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The power of peers: Why some students bully others to conform
- Qualitative Health Research
, 2008
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Cited by 9 (3 self)
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can be found at:Qualitative Health ResearchAdditional services and information for
OF
, 2006
"... _______________________ Prof. Dr. Sencer Ayata Director I certify that this thesis satisfies all the requirements as a thesis for the degree of Master of Science in Educational Sciences. ..."
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_______________________ Prof. Dr. Sencer Ayata Director I certify that this thesis satisfies all the requirements as a thesis for the degree of Master of Science in Educational Sciences.
CHAPTER 1 Moral Disengagement: A Framework for Understanding Bullying Among Adolescents
"... Bullying, a subcategory of aggressive beha-vior, is encountered regularly by children and adolescents in the context of schools worldwide (for an overview see Smith et al., 1999; Whitney and Smith, 1993). In Canada, self-report data indicate that 8 to 9 % of elementary school children are bullied fr ..."
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Bullying, a subcategory of aggressive beha-vior, is encountered regularly by children and adolescents in the context of schools worldwide (for an overview see Smith et al., 1999; Whitney and Smith, 1993). In Canada, self-report data indicate that 8 to 9 % of elementary school children are bullied frequently (i.e., once or more a week) and about 2 to 5 % of students bully others frequently (Bentley and Li, 1995; Charach, Pepler, and Ziegler, 1995). Among adolescents, at the secondary school level, rates are somewhat higher, with 10 to 11 % of students reporting that they are frequently victimized by peers, and another 8 to 11 % reporting that they frequently bully others (Vaillancourt and Hymel, 2001). Observational studies show that, although peers are present in most bullying situations (85 to 88%), they seldom intervene on behalf of victims (11 % to 25 % of the time) (Atlas and Pepler, 1998; Craig and Pepler, 1997) and many students just watch, while others even join in (O’Connell, Pepler, and Craig, 1999). Although bullying is a common experience for students around the world, it is a complex social problem that can have serious negative consequences for both bullies and victims (see Salmivalli, 1999; Smith and Brain, 2000). The negative effects of bullying are well documented, not only in terms of the psychological harm that is inflicted upon victims, but also in terms of the maladaptive outcomes for children who engage in bullying. Studies from countries around the globe tell us that bullying behavior predicts later criminality and delinquency (Olweus, 1991; Pulkkinen and Pitkanen, 1993) and is associated with both externalizing and internalizing diffi-
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"... Aggression and Violent Behavior4. Recent research examining both bullying and sexual harassment..................................... 338 ..."
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Aggression and Violent Behavior4. Recent research examining both bullying and sexual harassment..................................... 338
Independent Consultant
"... The findings and conclusions in this report are those of the authors and do not necessarily ..."
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The findings and conclusions in this report are those of the authors and do not necessarily
Seen and Heard: Listening to Children and Creating Caring Schools
, 2014
"... ii Bullying in schools is a worldwide problem which impacts adversely on school climates and can have negative lifelong consequences for students. Internationally there has been an extraordinary rise in interest in the phenomenon of bullying in the last three decades. Despite this world-wide interes ..."
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ii Bullying in schools is a worldwide problem which impacts adversely on school climates and can have negative lifelong consequences for students. Internationally there has been an extraordinary rise in interest in the phenomenon of bullying in the last three decades. Despite this world-wide interest, relatively little research has been carried out in South Africa. This study investigated the extent and nature of bullying as experienced by students in a sample of Catholic primary schools, and specifically explored the relationship between bullying and the ethos of care in these schools. Drawing on the wide literature on bullying, and a theoretical framework developed from the work of Hannah Arendt and others, the study investigated the assumption that there would be less bullying in schools where students felt that teachers showed more care and concern towards them. A questionnaire was developed for the South African context to rapidly identify
Electronic Journal of Research in Educational Psychology
"... Discrepant Story Task: Instrumento utilizado para explorar estrategias narrativas en el maltrato entre iguales Electronic Journal of Research in Educational Psychology, vol. 4, núm. 9, septiembre, 2006, pp. 397- ..."
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Discrepant Story Task: Instrumento utilizado para explorar estrategias narrativas en el maltrato entre iguales Electronic Journal of Research in Educational Psychology, vol. 4, núm. 9, septiembre, 2006, pp. 397-
Copyright: Elsevier
"... Bystander behavior in bullying situations: basic moral sensitivity, moral disengagement and defender self-efficacy ..."
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Bystander behavior in bullying situations: basic moral sensitivity, moral disengagement and defender self-efficacy
Moral Disengagement Processes
"... All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately. ..."
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All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately.
