Research suggests that bullying does occur in kindergarten. The extent of bullying in Norway and other Scandinavian countries is estimated to be about 12 %. The purpose of this study is to investigate children's understanding and experiences of bullying. We use a qualitative approach and have conducted individual interviews and focus group interviews with a total of 31 children, 5 yearolds, in 4 different kindergartens. Additionally, observations were made of 4-5 year-olds in the same kindergartens, 142 children in total. The results show that the children describe bullying as doing or saying ''something mean''. Exclusion from play is what all the children fear the most. This study shows that 1-2 children in each kindergarten are systematically excluded from play, and these children are overlooked by both other children and the adults in kindergarten.
Shyness is not unlike many psychological constructs in that it connotes a rich cluster of behaviours, cognitions, feelings and bodily reactions. But when adolescents’ shyness creates keen sensitivity to cues of being rejected, preventing them from speaking up for their rights and expressing their own opinions, thereby encouraging self‐consciousness and excessive preoccupation with their emotions, it becomes a problem for both these adolescents and their surroundings. This paper presents 10 adolescents’ experiences of being shy in a school context to such a degree that it is regarded as being a behavioural and emotional problem. In light of elements from an existential‐phenomenological understanding, challenges and remedial measures for these adolescents as well as their peers and teachers are discussed. Finally, focus will be placed on how teachers can promote good relationships and working environments and in this manner prevent shyness from becoming a behavioural and emotional problem in school.
This study examined bullying related to adolescents exhibiting shyness as an emotional and behavioral problem in the school context. It is based on in-depth interviews and observations of severely shy girls between the ages of 14 and 18 years. Given this group of students' difficulties with social skills, peer rejection, and victimization, we sought to explore (a) the form that bullying takes, (b) the genders commonly represented among aggressors, and (c) the reasons that shy adolescents give for being bullied. Resultsshow that shy adolescents perceive a nonsupportive class environment to be a primary explanation for why they are bullied, and relational bullying is the dominant form of bullying exclusion.Keywords shyness, bullying, emotional and behavioral problems, adolescence Initiating, developing, and maintaining caring and committed relationships are the most important activities in our lives. Relationships are the core of our existence (Hart & Smith, 2002;Heidegger, 2002;Rutter, 1997). We are conceived within relationships, are born into relationships, and live our lives within relationships. We are dependent on other people for healthy development; for guidance in learning the essential competencies required to survive in our world; and for fun, comfort, love, and fulfillment. For this reason, it is of the greatest importance to highlight, prevent, understand, and discuss relationships that fail and to determine how negative relational patterns develop through bullying and victimization.Previous research has shown that shy adolescents have increased difficulties with social skills and peer rejection, which can lead them to become likely targets for victimization by their peers
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