. International statistical data on self-reported bullying and the victimization of school children gives the reader an improved understanding of how widely spread and common this issue is. Moreover, the author runs through multiple methods of measuring the attitudes towards bullying, the experiences of bullying and group socio-metrics related to it. In the individualised approach, she looks at who the common victim and perpetrator are and how they are individually conditioned and characterised? What is relatively original and fresh is the acknowledgement and the exploration of the role of a witness in a situation of bullying. This discovery may be crucial in building strategies of prevention, impediment and coping. In the group approach, the role of a family as a support buffer is discussed and also identified as initially responsible for aggressive behaviour. The author considers classroom ecology, issues of popularity and group relations, descriptive classroom norms and social cohesion, which surprisingly may be linked to bullying. The analysis includes a debate over the active or the passive roles of witnesses and their responsibility for strengthening the bully or for protecting the victim. A fascinating discovery highlighted in the book is that bullying is more likely to take place in smaller classes than in larger ones. Moreover, according to the author’s findings, witnesses who defend a victim in a solidly structured group with a well established leader suffer greater emotional and positional costs than when defending a victim in a loosely structured or unstructured ones. The author discusses peer culture, the culture of bullying, its socio-interactional character and the requirement of collective group inaction to permit the bullying to continue. The author also shows that a steady pattern of bullying works as a stabilisation of inter-peer relations in the classroom. The added value and perhaps the most practical dimension of the book is the assessment of different prevention and intervention programmes that combat bullying in schools and have been developed in multiple countries. The overview of these programmes leads to useful recommendations of which prevention and intervention programmes work the best and the book concludes with the useful discovery that in such programmes one should focus on the role of witnesses. After reading this book I view bullying from a different perspective and it has triggered me to think this may be the case for many other readers, ready to engage with this sophisticated work, which is written in a clear and easy to read manner. As a mother of two young children, I rate this book as source of solid knowledge and I have found many unexpected answers to questions I had about bullying. I also feel that parts of this book should be considered a must read for teachers, school councillors, therapists, educators, students of relevant faculties and parents.
Źródło:: Papers of Social Pedagogy; 2018, 9(2); 64-66
2392-3083
Pojawia się w:: Papers of Social Pedagogy
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

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

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Skocz do pozycji: 5.

Tytuł:: Deklaracje postaw wobec przemocy rówieśniczej wśród gimnazjalistów
Autorzy:: Tłuściak-Deliowska, Aleksandra
Powiązania:: https://bibliotekanauki.pl/articles/637205.pdf
Data publikacji:: 2013
Wydawca:: Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:: school bullying
peer violence
participant roles
sex differences
peer relations
dręczenie szkolne (bullying)
przemoc rówieśnicza
świadek przemocy
różnice płciowe
relacje rówieśnicze
Opis:: Studies on bullying have typically concentrated only on the bully-victim relationship. It is as if bullying behavior is regarded only as a function of certain characteristics of the bully and/or the victim, while the group context is set aside, or forgotten. Meanwhile bullying is a group process, a social phenomenon, and each group member could assume a different role. The aim of the study was to examine different participant roles taken by individual adolescents in the bullying process, as well as the relation between the sex of the adolescent and the declared behavior. The study was conducted on a sample of 214 students. The participant roles assigned to the subjects were: reinforcer and assistant of the bully, passive bystander, outsider and defender of the victim. There were significant sex differences in the distribution of participant roles.
Źródło:: Psychologia Rozwojowa; 2013, 18, 3; 75-86
1895-6297
2084-3879
Pojawia się w:: Psychologia Rozwojowa
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

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

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Skocz do pozycji: 7.

