Rethinking School Bullying

Towards an Integrated Model

Nonfiction, Reference & Language, Education & Teaching, Health & Well Being, Psychology, Social & Cultural Studies, Social Science
Cover of the book Rethinking School Bullying by Roz Dixon, Peter K. Smith, Cambridge University Press
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Author: Roz Dixon, Peter K. Smith ISBN: 9781139062671
Publisher: Cambridge University Press Publication: March 31, 2011
Imprint: Cambridge University Press Language: English
Author: Roz Dixon, Peter K. Smith
ISBN: 9781139062671
Publisher: Cambridge University Press
Publication: March 31, 2011
Imprint: Cambridge University Press
Language: English

What would make anti-bullying initiatives more successful? This book offers a new approach to the problem of school bullying. The question of what constitutes a useful theory of bullying is considered and suggestions are made as to how priorities for future research might be identified. The integrated, systemic model of school bullying introduced in this book is based on four qualitative studies and incorporates theory from systemic thinking; cognitive, social, developmental and psychoanalytic psychology; sociology, socio-biology and ethology. The possible functions served by bullying behaviour are explored. Consideration is also given to the potential role of unconscious as well as conscious processes in bullying. The model suggests a number of causal processes within one-to-one relationships and peer groups, and highlights factors within individuals and schools that shape the form, intensity and duration of bullying behaviour in practice. The issue of 'difference' is also addressed, focusing on childhood deafness.

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

What would make anti-bullying initiatives more successful? This book offers a new approach to the problem of school bullying. The question of what constitutes a useful theory of bullying is considered and suggestions are made as to how priorities for future research might be identified. The integrated, systemic model of school bullying introduced in this book is based on four qualitative studies and incorporates theory from systemic thinking; cognitive, social, developmental and psychoanalytic psychology; sociology, socio-biology and ethology. The possible functions served by bullying behaviour are explored. Consideration is also given to the potential role of unconscious as well as conscious processes in bullying. The model suggests a number of causal processes within one-to-one relationships and peer groups, and highlights factors within individuals and schools that shape the form, intensity and duration of bullying behaviour in practice. The issue of 'difference' is also addressed, focusing on childhood deafness.

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