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Thematische Bibliographien / Bullying framework

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Zeitschriftenartikel
Dissertationen
Bücher
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Auswahl der wissenschaftlichen Literatur zum Thema „Bullying framework“

Autor: Grafiati

Veröffentlicht am 27. September 2024

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Zeitschriftenartikel zum Thema "Bullying framework"

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Hasibuan, Kalijunjung, und Rizana Rizana. „The Role of Schools, Parental Responsibilities, and Legal Implications for Bullying in Indonesia“. Easta Journal Law and Human Rights 2, Nr. 01 (31.10.2023): 1–8. http://dx.doi.org/10.58812/eslhr.v2i01.147.

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Bullying is still a major problem that affects students' academic achievement and general well-being throughout the world. This study explores the functions of schools, parental responsibility, and legislative frameworks in addressing and preventing bullying within the particular setting of junior high schools in Indonesia. The study evaluates the frequency and forms of bullying, the efficacy of school-based interventions, the influence of parental engagement, and the advantages and disadvantages of the legal framework using a mixed-methods approach that includes surveys and interviews. According to quantitative research, bullying is occurring at alarming rates, with verbal bullying being the most common type. Although schools have anti-bullying policies in place, their execution might use some work. The important role that parents play is highlighted by positive correlations between lower incidence of bullying and parental involvement. Parents, teachers, and school administrators' qualitative observations offer a comprehensive perspective of the potential and obstacles in combating bullying. Evidence-based recommendations, such as strengthening school-based treatments, raising parental involvement, and improving the legislative framework, are informed by the integration of quantitative and qualitative findings. This study adds to the current conversation about bullying by offering perspectives specific to the Indonesian setting.

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Berlingieri, Adriana. „Workplace bullying: exploring an emerging framework“. Work, Employment and Society 29, Nr. 2 (06.03.2015): 342–53. http://dx.doi.org/10.1177/0950017014563105.

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3

Georgescu, Corina Ioana. „Preventing and reducing aggressive bullying behavior: theoretical and praxiological framework“. Studia Universitatis Moldaviae. Seria Științe ale Educației, Nr. 9(169) (Februar 2024): 165–70. http://dx.doi.org/10.59295/sum9(169)2024_24.

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The prevention and reduction of aggressive toup bullying behavior is also current in social, psychological and pedagogical terms. This is faced through the involvement of different international structures in the establishment of strategies to reduce and prevent the ,,bullying” phenomenon. In this study, we start from the analysis of various documents, conventions, international treaties in which the problem of preventing and reducing the aggressive behavior of students is posed. At the same time, the explanatory theoretical framework of the ,,bullying” phenomenon is extensively analyzed, and some strategies for preventing and reducing bullying in high schools are argued: primary prevention, secondary prevention, tertiary prevention, having as general directions: education and awareness of the phenomenon, social development -emotional, promoting zero tolerance towards bullying, supervision and prompt interventions, collaboration with parents and the community.

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Sutono, Tri Widayanti und Bety Agustina Rahayu. „Perancangan Sistem Informasi dan Sarana Pelaporan Kasus Bullying Berbasis Web Menggunakan Teknologi Pemograman PHP dengan Framework Laravel“. Infokes: Jurnal Ilmiah Rekam Medis dan Informatika Kesehatan 10, Nr. 2 (28.09.2020): 44–48. http://dx.doi.org/10.47701/infokes.v10i2.1032.

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Bullying is still a troubling social problem. Bullying cases that occur in high school students have caused many problems both physically and psychologically. Bullying is a phenomenon that is very much, rooted, passed down from generation to generation. The seriousness of bullying is a big problem for all of us. The level of knowledge and concern for teachers, parents, health service teams, and the Indonesian people towards bullying is still low. Information systems are needed for management in making decisions to overcome bullying problems. Researchers in this study created a system that can be used as a means of delivering information from students to schools. The creation of this system is based on a system that is easily accessible, secure, and guarantees the confidentiality of the complainants. So that this product can help schools identify cases of bullying in schools, who are the perpetrators of bullying, and victims of bullying, with the hope that schools can stop the chain of bullying events and prevent bullying at schools. The scheme in this study is to design a website that reports bullying and provides information. The system design model used in this study is a prototype model and data was collected through observation, interviews and literature study. The programming language used is PHP and software for designing interfaces using the laravel framework. Making a database using MySQL with the XAMMP application.

