Relevant bibliographies by topics / Bullying in schools

Academic literature on the topic 'Bullying in schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 March 2023

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Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Journal articles on the topic "Bullying in schools":

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Mishra, Badrinarayan. "Relationships of School Performance and Responsibility-sharing with Bully Activities in Indian Schools." Journal of Advanced Research in Medical Science & Technology 08, no. 02 (August 5, 2021): 7–11. http://dx.doi.org/10.24321/2394.6539.202105.

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Background: The coexistence of schools and school bullying are time contextual. Though its components are explored to different lengths at different geography the relationship with school performance and responsibility-sharing for Indian subcontinents are far and few. Aim and Objectives: The study took cognizance of this knowledge gap and tried to explore the existence of any relations between academic performance and responsibility-sharing with school bullying. Methods: A cross-sectional study was conducted in 6 randomly selected schools (3 urban and 3 rural) in a district of Madhya Pradesh, India. The participants from the 6th to 10th standard were selected by systematic random sampling and 96 participants per class were enrolled. The tools used were back-translated and pilot tested. They are the Bullying Prevalence Questionnaire (BPQ) and the Rosenberg Self-esteem questionnaire. School performance and responsibility-sharing information were collected from concerned school records. Results: From 480 participants, 48.3% were involved in some form of school bully activities. Students’ academic grade (ꭓ2 - 0.20) and school attendance (ꭓ2 - 0.75) were not associated with school bully behaviors, but their non-cocurricular recognition and lack of responsibility-sharing made them vulnerable to bullying (ꭓ2 and ANOVA p = 0.02 each) and victimized (ANOVA p = 0.03). Participants who shared school responsibilities and received acclaim were prosocial (ANOVA p = 0.00) and immune to bullyism. Conclusion: Schools are places where the pupils are groomed to be responsible and productive. The results established these points.
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Vitoroulis, Irene, Heather Brittain, and Tracy Vaillancourt. "School ethnic composition and bullying in Canadian schools." International Journal of Behavioral Development 40, no. 5 (July 10, 2016): 431–41. http://dx.doi.org/10.1177/0165025415603490.

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Bullying in ethnically diverse schools varies as a function of the ethnic composition and degree of diversity in schools. Although Canada is highly multicultural, few researchers have focused on the role of context on ethnic majority and minority youths’ bullying involvement. In the present study, 11,649 European-Canadian/ethnic majority (77%) and non-European Canadian/ethnic minority (23%) students in Grade 4 to Grade 12 completed an online Safe Schools Survey on general, physical, verbal, social, and cyber bullying. Hierarchical Linear Modeling (HLM) analyses indicated significant interactions between the proportion of non-European Canadian children in a school (Level 2) and individual ethnicity (Level 1) across most types of bullying victimization. Non-European Canadian students experienced less peer victimization in schools with higher proportions of non-European Canadian students, but ethnic composition was not related to European Canadian students’ peer victimization. No differences in bullying perpetration were found as a function of school ethnic composition across groups. Our findings suggest that ethnic composition in Canadian schools may not be strongly associated with bullying perpetration and that a higher representation of other ethnic minority peers may act as a buffer against peer victimization.
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SUZUKI, Kouhei. "BULLYING IN SCHOOLS." Annual Report of Educational Psychology in Japan 34 (1995): 132–42. http://dx.doi.org/10.5926/arepj1962.34.0_132.

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Rao, V. "Bullying in schools." BMJ 310, no. 6986 (April 22, 1995): 1065–66. http://dx.doi.org/10.1136/bmj.310.6986.1065d.

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Dawkins, J. "Bullying in schools." BMJ 310, no. 6993 (June 10, 1995): 1536. http://dx.doi.org/10.1136/bmj.310.6993.1536.

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Swearer, Susan M., and Beth Doll. "Bullying in Schools." Journal of Emotional Abuse 2, no. 2-3 (March 2001): 7–23. http://dx.doi.org/10.1300/j135v02n02_02.