Tytuł:: Przemoc rówieśnicza
Bullying
Autorzy:: Makaruk, Katarzyna
Powiązania:: https://bibliotekanauki.pl/articles/499030.pdf
Data publikacji:: 2017
Wydawca:: Fundacja Dajemy Dzieciom Siłę
Tematy:: przemoc rówieśnicza, bullying, cyberbullying, przemoc szkolna
peer victimization, bullying, cyberbullying, school violence
Opis:: Celem rozdziału jest przedstawienie przeglądu statystyk na temat przemocy rówieśniczej w Polsce. W rozdziale zaprezentowano dostępne dane zbierane przez policję, wyniki badań ilościowych dotyczących rozpowszechnienia wiktymizacji i sprawstwa przemocy rówieśniczej, a także opinie o problemie. Znaczna część badań omówionych w rozdziale koncentruje się na przemocy szkolnej. Z powodu różnic metodologicznych i definicyjnych między badaniami trudno określić skalę problemu. Z badań wynika, że nastolatki częściej doświadczają tradycyjnej przemocy niż przemocy elektronicznej. Sprawcami i ofiarami przemocy fizycznej są częściej chłopcy. Dziewczyny częściej angażują się w przemoc relacyjną. Z prezentowanych badań wynika, że zarówno uczniowie, jak i nauczyciele nadają problemowi przemocy rówieśniczej małą wagę, w dodatku niewielu nauczycieli dostrzega przemoc wśród uczniów.
The aim of the chapter is to provide an overview of statistics on peer violence in Poland. The chapter presents available data collected by the police and the results of the quantitative research on the prevalence of peer victims and perpetrators, as well as on the opinion on the problem. Majority of the research discussed in the section focuses on school violence. Due to the methodological and definitional differences between studies it is difficult to determine the scale of the problem. Research shows that teenagers often experience traditional bullying than cyberbullying. Perpetrators and victims of physical violence are more often boys. Girls more often than boys experience relational aggression. Presented research shows that both students and teachers give the problem of bullying little importance, in addition, few teachers notice violence among students.
Źródło:: Dziecko krzywdzone. Teoria, badania, praktyka; 2017, 16, 1; 214-231
1644-6526
Pojawia się w:: Dziecko krzywdzone. Teoria, badania, praktyka
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: Obraz siebie ofiar przemocy szkolnej. Analiza negacji w narracjach
The self-concept of school violence victims. Analysis of the negations in narratives
Autorzy:: Łukasiewicz, Kalina
Powiązania:: https://bibliotekanauki.pl/articles/459801.pdf
Data publikacji:: 2017
Wydawca:: Fundacja Pro Scientia Publica
Tematy:: przemoc szkolna, obraz siebie, ofiara przemocy szkolnej, dręczenie, agresja szkolna, negacje
school violence, self-image, school violence victim, bullying, school aggression, negations
Opis:: The objective. The purpose of the research was to present the self-concept of young people experiencing school violence that is being disclosed within their narratives. Methodology. The entries in Internet forums of 33 school violence victims have been analyzed. 13 of them were related to the recent experiences, the remaining 21 described in the ones from past. The narratives have been analyzed against the negations included within. The following have been taken into consideration: number of the negations, their kind, functions and the substance. Basing on their substance the self-concept of the school violence victims has been reconstructed. The results. School violence victims characterizes low self-esteem. They find themselves as helpless and worthless. They can notice only their negative characteristics, what makes them finding themselves as worse than the others. They still search for the traits that caused they became victims. These persons perceive their situation as indivertible. They feel strong, negative emotions like anxiety and shame. Persons, who have experienced violence in the past, can see its impact on their current life. The findings. In the narratives of persons experiencing school aggression, a specific self-concept of the violence victims is reflected, especially low self-esteem and negative thoughts about themselves, lack of life control, lack of faith in the possibility of changing the current situation, feeling alienated, experiencing anxiety and shame, difficulties with communicating own needs. The discourse is a reliable source of information about the mind of the violence victims, that would be hard to find using other methods.
Cel badań. Celem badań było przedstawienie obrazu własnej osoby, jaki ujawnia się w narracjach młodych ludzi doświadczających przemocy szkolnej. Metodologia. Przeanalizowano wypowiedzi 33 osób, zamieszczone na forach internetowych, opisujące przeżycia związane z doświadczaną przemocą szkolną. 13 narracji dotyczyło aktualnych przeżyć, pozostałe 20 opisywało przeszłe doświadczenia ofiar. Wypowiedzi przeanalizowano pod kątem występujących w nich negacji. Pod uwagę wzięto liczbę negacji, ich rodzaj, funkcje oraz treść. Łącznie przeanalizowano 185 negacji. Na podstawie ich treści zrekonstruowano obraz siebie ofiar przemocy szkolnej. Wyniki badań. Osoby doświadczające przemocy szkolnej charakteryzują się zaniżonym poczuciem własnej wartości. Postrzegają siebie jako bezradne i bezwartościowe, niepotrafiące poradzić sobie z trudnymi sytuacjami. Dostrzegają w sobie jedynie negatywne cechy, uważają się za gorsze od innych. Pomimo przekonania o swojej niewinności poszukują w sobie cech, które przyczyniły się do tego, że stały się ofiarami. Osoby te postrzegają swoją sytuację jako niemożliwą do zmiany. Odczuwają silne negatywne emocje takie, jak lęk, wstyd, smutek i żal. Osoby, które przemocy doświadczały w przeszłości, dostrzegają jej długofalowe negatywne skutki i wpływ na aktualne funkcjonowanie. Wnioski. W narracjach uczniów doświadczających agresji ze strony kolegów szkolnych widoczny jest obraz siebie charakterystyczny dla ofiar przemocy, zwłaszcza niskie poczucie własnej wartości i negatywne myśli dotyczące własnej osoby, poczucie braku kontroli nad swoim życiem, brak wiary w możliwość zmiany sytuacji, poczucie wyobcowania, doświadczanie lęku i wstydu oraz problemy z komunikowaniem własnych potrzeb. Przekaz w formie narracji stanowi rzetelne źródło informacji na temat psychiki ofiar przemocy, do których dotarcie w inny sposób byłoby wyjątkowo trudne.
Źródło:: Ogrody Nauk i Sztuk; 2017, 7; 64-76
2084-1426
Pojawia się w:: Ogrody Nauk i Sztuk
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 9.

