Detection and Prevention of Identity-Based Bullying

Social Justice Perspectives

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Reform, Health & Well Being, Psychology, Social Psychology, Social & Cultural Studies, Social Science
Cover of the book Detection and Prevention of Identity-Based Bullying by Britney G Brinkman, Taylor and Francis
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Author: Britney G Brinkman ISBN: 9781317963424
Publisher: Taylor and Francis Publication: October 5, 2015
Imprint: Psychology Press Language: English
Author: Britney G Brinkman
ISBN: 9781317963424
Publisher: Taylor and Francis
Publication: October 5, 2015
Imprint: Psychology Press
Language: English

Bullying in schools has become the focus of a growing body of literature; however, much of that work diminishes the role of social context, social identities, and prejudices despite extensive research evidence suggesting that many victims of bullying are targeted because of an aspect of their social identity. This book demonstrates how the prevention and intervention of this phenomenon, termed identity-based bullying, is a social justice issue.

Expanding beyond bullying prevention that focuses on individual perpetrators, the book examines identity-based bullying in schools as a microcosm of larger systemic tensions and conflicts. The author utilizes a social constructivist perspective to understand the experiences of children as active agents in their own lives. She also provides an international framework to describe the impact of culture, social structures, and politics from the US and the UK. Challenges and barriers to addressing identity-based bullying are explored and recommendations are made for best practices for teachers, administrators, and mental health professionals to prevent and respond to identity-based bullying.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Bullying in schools has become the focus of a growing body of literature; however, much of that work diminishes the role of social context, social identities, and prejudices despite extensive research evidence suggesting that many victims of bullying are targeted because of an aspect of their social identity. This book demonstrates how the prevention and intervention of this phenomenon, termed identity-based bullying, is a social justice issue.

Expanding beyond bullying prevention that focuses on individual perpetrators, the book examines identity-based bullying in schools as a microcosm of larger systemic tensions and conflicts. The author utilizes a social constructivist perspective to understand the experiences of children as active agents in their own lives. She also provides an international framework to describe the impact of culture, social structures, and politics from the US and the UK. Challenges and barriers to addressing identity-based bullying are explored and recommendations are made for best practices for teachers, administrators, and mental health professionals to prevent and respond to identity-based bullying.

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