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Cross, Donna, Melanie Epstein, Lydia Hearn, Phillip Slee, Therese Shaw und Helen Monks. „National Safe Schools Framework: Policy and practice to reduce bullying in Australian schools“. International Journal of Behavioral Development 35, Nr. 5 (25.07.2011): 398–404. http://dx.doi.org/10.1177/0165025411407456.

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In 2003 Australia was one of the first countries to develop an integrated national policy, called the National Safe Schools Framework (NSSF), for the prevention and management of violence, bullying, and other aggressive behaviors. The effectiveness of this framework has not yet been formally evaluated. Cross-sectional data collected in 2007 from 7,418 students aged 9 to 14 years old and 453 teachers from 106 representative Australian schools were analyzed to determine teachers’ perceptions about the extent of implementation of the NSSF, teachers’ capacity to address student bullying, and students’ reports of bullying in their school, 4 years following the framework’s dissemination. While methodological issues limit the findings, schools appear not to have widely implemented the recommended safe school practices, teachers appear to need more training to address bullying, especially covert bullying, and bullying prevalence among students seems relatively unchanged compared to Australian data collected 4 years prior to the launch of the NSSF.

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Siddiqui, Sohni, und Anja Schultze-Krumbholz. „Bullying prevalence in Pakistan’s educational institutes: Preclusion to the framework for a teacher-led antibullying intervention“. PLOS ONE 18, Nr. 4 (27.04.2023): e0284864. http://dx.doi.org/10.1371/journal.pone.0284864.

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Increasing reports of bullying and cyberbullying in schools in recent years are undeniable and have been recognized as a serious public health problem. Conventional bullying and cyberbullying are not only a problem in higher educational institutions in Pakistan, but also in primary and secondary schools. Although statistics show higher levels of bullying and cyber-risky behaviors among youth, policies and interventions to control the consequences of conventional and cyberbullying are rare in the Pakistani context. This study explores teachers’ perspectives and experiences in identifying bullying strategies in different school contexts. Four hundred fifty-four teachers working in different educational institutions completed an online survey that provided data to draw conclusions and to get a better sense of the situation in educational institutions in Pakistan. According to the results, teachers experience verbal and social bullying more frequently than online and physical bullying. In addition, teachers in lower grades reported noticing more physical bullying than teachers in higher grades. Facebook was reported to be the most common platform students used to bully each other. Researchers also found significant differences between rural and urban teachers’ experiences with social bullying. Bullying intervention strategies should be developed and integrated into educational settings in Pakistan. The data presented will be used to develop tailored anti-bullying interventions that are culturally and socially appropriate for Pakistani educational settings.

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Ramsay, Sheryl, Ashlea Troth und Sara Branch. „Work-place bullying: A group processes framework“. Journal of Occupational and Organizational Psychology 84, Nr. 4 (24.11.2010): 799–816. http://dx.doi.org/10.1348/2044-8325.002000.

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Grădinariu, Tudorița, und Constantin Cucoș. „WHAT IS THE TEACHER'S PROFILE IN SUCCESSFULLY PREVENTING BULLYING? A PICTURE OF PROFESSIONAL COMPETENCIES“. Review of Artistic Education 28 (01.04.2024): 326–36. http://dx.doi.org/10.35218/rae-2024-0038.

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The increasing frequency of bullying incidents is an imperative that is on the focus of the education policy makers in Romania. During the last four years, the education legislation has undergone a number of substantial changes and updates placing a strong emphasis on bullying prevention. While we have the legislative framework that defines the role of teachers in preventing and intervening in bullying incidents, it is significant to know what professional skills are needed in doing so. The aim of this research is to provide a profile of the effective teacher in bullying prevention from the standpoint of professional competences. We believe this to be important for the development of effective prevention policies. The objectives of this study are theoretical, namely: to analyze the normative framework referring to the teacher's role in bullying prevention; to examine the national legislation in the field of preventing and combating bullying; to review the literature in order to identify the professional competences involved in successfully preventing bullying.

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Domínguez, Laura, und Mario Millán-Franco. „A discursive approach to bullying from the perspective of Social Work“. OBETS. Revista de Ciencias Sociales 16, Nr. 2 (28.07.2021): 281. http://dx.doi.org/10.14198/obets2021.16.2.04.