Tytuł:: Konsekwencje nieudanej interwencji wychowawczej i medycznej w procesie przeciwdziałania zjawisku bullyingu wobec uczniów z zaburzeniami osobowości i depresyjnymi na przykładzie studium przypadku: zabójstwo masowe w Columbine High School, 20 kwietnia 1999 r.
When the school and medical care professionals fail to prevent bullying of students with a personality disorder syndrome and depression: the case of the Columbine High School shooting, 20 April 1999
Autorzy:: Murdoch, Anna
Byczynski, Caroline
Powiązania:: https://bibliotekanauki.pl/articles/23050954.pdf
Data publikacji:: 2022
Wydawca:: Centralne Laboratorium Kryminalistyczne Policji
Tematy:: bullying w szkole
depresja
psychopatia
pakt zemsty
„zabójstwo szkolne”
porażka
wychowawcza
kult „szkolnych morderców”
bullying at school
depression
psychopathy
revenge pact
school shootings
school care failure
Columbine murder cult
Opis:: Celem artykułu jest wskazanie, że brak współdziałania rodziców, lekarzy, systemu edukacyjnego oraz prawnego może przeważyć szalę okoliczności kryzysowych, przyczyniając się, pośrednio, do incydentów krańcowych, tj. „zabójstw szkolnych” i/lub samobójstw. Za podstawę empiryczną w artykule posłużyła analiza studium przypadku masakry z Columbine High School z 1999 r. Obok niedostatecznego współdziałania otoczenia, które nie rozpoznało poprawnie zaburzeń (psychopatia, depresja) i ewolucji kryzysu psychicznego u sprawców, hipotezy badawcze identyfikują jako zmienne korelacyjne tragedii: lekceważenie zjawiska bullyingu, doświadczanego przez Harrisa i Klebolda przez co najmniej cztery lata w krytycznym etapie życia, tj. między dwunastym a siedemnastym rokiem życia, oraz dysfunkcyjny charakter więzi między nimi. Wskazano na niepożądane skutki incydentu, w postaci zachowań naśladowniczych na świecie, m.in. z powodu gloryfikacji sprawców oraz wiralnego rozprzestrzenia się opisu incydentu w sieci i popkulturze. Sformułowano potencjalne kierunki pogłębionych badań, w tym badań o charakterze ilościowym, nad zjawiskiem bullyingu i cyberbullyingu wśród młodzieży, jak również rekomendacje dla wybranych decydentów.
The objective of the paper is to posit that family care, educational systems, institutions, such as healthcare and law enforcement, when they fail to act in unison, may, in fact, contribute indirectly to a volatile school crisis, which in turn may evolve into disasters, such as school shootings and/or suicide. The 1999 Columbine High School massacre, compiled into a case study, has served as the empirical source for the study. Next to the poorly synchronised family and institutional efforts to correctly diagnose psychopathic traits in one perpetrator and depression in the other, and failure to recognise their acute emotional crisis, two other variables contributing to the Columbine High shooting have been proposed. It is hypothesised that bullying (largely undermined and underestimated) to which Harris and Klebold had been exposed for at least four years, during the milestone 12 to 17 life stage, and the dysfunctional relationship between them, might have been the other massacre driving agents. Several negative repercussions of the Columbine shooting, such as worldwide copycat school shootings, resulting from a cult status of the Columbine murderers as well as their massive presence on the Internet and in pop culture, have been enumerated. Follow-up and further research studies have been proposed, including some quantitative projects, on bullying and cyber bullying among adolescents. Recommendations for decision makers have been listed.
Źródło:: Problemy Kryminalistyki; 2022, 315; 13-22 (pol), 55-65 (eng)
0552-2153
Pojawia się w:: Problemy Kryminalistyki
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 10.

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

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