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O'Moore, Mona. "Bullying in Schools." Western European Education 22, no. 1 (April 1990): 92–117. http://dx.doi.org/10.2753/eue1056-4934220192.

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Carney, Amy G., and Kenneth W. Merrell. "Bullying in Schools." School Psychology International 22, no. 3 (August 2001): 364–82. http://dx.doi.org/10.1177/0143034301223011.

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Uzunboylu, Huseyin, Basak Baglama, Nadide özer, Tugba Kucuktamer, and Marina Valeryevna Kuimova. "Opinions of school counselors about bullying in Turkish high schools." Social Behavior and Personality: an international journal 45, no. 6 (July 7, 2017): 1043–55. http://dx.doi.org/10.2224/sbp.6632.

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The aim of the study was to determine the opinions about school bullying of 25 school counselors working in 6 high schools in Osmaniye, Turkey. Using a qualitative method, we collected data through semistructured interviews. We used a content analysis method to perform an interpretive exploration of the counselors' opinions on reasons for, and types of, bullying, precautions taken, and their recommendations for preventing bullying behaviors. Results showed that the school counselors encountered three main types of bullying; verbal insults, hitting others, and provoking others. We also found that the counselors needed to take precautions against bullying, to take steps to prevent it, and to develop intervention strategies for dealing with bullying behaviors. Implications are discussed, including practices to improve policies and to reduce and prevent bullying at high schools, and recommendations are made for further research.
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Larsson, Paula. "Bullying prevention in a Swedish municipality: Supported decentralised reasoning." Forskning og Forandring 01, no. 02 (December 2, 2018): 69–90. http://dx.doi.org/10.23865/fof.v1.1217.

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The national context of Sweden is particularly illustrative for international research, in that bullying and degrading treatment have been a central aspect of policy-making for some time. In Sweden, schools and municipalities are obliged to produce detailed action plans to counteract bullying. The aim of this study is to describe and analyse how practitioners in schools, during implementation of the Municipality Bullying Prevention Model (MBPM), change the way they work and apply decentralised reasoning to prevent bullying. This study makes use of an action-research approach. In the project, bullying prevention is addressed by the participating schools. The findings indicate that practitioners introduced various measures in different places and at different levels during implementation of the MBPM. It also became apparent that bullying prevention work needs to build on a school’s contextual knowledge and have a whole-school approach.
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Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Bullying in schools":

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Cottello, Jacqueline M. "Bullying in the schools." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008cottelloj.pdf.

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Dietrich, Lars. "Bullying in Schools| How School and Student Characteristics Predict Bullying Behaviors Among Boys in American Secondary Schools." Thesis, Brandeis Univ., The Heller School for Social Policy and Mgmt, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10010595.

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This dissertation argues that bullying is a fundamental response to bullies’ feelings of insecurity. Past research has found factors associated with bullying to include socioeconomic status and propensities towards violent behavior. Contextual factors posited here that produce the feelings of insecurity, which lead to bullying, include peer group dynamics, school climates, and teaching.

In relationship to peer groups, the theoretical framework of this dissertation draws primarily from the theories of Robert E. Crosnoe and Dorte M. Sondergaard. The assumption is that students are socially embedded in peer groups in which they struggle for social status (Crosnoe 2011) and in many cases experience the threat of social marginalization (Sondergaard 2012). Sondergaard, in particular, theorizes that the more insecure students feel about their social status in peer groups, the more likely they are to resort to bullying behavior.

All multivariate analyses in this dissertation are limited to white, black, and Latino boys. The resulting sample comprises N=6,491 student observations nested within 153 schools. The nested sampling structure requires multi-level modeling (MLM) for the calculation of unbiased estimates.

I find that individual-level student background characteristics are stronger predictors of bully identification than the school context, as measured by student body composition and teaching style factors. In addition, social status insecurity is a mediating factor for many of the student- and school-level predictors of bullying.

The dissertation distinguishes four types of schools, each of which is above or below average on two major dimensions. The first dimension is academic support (i.e., how caring and responsive teachers are), while the other is academic press (i.e., how strict and demanding they are).

