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| theoretical framework about bullying in school: Bullying Faye Mishna, 2012-09-01 With the increased recognition of the devastating effects of bullying, there is now a tremendous amount of information available on its prevalence, associated factors, and the evaluation data on well known school-wide anti-bullying education, prevention, and intervention programs. Yet numerous complex issues span individual and societal variables---including individual characteristics and vulnerability, peer and family relationships and dynamics, classroom and school milieus, and stigma and discrimination---making the task of understanding, assessing, and responding to bullying on the ground complicated for researchers and nearly impossible for school-based practitioners. Untangling some of the thorny issues around what causes and constitutes bullying, including how to think differently about overlapping phenomena such as racism, sexism, homophobia, or sexual harassment, Faye Mishna presents an exhaustive body of empirical and theoretical literature in such a way as to be accessible to both students and practitioners. Chapters will equip readers to think critically about contexts, relationships, and risk and protective factors that are unique to individual students and schools, and to effectively assess and design multi-level interventions for a variety of aggressive behaviors. Paying particular attention to emerging types of victimization, such as cyber bullying, and to vulnerable groups, such as LGBTQ youth and students with disabilities, Mishna distills the key elements of successful interventions with both victims and aggressors and includes case examples and practice principles throughout. The result is an integrated, nuanced synthesis of current and cutting-edge scholarship that will appeal to students, practitioners, and researchers in social work, education, and psychology. |
| theoretical framework about bullying in school: School Bullying Robin May Schott, Dorte Marie Søndergaard, 2014-02-06 New perspectives on the complex social dynamics of bullying practices through analyses of children's experiences, and parents' and teachers' perspectives. |
| theoretical framework about bullying in school: School Bullying and Mental Health Helen Cowie, Carrie-Anne Myers, 2017-07-20 Bullying amongst young people is a serious and pervasive problem, and recent rapid advances in electronic communication technologies have provided even more tools for bullies to exploit. School Bullying and Mental Health collates current research evidence and theoretical perspectives about school bullying in one comprehensive volume, identifying the nature and extent of bullying and cyberbullying at school, as well as its impact on children and young people’s emotional health and well-being. There are many negative consequences of bullying, and children and young people who have been victimised often suffer long-term psychological problems, such as increased levels of anxiety, depressive symptoms, social isolation, loneliness and suicidal ideation. Perpetrators of bullying also have a heightened risk of experiencing problems such as anxiety and depression, as well as eating disorders and antisocial behaviour. Founded on rigorous academic research, this important book tackles the negative consequences of bullying, and bullying culture itself, by examining the social and cultural contexts that perpetuate such behaviour from childhood through adolescence and potentially into adulthood. Containing contributions from an international team of authors, this book explores current interventions to prevent and reduce school bullying and to alleviate its negative effects on the mental health of children and young people. In-depth discussion of the profound implications of this research for researchers, practitioners and policymakers makes this book essential reading for those interested in bullying culture and the mental health and well-being of children and adolescents. |
| theoretical framework about bullying in school: Olweus Bullying Prevention Program Dan Olweus, 2007 Useful to teachers and other classroom support staff, this work helps learn how to implement Olweus Bullying Prevention Program in your classroom with practical tools, tips, and strategies, meeting outlines, and scripts. The DVD includes scenarios of bullying to help students recognize and respond to bullying behavior. |
| theoretical framework about bullying in school: Bullying in American Schools Dorothy L. Espelage, Susan M. Swearer, 2004-02-04 This is a compilation of research on bullying in school-aged youth conducted across the United States by a representative group of researchers. It emphasizes the complexity of bullying behaviours and offers suggestions for using data-based decision-making to intervene and reduce bullying. |
| theoretical framework about bullying in school: Health and Academic Achievement Blandina Bernal-Morales, 2018-09-19 Emotional, physical and social well-being describe human health from birth. Good health goes hand in hand with the ability to handle stress for the future. However, biological factors such as diet, life experiences such as drug abuse, bullying, burnout and social factors such as family and community support at the school stage tend to mold health problems, affecting academic achievements. This book is a compilation of current scientific information about the challenges that students, families and teachers face regarding health and academic achievements. Contributions also relate to how physical activity, psychosocial support and other interventions can be made to understand resilience and vulnerability to school desertion. This book will be of interest to readers from broad professional fields, non-specialist readers, and those involved in education policy. |
