By Faye Mishna
With the elevated attractiveness of the devastating results of bullying, there's now an incredible volume of knowledge to be had on its incidence, linked elements, and the assessment information on popular school-wide anti-bullying schooling, prevention, and intervention courses. but quite a few advanced concerns span person and societal variables---including person features and vulnerability, peer and kinfolk relationships and dynamics, school room and faculty milieus, and stigma and discrimination---making the duty of figuring out, assessing, and responding to bullying at the floor complex for researchers and approximately very unlikely for school-based practitioners.
Untangling a few of the thorny matters round what motives and constitutes bullying, together with the right way to imagine another way approximately overlapping phenomena comparable to racism, sexism, homophobia, or sexual harassment, Faye Mishna provides an exhaustive physique of empirical and theoretical literature in the sort of manner as to be obtainable to either scholars and practitioners. Chapters will equip readers to imagine severely approximately contexts, relationships, and hazard and protecting components which are targeted to person scholars and colleges, and to successfully examine and layout multi-level interventions for a number of competitive behaviors. Paying specific consciousness to rising kinds of victimization, resembling cyber bullying, and to weak teams, resembling LGBTQ early life and scholars with disabilities, Mishna distills the most important parts of winning interventions with either sufferers and aggressors and comprises case examples and perform rules throughout.
The result's an built-in, nuanced synthesis of present and state-of-the-art scholarship that would attract scholars, practitioners, and researchers in social paintings, schooling, and psychology.
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Additional info for Bullying: A Guide to Research, Intervention, and Prevention
An ecological systems approach allows consideration of a large number of factors at different levels when examining and addressing bullying. Among these variables is the increasing focus on the rights of individuals, particularly the rights of children (Atlas & Pepler, 1998; Finkelhor, 1995; Olweus, 1991, 1997; P. K. Smith, 2000, 2004). According to the UN Convention on the Rights of the Child (UNCRC) (United Nations, 1998), adults are responsible to protect children: “Parties shall take all appropriate legislative, administrative, social and educational measures to protect the child from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation” (Article 19).
Attention to the underlying motivation of these behaviors is essential in order to intervene effectively (Greene, 2006; Rigby, 2002; Stein, 2003). Indeed, it has been suggested that bullying can be understood as a “junior hate crime” (Englander, 2007). The phenomenon of bullying is made even more complex and confounding by the overlap of bullying with harassment and the fact that in some cases bullying may come under the jurisdiction of the law and of human rights legislation (Greene, 2006). Whether to include civil and human rights violations within the umbrella term of “bullying” is a thorny and complex matter (Greene, 2006).
The current focus on the timely attainment of practical results deemphasizes the importance of theory. We are cautioned, however, to remember that the major breakthroughs in psychology and the social sciences have occurred at the level of theory (Hughes, 2000). The purpose of this chapter is to provide a brief overview of several theories that aid in understanding bullying dynamics. Types of Theory There are many theories that explain behavior, from the grand to the concrete (Bisman, 1999). Freudian theory, explaining the range of human behavior, is an example of grand theory.