A sociology of bullying: Placing youth aggression in social context

Donoghue, Christopher; Pascoe, C. J.

doi:10.1111/soc4.13071

Cited by 5 publications

(8 citation statements)

References 82 publications

(89 reference statements)

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“…Giving severe punishment to the perpetrators for their actions will lead to protests and refusals, so the boarding school will take action to expel the perpetrators if they frequently engage in bullying, especially physical bullying. The study's findings support Ulum, Donoghue and Darrow assertion that bullying has sociological and psychological effects on students (Darrow, 2021;Donoghue & Pascoe, 2023;Ulum, 2021).…”

supporting

confidence: 82%

Preventing Bullying in Integrated Islamic Boarding Schools of Lhokseumawe City: A Strategic Management Approach

Alwi,

Iqbal,

Manas

2023

Idarah

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Abstact: This study aims to analyze the role of Islamic boarding school residents in preventing bullying behaviour among students in integrated boarding schools in the city of Lhokseumawe. This research adopts a qualitative research design with a phenomenological approach. Data collection techniques are carried out through participant observation, in-depth interviews, and documentation. The research informants consist of the Islamic boarding school leaders and caregiving staff. Data validity is ensured through source verification techniques. Data analysis is conducted through data reduction, data presentation, and drawing conclusions. Bullying behaviour in Dayah Terpadu Ulumuddin and Pesantren Misbahul Ulum Integrated Boarding Schools is prevented by the boarding schools’ authorities through measures such as reprimanding, advising, punishment, and involving parents. However, the psychological approach has not been fully implemented due to the lack of counselling teachers in the boarding school. The boarding schools’ authorities provide guidance and advice to bullying victims. Some bullying behaviours are considered normal among the students, such as teasing and using nicknames. This behaviour will receive less attention from the boarding school authorities. However, if the bullying involves physical violence, the victim will receive special attention. Abstrak: Penelitian ini bertujuan untuk menganalisis peran warga pesantren dalam pencegahan perilaku bulliying pada santri di pesantren terpadu Kota Lhokseumawe. Penelitian ini menggunakan jenis penelitian kualitatif dengan pendekatan fenomenologi. Teknik pengumpulan data dilakukan melalui observasi partisipan, wawancara mendalam, dan dokumentasi. Informan penelitian ini terdiri dari pimpinan dayah, bidang pengasuhan. Pemeriksaaan keabsahan data dilakukan dengan teknik pemeriksaan melalui sumber. Teknik analisis data dilakukan dengan cara reduksi data, penyajian data, dan penarikan kesimpulan. Perilaku bullying di Dayah Terpadu Ulumuddin dan Misbahul Ulum dicegah oleh pihak dayah terhadap pelaku bullying, yaitu memberikan teguran, nasihat, hukuman, dan pemanggilan orang tua, sedangkan pendekatan psikologis belum dilaksanakan secara maksimal karena belum tersedianya guru bimbingan konseling di dayah. Tindakan pihak dayah terhadap korban bullying berupa pembinaan dan pemberian nasihat. Perilaku bullying yang dianggap wajar terjadi, seperti mengejek dan memanggil dengan nama julukan kurang mendapat perhatian dari pihak dayah. Akan tetapi, jika bullying yang bersifat fisik seperti pemukulan, korban akan mendapat perhatian khusus.

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supporting

confidence: 82%

Preventing Bullying in Integrated Islamic Boarding Schools of Lhokseumawe City: A Strategic Management Approach

Alwi,

Iqbal,

Manas

2023

Idarah

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“…This possibility aligns with growing evidence on the "dark side" of social capital (Villalonga-Olives & Kawachi, 2017), which suggests that dense friendship networks can have strikingly adverse effects on individuals' behaviors. With respect to adolescents and schools, this is perhaps most evident in the literature on bullying (Donoghue, 2022), underlining the potential for close friendships to be a major source of both support and victimization (Banny et al, 2011). For instance, adolescents can often effectively bully each other to climb the status hierarchy of their school (Faris, 2012), and they are most likely to target closely tied friends in doing so (Faris et al, 2020).…”

Section: School Friendship Network Closure and Positive School Climatementioning

confidence: 99%

A Paradox of School Social Organization: Positive School Climate, Friendship Network Density, and Adolescent Violence