I find that black male students are more likely to self-identify as bullies in schools that are below average on both academic support and academic press, compared to those that are above average on both. The pattern for Latino boys is different. For them, self-reported bullying is higher when the school rates high on academic support, but low on academic press.

I find no statistically significant role for teaching styles in predicting the amount of bully identification among white males.

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Taylor, Jonte C. Martin Everett Davis. "Middle school students' perceptions of bullying." Auburn, Ala, 2009. http://hdl.handle.net/10415/1836.

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Disque, J. Graham. "Approaches to Bullying in Schools." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2812.

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Maeda, Rie. "Empathy, emotion regulation, and perspective taking as predictors of children's participation in bullying /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7779.

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Pintado, Irene. "Perceptions of school climate and bullying in middle schools." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001816.

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Bryan, Katy Michelle. "A critical review of the literature the effects of bullying and aggression and the most effective practices for reducing and/or eliminating the problem /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Bryan_KMITthesis2009.pdf.

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Sontag, Anna M. "Prevention of bullying : evaluation of Steps to Respect /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3201700.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-131). Also available for download via the World Wide Web; free to University of Oregon users.
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Copeland, David A. "Bullying in public schools in Missouri." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Roland, Erling. "School influences on bullying." Thesis, Durham University, 1998. http://etheses.dur.ac.uk/1047/.

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Books on the topic "Bullying in schools":

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P, Tattum Delwyn, and Lane David A, eds. Bullying in schools. Stoke-on-Trent: Trentham, 1989.

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MacKay, Jenny. Bullying. Detroit: Lucent Books, 2013.

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Sampson, Rana. Bullying in schools. Washington, D.C: U.S. Dept. of Justice, Office of Community Oriented Policing Services, 2002.

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Masheder, Mildred. Freedom from bullying. Rendlesham: Green Print, 1998.

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Faye, Ong, and California. Counseling and Student Support Services Office., eds. Bullying at school. Sacramento: California Dept. of Education, 2003.

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Rigby, Ken. Bullying Interventions in Schools. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118362648.

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Brendan, Byrne. Coping with bullying in schools. Dublin: Columba Press, 1993.

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Jennifer, Railsback, and Educational Resources Information Center (U.S.), eds. Schoolwide prevention of bullying. [Portland, OR]: Northwest Regional Educational Laboratory, 2001.

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O'Donnell, Vivette. Bullying: A resource guide. Stillorgan, Co. Dublin: CaB, 1998.

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Mooney, Carla. Bullying. Chicago, Illinois: Norwood House Press, 2016.

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Book chapters on the topic "Bullying in schools":

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Neil, Duncan, and Myers Bill. "Bullying in schools – or bullying schools?" In Key Issues for Teaching Assistants, 134–44. 2nd edition. | New York : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315687766-14.

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Slee, Phillip T., Lang Ma, Hee-Og Sim, Keith Sullivan, and Mitsuru Taki. "Bullying in Schools." In International Handbook of Educational Research in the Asia-Pacific Region, 425–39. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3368-7_30.

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E-B, Martinez. "Bullying." In Students, Teachers, and Leaders Addressing Bullying in Schools, 149–51. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-148-9_24.

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Oliver, Bernard. "Bullying." In Students, Teachers, and Leaders Addressing Bullying in Schools, 159–68. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-148-9_26.

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Elamé, Esoh. "Discriminatory Bullying: A Reality in European Schools." In Discriminatory Bullying, 341–69. Milano: Springer Milan, 2013. http://dx.doi.org/10.1007/978-88-470-5235-2_20.

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Shute, Rosalyn H., and Phillip T. Slee. "Complexity, Schools and Bullying." In School Bullying and Marginalisation, 183–201. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-7676-5_12.

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Naito, Takashi, and Uwe P. Gielen. "Bullying and Ijime in Japanese Schools." In Violence in Schools, 169–90. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/0-387-28811-2_9.