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The objective of this study was to explore the social framework of bullying using the discourse of the different agents involved. A qualitative method was used (i.e. thematic analysis). We collected information from 25 semi-structured interviews. Four themes were identified: “Descriptive elements of bullying”; “Bullying is a social issue”; “Normalizing bullying hidden behind other types of violence”, and “An integrated struggle against bullying”. This study shows that bullying is a social problem associated with other types of violence. Bullying should also be studied from the perspective of Social Work to generate new strategies and effective social intervention and prevention programs.

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YEŞİLYURT, Ferahim, Nihan ARSLAN und Serhat ARSLAN. „Cyber Bullying and Self-Disclosure: The predicting role of Cyber Bullying“. Malaysian Online Journal of Educational Technology 9, Nr. 1 (28.12.2020): 19–25. http://dx.doi.org/10.17220/mojet.2021.9.1.239.

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The research aims to examine the relationship between cyber bullying and self-disclosure. Participants of the study were 480 high school students who answered the scales. According to the results, the dimensions of cyber bullying; verbal cyber-aggression and exclusion, impersonation and visual-sexual cyber-aggression are negatively related to self-disclosure. Stepwise multiple regression analysis results showed that dimensions of cyber bullying affected self-disclosure and verbal cyber-aggression and exclusion was a strong predictor of self-disclosure. The findings of the research were discussed within the framework of literature.

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Mehr Quellen

Dissertationen zum Thema "Bullying framework"

1

Joscelyne, Trish. „Children's explanations of aggressive incidents at school within an attributional framework“. Thesis, Open University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390555.

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King, Dr Marvalene. „Strategies to Identify and Reduce Workplace Bullying to Increase Productivity“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7307.

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Workplace bullying caused business owners to lose about 80 million employees' workdays each year. Workplace bullying can cost an organization up to $300 billion for increased medical claims, lost productivity, and employee turnovers, and up to $23 billion in additional expenses, such as costs for employee absenteeism and legal costs. The purpose of this single case study was to explore successful strategies to address workplace bullying used by 7 human resource (HR) managers and executives in 1, small-to-medium-sized organization in Central Florida. The HR managers and executives had 5 or more years of HR experience. The risk management framework and theory of planned behavior were the conceptual frameworks that guided exploration of the phenomenon. Data were collected from semistructured interviews with HR managers and executives and from company artifacts, such as HR and risk management policies. Member checking and transcript review strengthened trustworthiness of data analysis and interpretations. Data were analyzed using thematic analysis. Five themes emerged from the data analysis: enhanced training, encourage reporting, develop HR business partner model, implement policies and guidelines, and enforce zero-tolerance policy. The findings of this study may contribute to positive social change by building awareness of workplace bullying for employees, organizations, and society, and by providing strategies to reduce the number of bullied victims and enrich social harmony within organizations and communities.

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Deakin, Ria Nicole. „A theoretical framework for exploring the feasibility and fairness of using mediation to address bullying and harassment in UK workplaces“. Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/a-theoretical-framework-for-exploring-the-feasibility-and-fairness-of-using-mediation-to-address-bullying-and-harassment-in-uk-workplaces(b05572c5-5560-4150-9a3b-fdbdbe98c26e).html.

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Positioning itself within policy debates on the best way to deal with disputes in UK workplaces and the (potential) resultant increased interest in mediation, this thesis draws on literature from law, philosophy, psychology and management to add to the growing, but largely theoretically-underdeveloped research on workplace mediation. In this research, mediation refers to a voluntary and confidential process where parties to dispute seek a mutually agreed outcome. This process is facilitated by an impartial third-party mediator. The research offers an empirically-informed theoretical framework exploring the extent to which the use of mediation to deal with bullying and harassment is appropriate. In asking whether mediation is appropriate, it argues that it is necessary to consider whether its use is not only feasible but also fair. Using Rawls’s (2001) theory of justice as fairness to structure the discussion and focusing on cases involving sex, race and sexual orientation it constructs an argument for the use of fairness as a guiding concern for an understanding of mediation grounded in an appreciation of public values and notions of social cooperation. It explores tensions between the nature of mediation and of bullying and harassment to question the extent to which an emphasis on cost/efficiency and empowerment in mediation rhetoric may obscure questions of the privatisation and individualisation of systemic and structural problems. Within this discussion theoretical and practical questions are identified and are then explored through the use of a mixed method research design comprised of a small-scale questionnaire (N=108), interviews (N=20) and focus groups (Four groups, N=16). Samples were purposively recruited and consisted of those over 18 years old with six month’s work experience in a UK workplace (questionnaire/focus groups) and external workplace mediators (interviews). Answers to the questions are offered in the form of a framework comprised of a theoretical model and a practically-orientated schematic. It is argued that the reconciliation of potential conflicts between mediation and bullying and harassment are found in a greater understanding of the way mediation operates in practice. This understanding is guided by an appreciation that different standards of reasonableness apply to different behaviours and that individuals, organisations and the courts have differing levels of responsibility for setting and upholding these standards. In meeting this responsibility it is important an organisation is seen as a party to the mediation process since a threat to fairness arises not from privatisation per se but from a personalisation of problems of organisational and/or societal significance. Rather than reject the use of mediation in such situations it suggests the notion of ‘tailored privatisation’ offering a compromise between the concerns of privatisation and the purported benefits of mediation.

