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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:
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:
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:
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
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:
O zmianie klimatu szkoły. Kilka uwag na marginesie pracy B. Preble’a i R. Gordona „Transforming School Climate and Learning. Beyond Bullying and Compliance”
About School Climate Change. A Few Comments on the Margin of B. Preble and R. Gordon’s “Transforming School Climate and Learning. Beyond Bullying and Compliance”
Autorzy:
Tłuściak-Deliowska, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/495176.pdf
Data publikacji:
2015-05-31
Wydawca:
Towarzystwo Naukowe Franciszka Salezego
Tematy:
klimat szkoły
przemoc w szkole
jakość szkoły
doskonalenie
badania w działaniu
school climate
bullying
quality of school
improvement
action research
Opis:
The study presents some reflections upon the significance of school climate in teaching and education. The author focuses in particular on the relationship between school climate and aggressive behavior among pupils. Practical outcomes of the research concerning that issue and its implications include various initiatives to promote positive school atmosphere. The article discusses a SafeMeasures process described in detail in "Transforming School Climate and Learning. Beyond Bullying and Compliance" by B. Preble and R. Gordon, which is based on action research and aimed at the improvement of school climate.
Źródło:
Seminare. Poszukiwania naukowe; 2015, 36, 2; 115-125
1232-8766
Pojawia się w:
Seminare. Poszukiwania naukowe
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Retrospektywne spojrzenie na przemoc rówieśniczą w szkole
Autorzy:
Tłuściak-Deliowska, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/2007912.pdf
Data publikacji:
2016-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
aggression
violence
bullying
aggression at school
bullied
bully
teacher
retrospective study
Opis:
Research on bullying in schools (1) are taken mainly in the quantitative methodology and (2) are conducted mainly on the regular basis in order to diagnose the phenomenon, evaluating its size and severity, as well as its determinants. The main aim of article is to present results of retrospective study on the experience of peer violence (e.g. the bully, bullied and bystander) at school (primary, middle and high school), with a particular focus on written statements of respondents. The data source was autobiographical memory of young adults. The study was conducted in the current academic year 2014/2015 among pedagogy students of the specialties of teacher education. As a result, the retrospective qualitative data about school experience of young adults were collected. Accept descriptions revealed a variety of personal experiences of respondents associated with peer violence at school, mainly from the perspective of its bystanders and victims. Data also provide a unique account of how adults view and perceived their school experiences.
Źródło:
Kultura i Edukacja; 2016, 3(113); 11-32
1230-266X
Pojawia się w:
Kultura i Edukacja
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:
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:
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
Artykuł
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
Artykuł
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
Artykuł
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
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:
Przeciwdziałanie przemocy rówieśniczej w szkole – krytyczny przegląd stosowanych rozwiązań
Bullying prevention – critical overview of prevention methodology
Autorzy:
Pyżalski, Jacek
Powiązania:
https://bibliotekanauki.pl/articles/498939.pdf
Data publikacji:
2018
Wydawca:
Fundacja Dajemy Dzieciom Siłę
Tematy:
przemoc rówieśnicza
cyberprzemoc
zapobieganie przemocy rówieśniczej
środowisko szkolne
bullying
cyberbullying
bullying prevention
school environment
Opis:
W artykule krytycznie omówiono stosowane w praktyce zasady i rozwiązania nastawione na zapobieganie oraz interwencję w kontekście przemocy rówieśniczej w środowisku szkolnym. Zaprezentowano typologię rozwiązań oraz przedstawiono je w szerszym kontekście jakości ich wdrażania i efektywności. Artykuł kończą rekomendacje dotyczące dobrej praktyki w zakresie programów przeciwdziałania przemocy rówieśniczej w szkole.
The article critically presents approaches and measures aimed at bullying prevention in the school environment. It outlines the typology of implemented measures in a broader context of their quality and effectiveness. The article concludes with good practice recommendations concerning school bullying prevention initiatives.
Źródło:
Dziecko krzywdzone. Teoria, badania, praktyka; 2018, 17, 1; 30 - 45
1644-6526
Pojawia się w:
Dziecko krzywdzone. Teoria, badania, praktyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 25

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