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Burton, Bruce, Margret Lepp, Morag Morrison, and John O’Toole. "Acting Against Bullying in Schools." In Acting to Manage Conflict and Bullying Through Evidence-Based Strategies, 79–98. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17882-0_6.

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Barnes, Amy, Natasha Pearce, Erin Erceg, Kevin Runions, Patricia Cardoso, Leanne Lester, Juli Coffin, and Donna Cross. "The Friendly Schools initiative." In Making an Impact on School Bullying, 109–31. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge psychological impacts: Routledge, 2019. http://dx.doi.org/10.4324/9781351201957-6.

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Macklem, Gayle L. "Interventions for the High and Low Structure Areas in Schools." In Bullying and Teasing, 125–34. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4757-3797-4_12.

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Conference papers on the topic "Bullying in schools":

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Ďurica, Jakub, Viktor Šoltés, and Veronika Adamová. "BULLYING PREVENTION IN SCHOOLS." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0886.

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Lepičnik Vodopive, Jurka, and Blaž Terše. "Studentsʼ Assessment of the Frequency of Roles in Bullying." In Nauka i obrazovanje – izazovi i perspektive. University of Kragujevac, Faculty of Edaucatin in Uzice, 2022. http://dx.doi.org/10.46793/noip.015lv.

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Bullying is a social phenomenon in which the perpetrator uses levers of power to inflict pain, feelings of discomfort, and fear on the victim. Bioecological theories of development substantiate that the environment has an impact on the individual, which can be negative or positive. The purpose of the research is to determine whether the environment plays a role in the occurrence of bullying. The survey included 65 students from two Slovenian primary schools who completed the questionnaire School Bullying Scales (Pečjak, 2014) in February 2020. We used descriptive and inferential statistics in the analysis of the data. In the research, the students of primary school A reported that they are involved in bullying more often than the students of primary school B. Statistically significant differences between the students of primary schools A and B occur in the roles of bystander and bully. The students of primary school A are more often in the role of bystanders and bullies than the students of primary school B. Based on the results and understanding of the bioecological theory of development, we conclude that the environment plays an essential role in preventing and reducing bullying in society
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Šmejkalova, Kateřina. "VIOLENCE AT SECONDARY SCHOOLS – THE BULLYING." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0785.

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Ola, George Tayo, Christiana Adetunde, and Oluwamumibori Victoria Agboola. "EMPATHY TRAINING AS A MEANS OF PREVENTING BULLYING IN SELECTED SECONDARY SCHOOLS: ALIMOSHO LOCAL GOVERNMENT AREA, LAGOS, NIGERIA." In SOCIOINT 2022- 9th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2022. http://dx.doi.org/10.46529/socioint.202237.

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Bullying is a maladaptive behaviour that children and adolescents face daily in schools all around the world. It is prevalent in today's schools and is commonly found in secondary schools. It is a complicated social problem that can have serious negative implications for both bullies and victims, especially when the victim is physically or psychologically harmed. The study, therefore, examines empathy training among students to prevent bullying behaviour in selected secondary schools in Alimosho local government area of Lagos state. A survey method was utilized using the structured questionnaire as an instrument of data collection. Utilizing a simple random sampling, three hundred and seventy-six copies of the questionnaire were administered to students in the four secondary schools. However, three hundred and thirty were retrieved which were used for the analysis. Quantitative data were tested using Quantitative data was analysed utilizing the descriptive statistics with the aid of the Statistical Package for Social Science (SPSS) version 23. A descriptive analysis was used with the use of frequency counts and percentages for the analysis of the data. Findings of the study shows that many victims of bullying get involved in substance abuse and lose interest in schooling. Therefore, empathy training and encouraging victims to make timely reports on incidences of bullying are crucial to mitigating bullying and its consequences in secondary schools in Lags State. Keywords: Bullying, Empathy training, prevention of bullying, Secondary schools
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Zhu, Shiyang, and Haorui Zhang. "School-based Bullying Prevention Program in Australia: Safe Schools Program." In 2022 International Conference on Social Sciences and Humanities and Arts (SSHA 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220401.029.