Pinchak

2024

J. Youth Adolescence

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Schools are often encouraged to foster a positive climate to reduce adolescent violence, but evidence on the effectiveness of this approach varies significantly. This study investigates the roots of this variation by testing alternative hypotheses about how positive school-level climate and school-level student friendship network density interact to shape adolescent violence perpetration. Research on informal social control and network closure suggests that the violence-reducing association of positive school climate will be enhanced among schools where students are more densely tied through their friendships. Research on youth conflict and subversion of control suggests the opposite. These hypotheses are tested with data from Waves I-II of the National Longitudinal Study of Adolescent to Adult Health (n = 11,771; 49% Female; Age mean = 15.04, SD = 1.60). Consistent with the conflict/subversion hypothesis, analyses indicate that the inverse association between positive school climate and adolescent violence is only evident among schools with a very low density of friendship ties. Strikingly, however, there is evidence that a more positive school climate is associated with increases in violence among youth attending schools with a high density of friendship ties. These findings suggest that efforts to reduce violence by fostering cohesion among youth in their schools and other social contexts can be undermined by youth network processes.

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“…According to Olweus 6 ,p. 770), "being bullied by peers represents a serious violation of the fundamental rights of the child or youth exposed" and management of this phenomenon is a priority for the provision of appropriate education. However, Olweus's definition of bullying is increasingly critiqued and contested 2,7,8 and the evidence base for interventions to manage incidences of bullying within schools is mixed 3,9,10 .…”

Section: : a Whole Education Approach To School-based Bullying Preven...mentioning

confidence: 99%

“…This approach situates the school within the wider social context in which it exists, inclusive of the wider education community (and within society more broadly) and considers the technologies that support relationships in this broader conceptualisation. This approach takes a broader perspective regarding bullying and is heavily influenced by deeper understanding of the school context and social-ecological theory 12 than has been considered previously 7 . This perspective moves away from viewing bullying as an individual behavioural choice of students whose role remains consistent across their school careers 8 .…”

Section: A Whole Education Approach To Inclusionmentioning

confidence: 99%

A Whole Education Approach to Inclusive Education: Conceptualising a Sustainable Future for Inclusive Education Provision

Kenny¹,

McCoy²,

Norman³

2023

Preprint

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Inclusion is an important aspect of achieving the Sustainable Development Goals (SDGs) in education. This article will discuss the significance of recent developments in the field of school-based bullying prevention and evaluate their applicability to the policy discourse of inclusive education 2,3. Both inclusive education and school-based bullying remain contested phenomena without a clear consensus regarding their definition nor how to operationalise them as concepts within school policy or practice effectively. UNESCO’s Scientific Committee have recently proposed the Whole Education Approach, which conceptualises a holistic, socially engaged, and interconnected vision for policy development in addressing school-based bullying prevention. Importantly, the Whole Education Approach conceptualises incidences of bullying as indicative of a deficit of care and support within the surrounding social environment, thus adopting an ecological and relational focus regarding bullying prevention. In addition, bullying prevention is viewed as requiring co-herent collaboration between the school, family, and other relevant stakeholders in the local social community surrounding the school. This includes government funding and resourcing policy and national legal frameworks. This article argues that this approach may also have utility within inclusive education policy in supporting a more integrated and holistic promotion of social inclusion, underpinning equal opportunities in recognising the diverse needs of all learners in schools. This article discusses the details of the Whole Education Approach and emphasises how this framework also can address educational inclusion in adopting an integrated, multi-elemental focus on supporting collaboration across stakeholders relevant to the lives of pupils within schools.

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A sociology of bullying: Placing youth aggression in social context

Cited by 5 publications

References 82 publications

Preventing Bullying in Integrated Islamic Boarding Schools of Lhokseumawe City: A Strategic Management Approach

Preventing Bullying in Integrated Islamic Boarding Schools of Lhokseumawe City: A Strategic Management Approach

A Paradox of School Social Organization: Positive School Climate, Friendship Network Density, and Adolescent Violence

A Whole Education Approach to Inclusive Education: Conceptualising a Sustainable Future for Inclusive Education Provision

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