| theoretical framework about bullying in school: Bullying Cheryl Sanders, Gary D. Phye, 2004-04-30 In recent years there have been an increasing number of incidents where children have either perpetrated or been the victims of violence in the schools. Often times the children who perpetrated the violence had been the victims of school bullying. If bullying once was a matter of extorting lunch money from one's peers, it has since escalated into slander, sexual harassment, and violence. And the victims, unable to find relief, become depressed and/or violent in return. Despite all the media attention on recent school tragedies, many of which can be traced to bullied children, there has been little in the way of research-based books toward understanding why and how bullying occurs, the effects on all the individuals involved and the most effective intervention techniques. Summarizing research in education, social, developmental, and counseling psychology, Bullying: Implications for the Classroom examines the personality and background of both those who become bullies and those most likely to become their victims, how families, peers, and schools influence bullying behavior, and the most effective interventions in pre-school, primary and middle schools. Intended for researchers, educators, and professionals in related fields, this book provides an international review of research on bullying. KEY FEATURES: * Presents practical ideas regarding prevention/intervention of bullying * Covers theoretical views of bullying * Provides an international perspective on bullying * Discusses bullying similarities and differences in elementary and middle school * Presents practical ideas regarding prevention/intervention of bullying * Provides an international perspective on bullying * Outlines information regarding bullying during the elementary and middle school years * Covers theoretical views of bullying * Presents new approaches to explaining bullying * Contributing authors include internationally known researchers in the field |
| theoretical framework about bullying in school: Bullying Behavior Corinna Young, Marti T Loring, 2013-10-18 These timely intervention strategies make your school safer for everyone! Bullying Behavior: Current Issues, Research, and Interventions provides the most up-to-date reports on the dynamics of bullying, including who bullies and why, who the victims are, and how depression and anxiety are correlated with bullying. It also presents detailed case studies of successful anti-bullying strategies for both local schools and national campaigns. Drawing on national and international clinical research, this book is indispensable for teachers and school administrators, therapists and child psychologists, social workers, child advocates and counselors, court personnel, probation officers, and education policymakers. Bullying Behavior addresses all the issues of bullying, including: preventing sexual harassment models of bully and victim behavior the roles of dominance and bullying in the development of early heterosexual relationships psychosocial correlates in bullying and victimization peer influences during early adolescence students who are passive observers to the victimization of others |
| theoretical framework about bullying in school: Protecting Children Against Bullying and Its Consequences Izabela Zych, David P. Farrington, Vicente J. Llorent, Maria M. Ttofi, 2017-03-14 This compact resource synthesizes current research on bullying in the schools while presenting strengths-based approaches to curbing this growing epidemic. Its international review of cross-sectional and longitudinal studies unravels the complex dynamics of bullying and provides depth on the range of negative outcomes for bullies, victims, enablers, and victims who bully. Chapters on protective factors against bullying identify personal competencies, such as empathy development, and keys to a positive school environment, featuring findings on successful school-based prevention programs in different countries. Throughout, the authors clearly define bullying as a public health/mental health issue, and prevention as a deterrent for future antisocial and criminal behavior. Included in the coverage: · School bullying in different countries: prevalence, risk factors, and short-term outcomes. · Personal protective factors against bullying: emotional, social, and moral competencies. · Contextual protective factors against bullying: school-wide climate. · Protecting children through anti-bullying interventions. · Protecting bullies and victims from long-term undesirable outcomes. · Future directions for research, practice, and policy. With its wealth of answers to a global concern, Protecting Children against Bullying and Its Consequences is a definitive reference and idea book for the international community of scholars in criminology and developmental psychology interested in bullying and youth violence, as well as practitioners and policymakers. |
| theoretical framework about bullying in school: Bullying Prevention and Intervention Susan M. Swearer, Dorothy L. Espelage, Scott A. Napolitano, 2012-09-26 Grounded in research and extensive experience in schools, this engaging book describes practical ways to combat bullying at the school, class, and individual levels. Step-by-step strategies are presented for developing school- and districtwide policies, coordinating team-based prevention efforts, and implementing targeted interventions with students at risk. Special topics include how to involve teachers, parents, and peers in making schools safer; ways to address the root causes of bullying and victimization; the growing problem of online or cyberbullying; and approaches to evaluating intervention effectiveness. In a convenient large-size format, the book features helpful reproducibles, concrete examples, and questions for reflection and discussion. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas. |
| theoretical framework about bullying in school: Principles of Cyberbullying Research Sheri Bauman, Donna Cross, Jenny L. Walker, 2013 In 2010, the International Cyberbullying Think Tank was held in order to discuss questions of definition, measurement, and methodologies related to cyberbullying research. This book is the product of their meetings and provides researchers with a clear set of principles to inform their work on cyberbullying. |
| theoretical framework about bullying in school: School Bullying in Different Cultures Peter K. Smith, 2016-04-08 School bullying is recognized as an international problem, but publications have focussed on the Western tradition of research. This is the first volume to bring together perspectives on school bullying from a range of Eastern as well as Western countries, covering basic findings, direct comparisons, explanations and implications for intervention. |
| theoretical framework about bullying in school: Bullying Interventions in Schools Ken Rigby, 2010-05-01 Dealing effectively with the problem of bullying in schools is now recognised as a major challenge for educators of young people. Successful interventions to stop, or even reduce, bullying in schools are difficult to achieve; however, the case for improving the effectiveness of school interventions in cases of bullying is overwhelming. Bullying Interventions in Schools examines in detail the six major intervention methods: the traditional disciplinary approach; strengthening the victim; mediation; restorative practice; the support group method; the method of shared concern. |