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Hills, Cathrine Anna. „Developing a law and policy framework to regulate cyber bullying in South African schools“. Thesis, 2017. http://hdl.handle.net/10500/22794.

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Cyber bullying is a growing phenomenon in schools all over the world, and it is evident that cyber bullying presents certain unique problems for schools in the regulation thereof. From the number of different definitions of cyber bullying, it is also evident that there is no clear concept of the exact nature of cyber bullying, and how it should be addressed in schools. The existing legal framework in South Africa can be used to address cyber bullying in schools, but there is no legislation or policy that is directly aimed at the regulation of cyber bullying at school level. The purpose of this research is to develop a law and policy framework for the effective regulation of cyber bullying in schools. Firstly, a literature review was conducted to determine the nature of cyber bullying and to examine how cyber bullying in American schools is regulated by law. Secondly, a literature study determined the human rights obligations with regard to protecting learners against cyber bullying, and reviewed how current South African law and policy speaks to addressing cyber bullying in schools. In order to investigate the occurrence of cyber bullying in South African schools practically, a case study was conducted at a South African school. All the resources mentioned above were used to develop an education-specific law and policy framework to address cyber bullying in South African schools effectively. This framework includes a suggested insertion in the South African Schools Act, draft Guidelines for the regulation of cyber bullying in schools, draft provisions for schools’ Codes of conduct for learners and an information brochure on cyber bullying.
Public, Constitutional and International Law
LL. D.

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(9827189), Kim Polistina. „Minions, mates and linchpins: A qualitative examination of the local social-ecological context of neoliberalist bullying impacting on sustainability domains and responses through community sustainability frameworks“. Thesis, 2019. https://figshare.com/articles/thesis/Minions_mates_and_linchpins_A_qualitative_examination_of_the_local_social-ecological_context_of_neoliberalist_bullying_impacting_on_sustainability_domains_and_responses_through_community_sustainability_frameworks/13447520.

