Bullying and Student Distress: beneath the tip of the iceberg

Branwhite, Tony

doi:10.1080/0144341940140104

Cited by 24 publications

(19 citation statements)

References 47 publications

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“…Conceptualmente caracterizado de forma unâ-nime por vários autores, o bullying assume-se como um fenómeno que abrange toda uma variedade de comportamentos de maus-tratos entre os pares podendo essas acções ser de carácter físico ou psicológico (Branwhite, 1994;Borg, 1998;Forero et al, 1999;Pellegrini et al, 1999;Mynard & Joseph, 2000). De realçar ainda o seu carácter intencional (com o intuito de magoar terceiros), repetitivo e sistemático, não se reportando a episódios isolados de conflito entre pares de igual estatuto ou poder.…”

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Violência escolar: Metodologias de identificação dos alunos agressores e/ou vítimas

Seixas

2012

Análise Psicológica

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INTRODUÇÃOO crescente interesse pelo estudo no âmbito da violência escolar advém, entre outros factores, da maior frequência e visibilidade que as suas manifestações têm tido, bem como da consequente preocupação evidenciada pelos diversos profissionais e/ou intervenientes no contexto educativo. Professores, alunos, encarregados de educação, psicólogos, são alguns dos diferentes agentes que, de um modo mais directo ou mais indirecto, contactam com essa realidade.De modo semelhante, as repercussões decorrentes da vivência de situações de violência escolar têm vindo progressivamente a ganhar maior dimensão nas diversas investigações levadas a cabo. Quer se tratem de consequências ao nível do progresso e integração educativa, quer se tratem, de um modo mais abrangente, de consequên-cias ao nível da saúde (numa perspectiva biopsicossocial), inúmeros são os autores que salientam a existência de repercussões nefastas em diversos domínios de vida dos alunos.Algumas investigações alertam para as implicações ao nível da auto-estima (Sharp, 1996;Mynard & Joseph, 1997;Baldry & Farrington, 1998;Salmon et al., 1998;Berthold & Hoover, 2000;Veiga, 2000;Engert, 2002), outras realçam a associação a comportamentos de risco como o consumo de substâncias (Forero et al., 1999;Kaltiala-Heino et al., 2000;Veiga, 2000;Matos & Carvalhosa, 2001;Nansel et al., 2001), outras ainda salientam as repercussões ao nível da saú-de, nomeadamente sintomatologia física e psicológica (Neary & Joseph, 1994;Boivin et al., 1995;Craig, 1998;Forero et al., 1999;Bond et al., 2001;Karin-Natvig et al., 2001;Nansel et al., 2001).O conceito de violência escolar tem sido caracterizado, por diferentes autores, como um fenómeno multifacetado, abrangendo uma variedade de manifestações, desde comportamentos anti-sociais, delinquência, vandalismo, comportamentos de oposição, entre outros (Vale & Costa, 1998). Estando cientes dos diferentes domínios que urgem intervenção, o clima relacional entre os alunos, intimamente associado à qualidade das interacções interpessoais que entre eles ocorrem, tem merecido especial atenção como uma área privilegiada na literatura sobre violência escolar. Mais recentemente, neste âmbito, tem sido largamente

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Violência escolar: Metodologias de identificação dos alunos agressores e/ou vítimas

Seixas

2012

Análise Psicológica

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“…Branwhite, 1994;Charach et al, 1995). Males are also more likely than females to target the same victim repeatedly (Craig, 1993).…”

Section: Gender Differencesmentioning

confidence: 93%

“…In general, Branwhite (1994) reported more incidents of bullying in secondary school than in elementary school (see also Winters, 1997). Therefore, bullies tend to bully more when they grow older, but bullying often takes the form of verbal abuse.…”

Section: Characteristics Of Bullies and Victimsmentioning

confidence: 95%

Bullying in school: nature, effects and remedies

Ma¹,

Stewin²,

Mah³

2001

Res. Papers Educ.

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This review synthesizes recent research on bullying in school, a widespread social problem among school-age children in many countries. It begins with a theoretical examination of the de® nition of bullying, showing the multifaceted coercive behaviours of bullying. The review proceeds to demonstrate the short-and long-term consequences of bullying for both victims and bullies. The authors outline individual characteristics of victims, bullies and bystanders as well as school characteristics of bullying. The authors examine, from the sociological perspective, the social tolerance of bullying, and provide theoretical bases for explaining bullying behaviours. The review ends with a discussion on successful prevention and intervention programmes of bullying as well as on the counselling aspects of bullying. In addition, the authors examine quantitative and qualitative methods commonly used in the research of bullying, evaluating each method and introducing new, promising quantitative and qualitative methods, and discuss future directions in the study of bullying in school.

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“…Earlier studies have shown that children who are victimized by their peers suffer in terms of low self-esteem, unhappiness at school, external locus of control, poor physical health, and depression (4). More recently, it has been demonstrated that victimization precedes rather than follows the onset of anxiety or depression (especially in adolescent girls), and also that previous recurrent emotional problems are not significantly related to future victimization (5).…”

Section: Introductionmentioning

confidence: 97%

Peer victimization during early adolescence: An injury trigger, an injury mechanism and a frequent exposure in school

Laflamme

Engström²,

Möller³

et al. 2003

International Journal of Adolescent Medicine and Health

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There is a documented effect of peer victimization in school as an injury trigger, but the question of differences between children according to age and sex remains unexplored. Nor do we know the role played by school peer victimization as a direct injury mechanism. Objective: The study considered age and sex differences with regard to peer victimization's triggering effect on physical injury, its direct relation to injury (i.e. physical violence), and its age-and gender-specific frequency and manner of occurrence. Method·. Data were gathered through structured interviews with children aged 10-15 years, residing in Stockholm County in Sweden during two consecutive school years, and who had been hospitalized due to injury (n= 592). Results: Peer victimization operated on injury risk -both indirectly as a trigger of injurious events (most of which are unintentional), and directly as a causal mechanism in relation to intentional physical harm. Further, intentionally injured children frequently knew their offender(s) -often from school -and, in those instances, had been previously victimized by them. There is a quantitative and a qualitative difference in the manner in which occasional and frequent victims are victimized by their peers. Conclusion: Peer victimization impacts on children's safety and is a common element in the school background of many children. Differences between occasional and frequent victims in forms and consequences of victimization are more remarkable than those based on sex and age of the child, with the exception of victimization as a direct cause of injury.

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Bullying and Student Distress: beneath the tip of the iceberg

Cited by 24 publications

References 47 publications

Violência escolar: Metodologias de identificação dos alunos agressores e/ou vítimas

Violência escolar: Metodologias de identificação dos alunos agressores e/ou vítimas

Bullying in school: nature, effects and remedies

Peer victimization during early adolescence: An injury trigger, an injury mechanism and a frequent exposure in school

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