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ElGibreen, Hebah, Sumayah Almazyad, Shahad Bin Shuail, Miad Al Qahtani, and 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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Nazarov, V. L., and N. V. Averbukh. "Psychological Aspects of Bullying and Cyberbullying at Schools." In 2nd International Scientific and Practical Conference on Digital Economy (ISCDE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.201205.016.

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González, Cristina, Juan M. Alberola, Víctor Sánchez-Anguix, Gonzalo Monfort, Sandra Molines, M. Dolores Soto, and Susana Díaz. "A NOVEL ICT TOOL TO PREVENT BULLYING IN SCHOOLS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1407.

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Maranto, Robert. "Is Bullying Pushing Nonbinary Students Out of Physical Schools?" In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1883293.

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Dobesova Cakirpaloglu, Simona, and Tomáš Čech. "RELATIONSHIP BETWEEN WORKPLACE BULLYING, SELF-ESTEEM AND SCHOOL CLIMATE IN HEADMASTERS OF PRIMARY SCHOOLS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0474.

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Reports on the topic "Bullying in schools":

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McKnight, Katherine, and Elizabeth Glennie. Are You Ready for This? Preparing for School Change by Assessing Readiness. RTI Press, March 2019. http://dx.doi.org/10.3768/rtipress.2019.pb.0020.1903.

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Schools routinely face federal and state mandated changes, like the Common Core State Standards or standardized testing requirements. Sometimes districts and schools want to take on new policies and practices of their own, like anti-bullying programs or using technology to deliver instruction. Regardless of the origin of the change, implementation requires them to take on additional work; yet experts estimate that only 30 to 50 percent of major change efforts in organizations will succeed. Failing change efforts result in not only financial losses but also lowered organizational morale, wasted resources, and lost opportunities. For schools where resources are already stretched thin, the consequences of failed change initiatives can be particularly devastating. In this paper, we discuss results of a study, over a school year, of school principals who were working on implementing a new change initiative in their schools. We apply lessons from the change management literature and focus on the importance of assessing readiness for change as a key step in ensuring the success of new initiatives. We share examples of a change readiness rubric to help schools and districts successfully lead change.
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Bacher-Hicks, Andrew, Joshua Goodman, Jennifer Green, and Melissa Holt. The COVID-19 Pandemic Disrupted Both School Bullying and Cyberbullying. Cambridge, MA: National Bureau of Economic Research, December 2021. http://dx.doi.org/10.3386/w29590.

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Blanco-Castilla, E., and J. Cano Galindo. School bullying and teen suicide in the Spanish press: from journalistic taboo to boom. Revista Latina de Comunicación Social, May 2019. http://dx.doi.org/10.4185/rlcs-2019-1365en.

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Whole-school programme can have a small effect on reducing bullying in secondary schools. National Institute for Health Research, February 2020. http://dx.doi.org/10.3310/signal-000873.

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Proceedings report of webinar on mental health and bullying. Academy of Science of South Africa (ASSAf), 2022. http://dx.doi.org/10.17159/assaf.2022/0085.

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Bullying among adolescents has been identified as a significant public health concern. It is a life-changing experience that has drastically affected more than a third of adolescents in schools globally. There are important negative consequences to victims, perpetrators, schools, families and communities at large. Several studies have shown that victims of bullying are at increased odds of adverse outcomes including physical health problems, emotional and behavioural problems, and psychiatric disorders. At the mental health level, evidence has linked being a victim of bullying to higher rates of depression, insomnia, feelings of hopelessness, loneliness, low self-esteem, suicide ideation and suicide attempts8. Due to the potential mental health effects on everyone involved, it’s important to heed the warning signs of bullying and to highlight intervention and prevention strategies. This webinar sought to understand the impact of bullying on mental health, the mental health of those who experience and witness it and to identifying intervention and prevention strategies.
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Reproduction of 'The COVID-19 Pandemic Disrupted Both School Bullying and Cyberbullying'. Social Science Reproduction Platform, February 2023. http://dx.doi.org/10.48152/ssrp-54f4-p919.

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