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The current global sustainability crisis is a cultural crisis (Bokova, 2013; NASA, 2018). This crisis is due largely to the negative effects created by the amorphous nature of neoliberalism (Gittins, 2010; Latouche, 2010a; Washington, 2015). The 2030 Agenda for Sustainable Development (United Nations Development Programme (UNDP), 2011) outlined seventeen goals sought to rectify this crisis. The practical realisation of these goals has proven elusive to those seeking social change as they navigate negative human behaviours in local social contexts. This research explored adult bullying behaviours as one way to examine the clash between neoliberal and sustainable systems and the dysfunctionalities found in this social dynamic at a local community level. Cross-case study research methodology generated qualitative data from economically focussed developments in two communities in regional Australia. The presence in each case study of social interactions between individuals advocating for the perpetuation of neoliberalism and people seeking sustainability aims guided the selection of cases for this research. This first case context was a community (Arendelle community) living, and co-existing, near a non-towered aerodrome. Historically a holiday destination, the community had a range of socio-economic groups and encompassed a number of nature reserves. The case begins in 2006 with the introduction of a regional aviation company moving into the area for the purpose of implementing a portion of an international aviation contract. The second case (Gumnut Landcare) was a semi-rural community near forest and protected natural areas. Evident in the daily life of the community was a high level of understanding and implementation of sustainability practices including many forms of sustainable eco-centric lifestyle. The area also had a European dairy farming history. This case began in 2001 with the initial negotiations to purchase a parcel of land for a community site development and the desire for a special interest group to develop much of the land for an 18-hole golf course. The cross-case analysis allowed the examination of issues that represented not only the comparison of adult bullying by those advocating neoliberal aims in each case but current topical concerns relating the impacts on elements of sustainability domains and achieving sustainability aims. This methodology and associated methods were suitable for a critical social constructionist form of interpretivist research. The data collection instruments included in-depth interviews (seven in the first case and six in the second); continual personal communication with key individuals in each case (a long-term RA committee member in Arendelle case and long-term permanent employee of Gumnut Landcare); documentary analysis of public, organisational and historical records; and researcher observations. This research contributed to the extension of our understanding of cross-case study research through the discovery of interconnected units of analysis. This strengthened the value of case study methodology in social-ecological research. A key concept that emerged in this research but was absent in the literature on social change towards sustainability, was the need for an understanding of human behaviours considered detrimental to achieving sustainability aims, in particular, adult bullying, and the skills to alleviate those behaviours. The research extended, therefore, on the theoretical understanding of adult bullying in the social-ecological contexts of sustainability at a local community level. Firstly, it extended on the literature that examines bullying in corporate settings by constructing a normalised pattern of bullying behaviour for business development at the community level. Secondly, three categories of social connections between bystanders who utilised bullying behaviours to support individual neoliberalists emerged in each case—minions, mates and linchpins. A deeper understanding of the perpetuation of this social normalisation of bullying transpired through the surfacing of the linchpin as a new type of bystander pivotal in linking the bullying events in both cases and these cases to the broader neoliberal system. The research contributed to greater theoretical clarity around the barriers to implementation of social change towards sustainability at the local community level. It filled a gap in the literature by providing a critical understanding of human behaviours detrimental to change towards sustainability, such as adult bullying behaviours, and their use to implement neoliberal aims. This included a heightened understanding of how community residents in both cases failed to identify or acknowledge the behaviours they experienced as bullying. The community residents’ lack of understanding of how bullying was normalised in the local context meant it was difficult for them to respond in ways that supported sustainable alternatives. This conundrum was exacerbated with the identification that some community members also lacked awareness that many of their everyday actions supported sustainability. This research provided a framework for future research into the social-ecological context of adult bullying behaviours in local community settings, particularly as they are manifested in the behaviours of those implementing neoliberal aims. Future research needs to extend on two knowledge bases in local communities. The first is local community identification and responses to alleviating neoliberal bullying. The second is a greater ability to identify, understand and safeguard sustainable behaviours at the community level. One avenue of future research identified was the development of community sustainability frameworks (CSFs) that incorporate these knowledge bases. These CSFs would need to be developed to coincide with the increased recognition that social change towards sustainability requires a transdisciplinary and in some communities a supradisciplinary approach to policy, research, and practice at all social levels.

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Bücher zum Thema "Bullying framework"

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Espelage, Dorothy, und Jun Sung Hong. Children Who Bully or Are Bullied. Herausgegeben von Thomas H. Ollendick, Susan W. White und Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.37.

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Bullying and cyberbullying among youth continue to be major public health issues that are quite disruptive to healthy academic, social, and mental health development. This chapter identifies the prevalence of these forms of bullying and the adverse outcomes. A social–ecological framework is used to discuss why youth become victims or perpetrators of bullying. From a social–ecological approach, youth are placed at risk for involvement in bullying by multiple factors, including individual characteristics, family dynamics, school climate factors, peer influences, and influences from the larger community. Also, these ecological structures can create a protective shield from involvement in bullying. Subsequent to the review of research , what works to prevent bullying and cyberbullying is discussed.

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Maksymenko, Sergii, Oleg Kokun, Vitalii Panok, Heorhii Danylenko, Igor Linskiy, Oleksii Serdiuk, Viktor Burlaka, Olena Shcherbakova und Nadiia Lunchenko. Українське Лонгітюдне Дослідження = Ukrainian Longitudinal Study (ULS). Kharkiv National University of Internal Affairs, 2021. http://dx.doi.org/10.32631/uls2021.

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Guidelines for the use of a set of adopted and standardized for Ukraine international tools for psychodiagnostics of deviant behavior, screening of mental and behavioral disorders, depression and anxiety, loneliness and social isolation, substance abuse, suicide, bullying, parental behavior, family flexibility and more. The methodology, methodics and tools for research work in the framework of the Ukrainian Longitudinal Research (ULS) are presented. Significant attention is devoted to the interpretation of the results of psychodiagnostics of deviant behavior. Recommendations include instructions for the study, samples of related documents, recommendations for use described tools in practice, official letters from the Ministry of Education and the psychological service. Recommended for employees of educational institutions, psychologists, physicians, sociologists and anyone interested in the study of somatic and mental development of the child.

