Articulating the theory of bullying intervention programs: Views from social psychology, social work, and organizational science

Hawley, Patricia H.; Williford, Anne

doi:10.1016/j.appdev.2014.11.006

Cited by 66 publications

(48 citation statements)

References 139 publications

(146 reference statements)

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“…Hawley and Williford () have discussed the theoretical underpinning of anti‐bullying interventions. Using the Theory of Planned Behavior, they argue that successful intervention will require changes in perceptions (of what bullying is), attitudes (about bullying behaviour and towards victims; reporting bullying and intervening), subjective norms (how do others think or expect I should behave?)…”

Section: School‐based Intervention/preventionmentioning

confidence: 99%

Bullying: Definition, Types, Causes, Consequences and Intervention

Smith

2016

Social & Personality Psych

186

108

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Bullying is repetitive aggressive behaviour with an imbalance of power. Research, especially on school bullying, has increased massively in the last decade, fuelled in part by the rise of cyberbullying. Prevalence rates vary greatly. This is in part because of measurement issues, but some persons, and groups, are more at risk of involvement. Victims suffer from bullying, but some of those who perpetrate bullying can be socially skilled and get at least short-term benefits from their behaviour. Individual, family, school class, school and broader country factors can inf luence the chances of involvement. Beyond individual coping strategies, there have been many anti-bullying interventions developed over the last 30 years. Metaanalyses of these programmes show that they have had some success. Further progress is needed in establishing the most effective components and in tackling cyberbullying.

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Section: School‐based Intervention/preventionmentioning

confidence: 99%

Bullying: Definition, Types, Causes, Consequences and Intervention

Smith

2016

Social & Personality Psych

186

108

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“…Within bullying research, the linking of social psychology and developmental psychology represents an important multidisciplinary step. For example, building a bridge between bullying and personality (Book, Volk, and Hosker 2012) has allowed researchers to propose a more comprehensive theory of bullying and bullying interventions (Hawley and Williford 2014). By incorporating even broader social-psychological elements (e.g.…”

Section: Multidisciplinaritymentioning

confidence: 99%

Towards a transdisciplinary blueprint to studying bullying

Marini

Volk

2016

Journal of Youth Studies

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Events related to bullying are so complex that they require a much broader examination than is usually available from a single disciplinary point of view. The purpose of the present paper is to offer new ways of examining this complex phenomenon. We will argue that transdisciplinarity (henceforth TD) could bring a more comprehensive analysis and a deeper understanding to the current state of bullying research. As a way of emphasizing the benefits of a more pluralistic and integrative approach, we will use TD based examples to describe the general context and process we used to develop a new definition of bullying, one that provides a sharper distinction between bullying and general aggression, thus offering the possibility of more targeted intervention strategies. The present paper is divided into three sections, namely, a selected review of the TD literature, an application of TD inspired ideas and tools that examine bullying from a number of interrelated perspectives, and an outline of a conceptual 'Disciplinary Continuum', as an example of how TD can be used to examine complex phenomena. Moreover, we will highlight TD's expanding role in the funding process, as it is increasingly required by granting agencies and governmental ministries as a criterion for universities' funding. We conclude by outlining ideas for further inquiries. ARTICLE HISTORY

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“…Studies of school bullying initially focused on individual characteristics, then on interpersonal dynamics and more recently have begun to consider power, social location, norms and social ecological context (Brenick and Halgunseth, 2017;Espelage, 2016). How we understand bullying impacts how we address it (Hawley and Williford, 2015;Walton, 2011). To what extent has this recent sociostructural literature been incorporated into anti-bullying programmes?…”

Section: Objectivesmentioning

confidence: 99%

“…In/out group identities, group identification, group norms, morality, sense of equality, perceived threat and status risk moderate whether children exert out‐group prejudice and how they interpret and respond to bullying situations (Brenick and Halgunseth, ; Palmer and others, , ; Rutland and Killen, ). School climate and culture moderates peer aggression and negative youth outcomes, especially the extent to which hierarchy, inclusion and peer aggression are normalised (Espelage, ; Hawley and Williford, ; Rutland and Killen, ).…”

Section: Introductionmentioning

confidence: 99%

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Missing Structure: A Critical Content Analysis of the Olweus Bullying Prevention Program

Temko

2018

Children & Society

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School bullying is dominantly understood as an individualistic phenomenon, overlooking the sociostructural environment that creates and maintains it. A critical content analysis reveals that the Olweus Bullying Prevention Program is similarly lacking. The programme labels students as bullies and victims, ascribes these groups’ particular character traits, sidelines issues of bias and at times reproduces norms that foster bullying. The programme hyperfocuses on real‐time manifestations of bullying incidents, attempting to end bullying through universal monitoring of students and student compliance with anti‐bullying rules. It is argued that efforts to reduce school bullying should address both its individualistic and structural determinants.

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Articulating the theory of bullying intervention programs: Views from social psychology, social work, and organizational science

Cited by 66 publications

References 139 publications

Bullying: Definition, Types, Causes, Consequences and Intervention

Bullying: Definition, Types, Causes, Consequences and Intervention

Towards a transdisciplinary blueprint to studying bullying

Missing Structure: A Critical Content Analysis of the Olweus Bullying Prevention Program

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