Commentary: Types of bullying, types of intervention: reflections on Arseneault (2018)

Smith, Peter K.

doi:10.1111/jcpp.12897

Cited by 15 publications

(12 citation statements)

References 9 publications

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“…Precisamente, como han recalcado Olweus (1994) y Smith (2018), es la intensidad con la que se ha manifestado en las últimas décadas la que ha otorgado un mayor protagonismo desde el plano investigativo a este problema. Cuestión que también refieren Gázquez et al (2010) que han expuesto que, además, la prevalencia del acoso escolar está aumentando y sitúa en torno a un 15% el número de alumnos que lo padecen al menos una vez en su vida en España, porcentaje que fluctúa en función del contexto sobre el que se indague (Hicks et al (2018).…”

Section: De Acuerdo Conunclassified

El acoso escolar en educación secundaria: prevalencia y abordaje a través de un estudio de caso

Sánchez¹,

Vallejo²,

Martínez³

2019

Comunitania

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La investigación se focaliza sobre el acoso escolar y el ciberacoso en educación secundaria. El objetivo central de esta investigación es conocer los datos sobre violencia y victimización escolar en esta etapa educativa realizando una exploración sobre el conocimiento y perspectivas del acoso escolar entre alumnos, docentes y familias. Se trata de un estudio descriptivo en el que se emplea la metodología cuantitativa. Se utilizan tres instrumentos, consistentes en cuestionarios auto administrados los cuales respectivamente se aplican sobre alumnado, profesorado y familias de alumnos de un Instituto Público de Educación Secundaria. El análisis de datos se efectúa mediante el programa estadístico SPSS (versión 22). Los resultados alcanzados evidencian la falta de visibilización del acoso escolar y ciberacoso en las tres muestras, reflejando el potencial desconocimiento de la realidad en la que se desenvuelven los estudiantes.The research focuses on bullying and cyberbullying in secondary education. The main objective of this research is to know the data on violence and school victimization in this educational stage, making an exploration about the knowledge and perspectives of school bullying among students, teachers and families. It is a descriptive study in which the quantitative methodology is used. Three instruments are used, consisting of self-administered questionnaires which are respectively applied to students, teachers and families of students of the Public Institute of Secondary Education. The data analysis is carried out through the statistical program SPSS (version 22). The results obtained show the lack of visibility of bullying and cyberbullying in the three samples, reflecting the potential ignorance of the reality in which the students develop.

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Section: De Acuerdo Conunclassified

El acoso escolar en educación secundaria: prevalencia y abordaje a través de un estudio de caso

Sánchez¹,

Vallejo²,

Martínez³

2019

Comunitania

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“…De fato, as agressões, quando repetidas e acumuladas, podem causar danos de diferentes intensidades nas vítimas, como ansiedade, isolamento, depressão, distúrbios alimentares (Arseneault, 2017;Mello et al, 2017;Stanley et al, 2016), sinalizados neste estudo pelas adolescentes. Por muito tempo, havia por parte da sociedade um certo ceticismo e desconhecimento sobre as consequências do bullying (Arseneault, 2018), com a crença de que era um processo natural de crescimento, algo que crianças e adolescentes deveriam aprender a lidar para tornarem-se mais fortes (Smith, 2018). Atualmente, devido ao vasto campo de estudos teóricos e empíricos sobre o tema, reconhece-se que há efeitos prejudiciais que podem perdurar por longos períodos de tempo (Arseneault, 2018;Barzilay et al, 2017;Mello et al, 2017).…”

Section: Discussionunclassified

“…Aliado a isso, ainda se tem a concepção de que as vítimas são "culpadas", o que as impede, muitas vezes, de contarem sobre a VS sofrida (Furniss, 1993). Já o bullying, outro problema social que afeta as relações entre pares, apesar de ser um fenômeno antigo (Smith, 2014), ainda é visto como um processo natural de crescimento (Smith, 2018).…”

Section: Discussionunclassified

Percepções das relações entre violência sexual e bullying a partir das vivências de adolescentes

Fernandes¹,

Yunes²

2021

RIP/IJP

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Esta pesquisa teve por objetivo compreender relações entre os efeitos de duas formas de violência, o abuso sexual e o bullying, na vida de adolescentes escolares. Trata-se de um estudo de caso realizado numa escola pública do sul do Brasil. Participaram quatro adolescentes do sexo feminino, e os instrumentos de coleta de dados foram a Entrevista Reflexiva e as fichas documentais escolares. Para a análise dos dados, utilizou-se a grounded-theory. Constatou-se que as participantes adotavam estratégias de coping de negação do papel de vítimas de violência familiar, com pouco sucesso no ambiente educacional. Em consequência do sofrimento do abuso sexual que as fragilizava, tornaram-se alvos de bullying. Apesar disso, todas evidenciaram percepção ecológico-sistêmica das interações dos efeitos negativos das duas modalidades de violência em suas vidas.

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“…School bullying is a complex and multifaceted phenomenon (Smith, 2018). Even though scholars agree on its conceptualization as “[…] a social process in which a child in a less powerful position is repeatedly offended, harassed or excluded by others” (Thornberg, 2018, p. 144), school bullying is concomitantly composed of different shades.…”

Section: Conceptual Backgroundmentioning

confidence: 99%

School bullying as a quality issue in educational institutions

Manna

Calzone

Adinolfi

et al. 2019

TQM

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Purpose School quality relies on the educational institutions’ ability to establish an environment which enhances the pupils’ social and emotional well-being. School bullying negatively affects the school climate; hence, it is likely to trigger side effects on pupils’ behaviors and performances. This is especially true when socially disadvantaged students are concerned, such as those with a migrant background. The purpose of this paper is to provide an overview of school bullying among pupils with a migrant background living in Italy and suggests several insights to address this relevant school quality issue. Design/methodology/approach A mixed quantitative research has been designed to investigate the relationship between school bullying, victims’ socio-demographic attributes, school behaviors and school performances. Secondary data were collected from the study on the Integration of Second Generations performed in 2015 by the Italian Institute of Statistics. Findings Verbal and relational bullying were prevailing. Physical bullying was also recurring, but it primarily concerned male pupils. Bullied students were more likely to self-report lower school performances; moreover, they showed greater willingness to dropout from school. Victims of school bullying suffered from social exclusion; they were also used to perform working activities beyond mandatory schooling. They expressed lower trust in their teachers as compared with their peers. Practical implications School bullying is thought to deteriorate the school climate and, consequently, to impair educational services’ quality. Timely management interventions are needed to address school bullying and to prevent its negative effects. Originality/value This study conceives school bullying as a critical quality issue and paves the way for further developments intended to enhance school services’ effectiveness.

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Commentary: Types of bullying, types of intervention: reflections on Arseneault (2018)

Cited by 15 publications

References 9 publications

El acoso escolar en educación secundaria: prevalencia y abordaje a través de un estudio de caso

El acoso escolar en educación secundaria: prevalencia y abordaje a través de un estudio de caso

Percepções das relações entre violência sexual e bullying a partir das vivências de adolescentes

School bullying as a quality issue in educational institutions

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