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Maksymenko, Sergii, Oleg Kokun, Vitalii Panok, Heorhii Danylenko, Igor Linskiy, Oleksii Serdiuk, Viktor Burlaka, Olena Shcherbakova und Nadiia Lunchenko. Українське Лонгітюдне Дослідження = Ukrainian Longitudinal Study (ULS). Kharkiv National University of Internal Affairs, 2022. http://dx.doi.org/10.32631/uls2022.

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Guidelines for the use of a set of adopted and standardized for Ukraine international tools for psychodiagnostics of deviant behavior, screening of mental and behavioral disorders, depression and anxiety, posttraumatic stress disorder, loneliness and social isolation, substance abuse, suicide, bullying, parental behavior, family flexibility and more. The methodology, methodics and tools for research work in the framework of the Ukrainian Longitudinal Research (ULS) are presented. Significant attention is devoted to the interpretation of the results of psychodiagnostics of deviant behavior. Recommendations include instructions for the study, samples of related documents, recommendations for use described tools in practice, official letters from the Ministry of Education and the psychological service. Recommended for employees of educational institutions, psychologists, physicians, sociologists and anyone interested in the study of somatic and mental development of the child.

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Lassiter, William L., und Danya C. Perry. Preventing Violence and Crime in America’s Schools. ABC-CLIO, LLC, 2009. http://dx.doi.org/10.5040/9798216001089.

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A thorough overview of violence and crime in America’s schools explores which solutions work and which don’t, providing a framework for prevention at every level. Although it is major incidents like Columbine or Virginia Tech that grab the headlines, everyday occurrences of bullying, harassment, and physical intimidation in schools impact entire communities, driving kids out of public schools and destroying faith in public education. Preventing Violence and Crime in America’s Schools: From Put-Downs to Lock-Downs provides educators, parents, law enforcement officials, and other youth-serving professionals with a unique perspective on the topic of school violence. More important, it offers solutions to the problems facing all schools when it comes to violence and safety. Two expert authors examine specifics relating to school violence, opportunities to prevent and intervene, and the importance of planning for a crisis. Most other books about school violence either highlight the research or highlight practitioner viewpoints. This revealing book presents both, balancing insights gained through real-world experiences with research on best practices. The result is a fuller understanding of the problem—understanding that will enable solutions.

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Wong, Agnes M. F. The Art and Science of Compassion, A Primer. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780197551387.001.0001.

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The Art and Science of Compassion, A Primer is designed as a short, “all-in-one,” introductory text that covers the full gamut of compassion, from the evolutional, biological, behavioural, and psychological, to the social, philosophical, and spiritual. Written with busy trainees, clinicians, and educators in mind, it aims to address the following questions: What is compassion? Is it innate or a trainable skill? What do different scientific disciplines, including neuroscience, tell us about compassion? Why is “compassion fatigue” a misnomer? What are the obstacles to compassion? Why are burnout, moral suffering, and bullying so rampant in healthcare? And, finally, what does it take to cultivate compassion? Drawing on her diverse background as a clinician, scientist, educator, and chaplain, Dr. Wong presents a wealth of scientific evidence supporting that compassion is both innate and trainable. By interleaving personal experiences and reflections, she shares her insights on what it takes to cultivate compassion to support the art of medicine and caregiving. The training described draws on both contemplative and scientific disciplines to help clinicians develop cognitive, attentional, affective, and somatic skills that are critical for the cultivation of compassion. Compassion not only benefits the recipients, produces better patient care, and improves the healthcare system, but it is also a boundless source of energy, resilience, and wellness for the givers. With striking illustrations for key concepts and a concise summary for each chapter, this book provides a solid conceptual framework and practical approaches to cultivate compassion. It serves to complement the experiential component of compassion that the readers are strongly encouraged to develop and practise in their daily lives.

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Buchteile zum Thema "Bullying framework"

1

Beirne, Ann. „Bullying“. In A Scientific Framework for Compassion and Social Justice, 50–55. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003132011-8.

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Shute, Rosalyn H., und Phillip T. Slee. „Paradigm Regained—The Integrated Bullying Framework“. In School Bullying and Marginalisation, 203–26. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-7676-5_13.

