Approaches to Reduce Bullying in Schools – A Critical Analysis from the Viewpoint of First‐ and Second‐Order Perspectives on Bullying

Kousholt, Kristine; Fisker, Tine Basse

doi:10.1111/chso.12094

Cited by 30 publications

(33 citation statements)

References 40 publications

(97 reference statements)

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“…Duncan (2013) saw this perspective as more anchored in the "medical model of disability" and in need of revision by experts. Kousholt and Basse Fisker (2015) contend that second-order perspectives regard bullying as part of a social process, and consequently dependent on this process. In addition, they argue that a paradigm shift is being produced in research on bullying, which is increasingly context-specific.…”

Section: Conceptual Understanding Of Bullying: a Summation Of The Litmentioning

confidence: 99%

Children's Experiences of Bullying Victimization and the Influence on Their Subjective Well‐Being: A Multinational Comparison

et al. 2018

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The study used data from the second wave of the Children's Worlds Survey to explore the relation between children's experiences of bullying victimization (physical and psychological) and their subjective well-being (SWB) across three age groups (8, 10, and 12) and 15 global geographical regions. The sample consists of 47,029 children randomly selected from 15 countries. Data were analyzed using structural equation modeling and multigroup confirmatory factor analysis. The results show appropriate fit structure for the overall model, and that the combined influence of physical and psychological bullying made a significant contribution to SWB across age groups and geographical regions. The findings are interpreted using Cummins's (1995) Homeostasis Theory of SWB.

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Section: Conceptual Understanding Of Bullying: a Summation Of The Litmentioning

confidence: 99%

Children's Experiences of Bullying Victimization and the Influence on Their Subjective Well‐Being: A Multinational Comparison

et al. 2018

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“…When I asked her whether there has been much focus on the environmental-structural aspects of school, she replied that "Relatively little is known about contextual/environmental factors that may predispose youths to bully others" 27 , and that "Additional research is needed to examine school 26 Ahmad and Salleh, 1997;Andrews and Chen, 2006;Connell, 2001;Duncan, 2013;Eriksson, Lindberg, Flygare and Daneback, 2002;Galloway and Roland, 2004;Kousholt and Fisker, 2014;Rivers, Duncan and Besag, 2007;Tam and Taki, 2007;Tanaka, 2001;Terefe and Mengistu, 1997;Willer and Hansen, 2004;Yoneyama, 1999Yoneyama, , 2015Yoneyama and Murphey, 2007;Yoneyama and Naito, 2003. 27 Barboza et al, 2009, p. 104. environmental factors as predicting bullying."…”

Section: Doll 2: the Microsystemmentioning

confidence: 99%

Unpacking the bullying doll

Horton

2016

Confero

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, Confero announced a special issue titled Essays on school bullying: Theoretical perspectives on a contemporary problem, which aimed to stimulate a theoretical discussion about school bullying through the medium of theoretically focused essays. 2 No clipboards, no questionnaire surveys, no field notes, no recording devices, simply grey matter and a blank canvas upon which school bullying researchers could sketch their musings. Six researchers accepted the challenge and participated in a fruitful exchange of ideas, taking up issues as broad ranging as popular culture and social difference, victim positioning and exclusionary processes, discursive-material intra-action and the agency of skirts, institutional hierarchy and alternative forms of education, and qualified relativism and the interpretation of elephants. 3 The final essay in the collection extended an invitation to a group of proverbial "blind men" to meet and discuss their interpretations

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“…Recommendations intertwine individual and structural levels (Kousholt and Fisker, 2015). Bullying is a widespread problem partly because it is not well understood (Walton, 2010).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

The complexity of children’s involvement in school bullying

Nassem

2017

Journal of Children’s Services

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Purpose-The complexity of children's involvement in school bullying from the child's perspective is examined. Design/methodology/approach-A Foucauldian perspective provides a more nuanced approach than traditional understandings to examine the fluidity of power which involves 'grey' areas; struggles between pupils, and pupils and teachers; and takes into account systemic factors. Data is drawn from observations, focus groups and individual interviews with children aged 10-16. Findings-Children explained how pupils, teachers and inequalities inherent in school contributed to their involvement. Children felt coerced into reinforcing societal inequalities whereby the 'vulnerable' were susceptible to victimisation and pupils can achieve status through bullying. Several working-class males who had learning difficulties felt 'picked on' by their peers and teachers, and subsequently retaliated aggressively. Research limitations/implications-Findings from this relatively small sample provide insight into children's unique experiences and how they are produced within wider systems of knowledge which differ from traditionally accepted discourses. Practical implications-Drawing upon the voice of pupils who contribute to developing school strategies to overcome bullying is recommended. 2 Social implications-Traditional ways of identifying 'bullies' can be used to target those already marginalised whilst more sophisticated bullying is usually accepted and approved. Originality/value-The complexity, fluidity and multi-faceted nature of children's involvement is highlighted. Children discussed the maltreatment they experienced from pupils and teachers but did not realise how they may have subjected them to bullying.

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Approaches to Reduce Bullying in Schools – A Critical Analysis from the Viewpoint of First‐ and Second‐Order Perspectives on Bullying

Cited by 30 publications

References 40 publications

Children's Experiences of Bullying Victimization and the Influence on Their Subjective Well‐Being: A Multinational Comparison

Children's Experiences of Bullying Victimization and the Influence on Their Subjective Well‐Being: A Multinational Comparison

Unpacking the bullying doll

The complexity of children’s involvement in school bullying

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