Bullying Among 9th Graders: An Exploratory Study

Harris, Sandy; Petrie, Garth; Willoughby, William E.

doi:10.1177/019263650208663002

Cited by 26 publications

(19 citation statements)

References 13 publications

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“…The nature and pattern of this bullying was generally in line with the findings of other studies of bullying in primary schools (Harris, Petrie, & Willoughby, 2002;Mellor, 1999;Wolke et al, 2001;Smith & Shu, 2000). Bullying usually took place outside the school buildings, in the school grounds.…”

Section: Resultssupporting

confidence: 88%

“…There are fewer studies which have examined pupils' views about their teachers' attitudes to issues of behaviour. Harris, Petrie, and Willoughby (2002) reported evidence from American Grade 9 schoolchildren that a large proportion of them believed that their teachers were not interested in reducing bullying. Similarly, Boulton and Underwood (1993) and Whitney and Smith (1993) in studies of English schoolchildren found that the proportion of students who believed that their teachers almost always attempted to put an end to bullying was small.…”

Section: Introductionmentioning

confidence: 99%

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The relationship between the level of bullying in primary schools and children’s views of their teachers’ attitudes to pupil behaviour

Lee

Buckthorpe

Craighead

et al. 2008

Pastoral Care in Education

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It is known that the incidence of bullying reported by primary school children varies greatly between schools. It has also been shown that schools in which staff express a greater level of concern with managing the problem generally experience lower levels of bullying. This study examines the children's, rather than the teachers', views about the level of care and attention which the teachers pay to issues relating to behaviour and the social organisation of their school. It is shown that the children's views are a good indicator of the frequency of bullying that will be found in that school. IntroductionThere are a number of possible reasons why schools might differ in the amount of bullying that takes place within the school. These include factors such as the size of the school, the social or ethnic backgrounds of the children who attend the school and the attitudes and efforts of the teachers in addressing issues related to behaviour. There is some evidence that demographic factors and school size do not have a large influence on levels of bullying. Olweus (1993) found, in his study of Norwegian and Swedish schools, that the size of a school and its location in either a large city or a small town was not correlated with the amount of bullying that took place. Mellor (1999) found in a study of Scottish schools that there was no relationship between either socio-economic status or urban location and the levels of bullying. Similarly, in a study of German and English schools Wolke, Woods, Stanford, and Schultz (2001) did not find a statistically significant effect of school size on levels of bullying.There is, however, evidence that the attitudes of the teaching staff and the culture that they try to create in the school do have a significant influence. Stephenson and Smith (1991) looked at six schools in North Yorkshire and County Durham with severe bullying problems as well as six schools whose bullying problems were minimal. They found that the key difference between the two sets of six schools was the attitude of the teaching staff. In the schools in which bullying was less frequent the teachers were more likely to speak about bullying problems which they had come across and they were more highly involved with preventing and managing bullying when it occurred. These schools also had headteachers who expressed clear and well thought out views on bullying, and placed importance on monitoring, controlling and stopping bullying. Payne, Gottfredson, and Gottfredson (2003)

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Section: Resultssupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

The relationship between the level of bullying in primary schools and children’s views of their teachers’ attitudes to pupil behaviour

Lee

Buckthorpe

Craighead

et al. 2008

Pastoral Care in Education

View full text Add to dashboard Cite

show abstract

“…In terms of age, research suggests that the number of victims is highest at the elementary level, increasing with the age of the children until the beginning of secondary school, at which point the level of victimization tend to decrease (Harries et al 2002). In general, victims are described as younger, shorter, and weaker than their peers (Hazler et al 1997;Olweus 1997), with a style of dress that deviates from the norm (Ma 2001).…”

Section: Conceptualization Of the Phenomenonmentioning

confidence: 99%

Toward a More Comprehensive Understanding of Bullying in School Settings

2011

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The phenomenon of bullying has received a great deal of international attention in the last few decades. In this article, we provide a critical review of some of the major contributions from the field of educational research. We first provide an overall description of the classic concept of bullying, including certain characteristics of bullies and victims that have received particular attention, and then describe what we consider to be the principal limitations of these predominant academic and professional discourses. These include the following three concerns: (1) the restrictive definition employed, (2) a pathologizing bully-victim dichotomy, and (3) a gender-blind or at best genderessentialist approach to gender difference. Finally, we propose a conceptual shift toward a more comprehensive understanding that is based, in part, on constructivist and poststructuralist perspectives on gender.

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“…Selon plusieurs auteurs, lorsqu'un enfant intimide les autres, il est susceptible de souffrir de problèmes psychologiques incluant les troubles de conduite, une tendance à l'agressivité et des symptômes occasionnels de dépression (Artz et Nicholson, 2002 ;Harris, Petrie et Willoughby, 2002). Ces comportements d'intimidation peuvent persister tout au long de la vie en l'absence d'intervention appropriée (Rigby, Smith et Pepler, 2004).…”

Section: Concept D'intimidationunclassified

Contrer l’intimidation scolaire : portrait des plans d’action pancanadiens

Roberge

Beaudoin

2016

mje

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Depuis plusieurs années, des propos alarmistes sont véhiculés dans l’opinion publique et dans les médias à propos de la détérioration du climat scolaire, en particulier au niveau de la sécurité dans les écoles. Cet article vise à décrire les divers plans d’action et politiques officielles de prévention de l’intimidation à l’école, et ce, dans les provinces et territoires du Canada, par une analyse de contenu. Les éléments constitutifs de l’intimidation les plus communément admis par les chercheurs dans ce domaine ont été repérés. Ces facteurs ont ensuite été mis en parallèle avec les politiques et plans d’action provinciaux et territoriaux en matière d’intimidation au Canada. Les résultats dévoilent les forces et les limites des plans d’action canadiens pour l’ensemble du pays.Over the last several years, alarmist discourse from the public and the media has been commonly heard in reference to the deterioration of the school climate, particularly in regards to safety in schools. This paper strives to describe the different bullying prevention and intervention action plans and policies across Canada’s provinces and territories through a content analysis of these documents. Common best practices in terms of bullying prevention and intervention were identified. These practices were then compared with the official bullying prevention and intervention policies in Canada. The results present the strengths and limitations of the action plans for the whole of Canada

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Bullying Among 9th Graders: An Exploratory Study

Cited by 26 publications

References 13 publications

The relationship between the level of bullying in primary schools and children’s views of their teachers’ attitudes to pupil behaviour

The relationship between the level of bullying in primary schools and children’s views of their teachers’ attitudes to pupil behaviour

Toward a More Comprehensive Understanding of Bullying in School Settings

Contrer l’intimidation scolaire : portrait des plans d’action pancanadiens

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