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3

Gillen, Patricia, Marlene Sinclair und George Kernohan. „Developing a Theoretical Framework: Bullying in Midwifery“. In Theory for Midwifery Practice, 285–303. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34563-8_13.

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4

Smokowski, Paul R., und Caroline B. R. Evans. „Playground Politics: How the Bullying Framework Can Be Applied to Multiple Forms of Violence“. In Bullying and Victimization Across the Lifespan, 1–23. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20293-4_1.

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5

Johnstone, Richard. „The Australian Regulatory Framework for Preventing Harassment and Bullying at Work“. In Aligning Perspectives on Health, Safety and Well-Being, 253–68. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63065-6_15.

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MacMahon, Juliet, Sarah MacCurtain und Michelle O’Sullivan. „Bullying, Culture, and Climate in Health care Organizations: A theoretical Framework“. In Culture and Climate in Health Care Organizations, 82–96. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230274341_8.

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Sedano, Carmen R., Edson L. Ursini und Paulo S. Martins. „A Bullying-Severity Identifier Framework Based on Machine Learning and Fuzzy Logic“. In Artificial Intelligence and Soft Computing, 315–24. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59063-9_28.

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Sawer, Marian, und Maria Maley. „Introduction“. In Toxic Parliaments, 1–16. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-48328-8_1.

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AbstractAlmost 100 years after the arrival of women in the masculine domain of parliament they began breaking the silence about sexual harassment and bullying they experienced. This chapter introduces concepts relating to this experience, including toxic parliaments, sexual and sex-based harassment and bullying, as well as the broader concept of violence against women in politics and its disproportionate impact on those from minority backgrounds. Characteristics particularly associated with Westminster parliaments such as adversarialism and conventions of parliamentary privilege are briefly introduced, along with the distinctive nature of the parliamentary workforce. Feminist institutionalism provides the theoretical framework for the overall argument—that in Australia parliamentary reform took longer than in other Westminster parliaments but that a combination of timing and local mobilisation created a critical juncture and powerful momentum. The chapter ends with an overview of the rest of the book.

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Nixon, Charisse L., und Christine A. Linkie. „Bullying Prevention: A Developmental, Public Health Framework Using Trauma-Informed and Strength-Based Approaches“. In Handbook of Anger, Aggression, and Violence, 1–23. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-98711-4_100-1.

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Nixon, Charisse L., und Christine A. Linkie. „Bullying Prevention: A Developmental, Public Health Framework Using Trauma-Informed and Strength-Based Approaches“. In Handbook of Anger, Aggression, and Violence, 1807–29. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31547-3_100.

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Konferenzberichte zum Thema "Bullying framework"

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ElGibreen, Hebah, Sumayah Almazyad, Shahad Bin Shuail, Miad Al Qahtani und Latifah ALhwiseen. „Robot Framework for Anti-Bullying in Saudi Schools“. In 2020 Fourth IEEE International Conference on Robotic Computing (IRC). IEEE, 2020. http://dx.doi.org/10.1109/irc.2020.00033.

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Petríková, Lucia. „Mobbing a šikanózne správanie v zamestnaní“. In Naděje právní vědy 2022. University of West Bohemia, Czech Republic, 2023. http://dx.doi.org/10.24132/zcu.nadeje.2022.487-496.

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The aim of the article is to point out the serious problem of the current period, concretely the mobbing and bullying behaviour at work. In the framework of the article, there is the clarification of terms bullying and mobbing, with the reference on their conceptual signs and the fundamental difference between them. The important part of the article is an analysis of cyberbullying with connection of the applied practice.

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Cheng, Lu, Jundong Li, Yasin Silva, Deborah Hall und Huan Liu. „PI-Bully: Personalized Cyberbullying Detection with Peer Influence“. In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/808.

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Cyberbullying has become one of the most pressing online risks for adolescents and has raised serious concerns in society. Recent years have witnessed a surge in research aimed at developing principled learning models to detect cyberbullying behaviors. These efforts have primarily focused on building a single generic classification model to differentiate bullying content from normal (non-bullying) content among all users. These models treat users equally and overlook idiosyncratic information about users that might facilitate the accurate detection of cyberbullying. In this paper, we propose a personalized cyberbullying detection framework, PI-Bully, that draws on empirical findings from psychology highlighting unique characteristics of victims and bullies and peer influence from like-minded users as predictors of cyberbullying behaviors. Our framework is novel in its ability to model peer influence in a collaborative environment and tailor cyberbullying prediction for each individual user. Extensive experimental evaluations on real-world datasets corroborate the effectiveness of the proposed framework.

