This book, a Special Issue of the International Journal of Environmental Research and Public Health, has been curated by three leading international experts on the topic. Following their editorial, ...there are 14 contributions on the topic of interventions against bullying, including cyberbullying, and similar abusive behaviors such as dating violence. Some contributions also assess positive or protective factors such as well-being, self-efficacy, and school climate. Eight of the contributions directly assess the effects of an intervention, with pre/post test designs and experimental and control groups. The other contributions examine a range of relevant topics, such as teacher attitudes and pupils’ confidence in intervening rather than being passive bystanders. Ten countries are represented among the authors. Most of the articles are about secondary schools (pupils, or teachers), but there are also contributions on early childhood, primary school, and university. This book will be of interest and relevance not only to researchers but also to teachers and educational practitioners concerned with pupil safety and well-being in school, and provides practical ways to reduce bullying and its harmful effects.
Archaeologist reinstated as Max Planck director Curry, Andrew
Science (American Association for the Advancement of Science),
2021-Dec-10, 2021-12-10, 20211210, Letnik:
374, Številka:
6573
Journal Article
Recenzirano
After allegations of bullying, Nicole Boivin returns to supervisory role.
ZusammenfassungHintergrundNeben Chancen bringen Internet und digitale Medien für Kinder und Jugendliche auch Risiken mit sich. Ein solches stellen Fälle dar, bei denen persönliche erotische Fotos von ...Schüler:innen gegen deren Willen weiterverbreitet werden. Für Betroffene können die psychosozialen Konsequenzen gravierend sein.Ziel der ArbeitMit der vorliegenden Arbeit sollen Prävalenz von und Umgang mit der nichteinvernehmlichen Weiterleitung persönlicher erotischer Fotos unter Schüler:innen an Schulen in Schleswig-Holstein erhoben werden.MethodeVom 25.04. bis zum 07.06.2019 wurden die Schulleitungen von weiterführenden Schulen mittels eines Onlinekurzfragebogens sowohl zum Vorkommen nichtkonsensueller Fotoweiterleitung an den jeweiligen Schulen befragt als auch zu ergriffenen Maßnahmen, Folgen für die betroffenen Schüler:innen und Konsequenzen für diejenigen, die die Fotos versendet haben. Die Angaben von 74 Schulleitungen konnten in die Datenanalyse aufgenommen werden.ErgebnisseAn mehr als zwei Dritteln der Schulen wurde den Schulleitungen mindestens ein Fall von nichtkonsensueller Fotoweiterleitung bekannt. Ergriffene Maßnahmen waren zumeist die Information der Eltern aller Beteiligten und ein „angeleiteter Austausch“ zwischen den beteiligten Schüler:innen. Als Folgen für die betroffenen Schüler:innen wurden v. a. sozialer Rückzug, psychisches Leiden, schulische Leistungsprobleme und Erfahrungen mit Cybermobbing/-bullying berichtet. In acht Fällen verließen betroffene Schüler:innen die Schule.DiskussionNichtkonsensuelle Fotoweiterleitung an Schulen ist ein Problem erheblichen Ausmaßes. Zeitgemäße spezifische Präventionsmaßnahmen sind dringend erforderlich.
Bullying is a pervasive problem and is especially common in schools. While much attention is given to survivors and perpetrators of bullying, there is a need to continue to understand the importance ...of bystanders. Bystanders can have a critical influence on bullying. In some contexts, bystanders may contribute to the noxious effects of bullying. In other contexts, they can significantly reduce the consequences of bullying. Understanding the types of bystanders and their effects on bullying can reduce bullying rates. This article reviews the literature on bystanders and bystander intervention in bullying situations.
School bullying and cyberbullying are widely recognized as an international problem, but publications have focused on the western tradition of research. In India, recognition of these issues and ...research on the topics have been emerging in recent years. Beginning with cross-cultural differences across Indian, European and Australian contexts, this volume provides direct empirical comparisons between western and Indian situations. It then discusses innovative ways of hearing the views of students, pre-service teachers and teachers, featuring a range of qualitative and quantitative methodologies. The concluding commentaries from North American investigators provide a further international perspective from another region where much progress in researching these areas has been made. Together this ground-breaking collection comprises contributions from four continents on the prevalent issues of bullying, cyberbullying and student well-being.
·"A coherent, heartbreaking narrative of how bullying works." -The Boston Globe
·"The author writes with clarity and compassion… offers an opportunity for us to examine, discuss, and consider the ...world." -Kirkus Reviews
·"Resists pop-psychology profiling… a searing indcitment of the cultures of cruelty, entitlement and indifference." - Michael Kimmel, author ofGuyland
·"Exceptionally readable, abundant examples, and full of salient suggestions." - James W. Messerschmidt, author ofHegemonic Masculinities and Camouflaged Politics
·"Riveting and powerful… Amazing and hopeful… Poignant and timely… A must read." - Liz Murray, author ofBreaking Night
·"This powerful, necessary book… Illuminates a very dark problem, and proposes solutions." - Andrew Solomon, author ofThe Noonday Demon
·"A compelling case." -Publishers Weekly
·"An exceedingly thorough analysis." -New York Journal of Books
·"Destined to emerge as an important text." -CHOICE
·"A scholarly, insightful commentary… highly recommended." -VOYA
"A remarkably accessible book and… An important tool." -Metapsychology
Adolescents’ social relationships evolve rapidly, and that evolution is not exempt from difficulties and challenges. Therefore it is essential to know which factors influence social relationships in ...both victims and perpetrators of bullying in order to pinpoint those factors that put adolescents at risk, and to design strategies of prevention and intervention against school violence. This study evaluated 5028 secondary education students aged 12-16 years old. A correlation was made among the variables of age, gender, school coexistence, and direct/indirect bullying of both the bully and the victim. In turn, a multiple regression analysis was performed to predict direct and/or indirect bullying on the part of the perpetrator and/or the victim. The results revealed the existence of significant relationships among those variables. We discuss these relationships and provide an intervention proposal to prevent aggressive behavior at schools. In our findings, the general quality of coexistence is optimal, since social integration is high. Another factor that contributes to this climate is the good perception that these students have in general of the management of bullying by their teachers. Several future research lines can be drawn.
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