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Honjo, Masaru, Toru Hasegawa, Teru Hasegawa, Koji Mishima, Tatsuya Suda und Toshikazu Yoshida. „A Framework to Identify Relationships among Students in School Bullying Using Digital Communication Media“. In 2011 IEEE Third Int'l Conference on Privacy, Security, Risk and Trust (PASSAT) / 2011 IEEE Third Int'l Conference on Social Computing (SocialCom). IEEE, 2011. http://dx.doi.org/10.1109/passat/socialcom.2011.221.

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Buthelezi, Mokateko, und Michael Kyobe. „Factors Affecting the lack of Awareness: Towards a Framework for Raising Mobile Bullying Awareness“. In 2021 International Conference on Electrical, Computer and Energy Technologies (ICECET). IEEE, 2021. http://dx.doi.org/10.1109/icecet52533.2021.9698790.

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Seo, Young. „Bullying Victimization and Academic Achievement: Student (Dis)Engagement as a Mediator From a Multilevel Framework“. In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577363.

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Terán-Tejada, Elvis, Manuel Malpica Rodríguez, Daniel A. Pérez-Aguilar, Jair M. Pérez-Aguilar und Andy P. Pérez-Aguilar. „Influence of an information system in the control of incidents of school bullying“. In 21st LACCEI International Multi-Conference for Engineering, Education and Technology (LACCEI 2023): “Leadership in Education and Innovation in Engineering in the Framework of Global Transformations: Integration and Alliances for Integral Development”. Latin American and Caribbean Consortium of Engineering Institutions, 2023. http://dx.doi.org/10.18687/laccei2023.1.1.862.

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Chao-Fernández, Rocío, Vicente Castro-Alonso, Francisco César Rosa-Napal und Aurelio Chao-Fernández. „Proyecto Soka. Música y teatro para la toma de conciencia sobre la violencia escolar.“ In Contextos universitarios transformadores: a innovación como eixo vertebrador da docencia. VI Xornadas de Innovación Docente. Universidade da Coruña. Servizo de publicacións, 2023. http://dx.doi.org/10.17979/spudc.000016.023.

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School bullying continues to be one of the main latent scourges in the educational field. On the occasion of the Day of Non-Violence and School Peace (academic year 2021/2022) the subject of Educational Innovation and Research Projects in Music promotes an interdisciplinary and multi-artistic project with social impact that explains its consequences from the point of view of a teacher. Through the participation of the students of the Music itinerary of the Máster Universitario en Profesorado de Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanza de Idiomas the representation of a musical dramatization is undertaken within the framework of the Faculty of Education Sciences (Universidade da Coruña), in line with the following objectives: 1) vindicate the figure of the teaching staff before abuse and/or school violence within a faculty that forms the future of the profession; 2) exalt the value of art as an instrument of social change; and 3) promote the benefits of project-based learning among students. The academic results reinforce the validity of an experiential approach to project-based methodologies, highlighting the degree of human cohesion between teachers and students. For its part, the university community highlights the degree of innovation of the proposal and its importance in order to make real problems visible from another perspective.

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Berichte der Organisationen zum Thema "Bullying framework"

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Yilmaz, Ihsan, und Raja M. Ali Saleem. https://www.populismstudies.org/hindutva-civilizational-populist-bjps-enforcement-of-digital-authoritarianism-in-india/. European Center for Populism Studies (ECPS), Dezember 2022. http://dx.doi.org/10.55271/pp0017.

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The largest democracy in the world is now moving towards authoritarianism under the Hindutva civilizational populist prime minister Narendra Modi-led Bharatiya Janata Party (BJP)’s rule. This article focuses on digital rights in India that have seen a sharp decline in recent years. It explores the transformation of the internet and social media, from a relatively open and liberal space to a restricted one. This survey of India’s digital landscape finds that the rise of civilizational populist Modi and his eight years long rule have led to an upsurge in digital surveillance and control and has fostered an environment of online harassment and bullying for those who are critical of the BJP’s views and politics. The article uses a four-level framework (Full Network, Sub-Network, Proxies, and Network Nodes) to explore digital authoritarianism by the BJP government. At each of these levels, the Hindutva populist government has closed avenues of open discussion and exchange of views by enforcing new rules and regulations.

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