| theoretical framework about bullying in school: Social Dominance Jim Sidanius, Felicia Pratto, 2001-02-12 This volume focuses on two questions: why do people from one social group oppress and discriminate against people from other groups? and why is this oppression so mind numbingly difficult to eliminate? The answers to these questions are framed using the conceptual framework of social dominance theory. Social dominance theory argues that the major forms of intergroup conflict, such as racism, classism and patriarchy, are all basically derived from the basic human predisposition to form and maintain hierarchical and group-based systems of social organization. In essence, social dominance theory presumes that, beneath major and sometimes profound difference between different human societies, there is also a basic grammar of social power shared by all societies in common. We use social dominance theory in an attempt to identify the elements of this grammar and to understand how these elements interact and reinforce each other to produce and maintain group-based social hierarchy. |
| theoretical framework about bullying in school: Cyberbullying Trijntje Völlink, Francine Dehue, Conor Mc Guckin, 2015-10-23 The study of cyberbullying has exploded since its first appearance in a peer-reviewed journal article in 2005. Cyberbullying: From theory to intervention aims to make clear and practical sense of this proliferation of coverage by defining the problem of cyberbullying and examining its unique features. The volume provides a thorough overview of state-of-the-art research into the phenomenon, and discusses the development and evaluation of interventions to prevent and combat it. Whereas most research papers offer limited space to describe actual intervention methods, this book provides tremendous insight into the different theoretical methods and practical strategies available to combat cyberbullying. Part One provides readers with a critical review of the existing research literature and collects insights from international researchers involved in bullying and cyberbullying research, tackling key questions such as: how is cyberbullying defined, what is the overlap with traditional bullying, and what are the negative consequences of cyberbullying? Part Two gives an overview of the development and content of evidence-based ICT interventions aimed at preventing and combating bullying and cyberbullying. In addition, some of the important outcomes of the effect evaluations will be described. The book's final chapter integrates the information from Part One with advice regarding practical applications from Part Two. Cyberbullying: From theory to intervention is essential reading for academics and researchers concerned with both cyberbullying and traditional bullying. It can be used in graduate seminars or advanced undergraduate courses in cyberbullying and will also be of interest to teachers, field experts and organisations involved and disseminating cyberbullying solutions. |
| theoretical framework about bullying in school: New Perspectives on Bullying Ken Rigby, 2002-01-31 This book examines bullying behaviour in a wide range of settings, including kindergartens, schools, the workplace, in sports and prisons. Looking at bullying in each of these areas, it discusses alternative views and perspectives on bullying, helping policy makers and professionals to coordinate their work and so tackle the problem effectively. |
| theoretical framework about bullying in school: Addressing Bullying in Schools Ken Rigby, 2003 Bullying in schools has become an issue of major importance among educators. However interventions to reduce bullying have enjoyed only modest and limited success. This paper examines five different explanations for bullying and examines the strengths and limitations of each. It is concluded that none of them provides a comprehensive explanation for school-based bullying and that their value lies especially in suggesting actions that may be taken by schools in addressing particular bully/victim problems. |
| theoretical framework about bullying in school: Supporting Positive Behaviour in Early Childhood Settings and Primary Schools Leah O'Toole, Nóirín Hayes, 2019-11-27 Sharing insights of various theoretical perspectives to help understand the complex root causes of children’s behaviour, Supporting Positive Behaviour in Early Childhood Settings and Primary Schools highlights key responses that can encourage positive mental health, resilience and behaviour. Drawing on a range of theoretical frameworks, this book: Translates theoretical insights into adaptable and practical responses Considers children's strengths and needs with regards to resilience and mental health Includes case studies, tasks and questions for reflection Identifies innovative practical strategies for supporting positive behaviour in educational settings Combining theoretical perspectives on supporting positive behaviour, Supporting Positive Behaviour in Early Childhood Settings and Primary Schools is user-friendly and conceptually unified. It gives early childhood and primary students and teachers a clear understanding of what to do to facilitate positive behaviour and why to do it, encouraging true professionalism in education, and ensuring children learn and develop to their highest potential. |
| theoretical framework about bullying in school: School Safety and Violence Prevention Matthew J. Mayer, Shane R. Jimerson, 2019 This timely book presents a data-driven approach to preventing and responding to school violence. As school violence receives increasing attention across the nation, the application of scientific knowledge is critical. For maximum effectiveness, transdisciplinary teams should use school data, logic models, and theories of change to design, implement, and evaluate interventions. Collaboration among key stakeholders is also necessary to address both structural and systemic barriers to success with violence prevention. With concrete methods for promoting safety in primary and secondary educational settings, this book will engage and enable school faculty, counselors, administrators, and other partners to better understand areas of common interest and learn how to work together more effectively. |
| theoretical framework about bullying in school: Bullying in Schools Peter K. Smith, Debra Pepler, Ken Rigby, 2004-10-21 Bullying in Schools is the first comparative account of the major intervention projects against school bullying that have been carried out by educationalists and researchers since the 1980s, across Europe, North America and Australasia. Working on the principle that we can learn from both sucesses and failures, this book examines the processes as well as the outcomes, and critically assesses the likely reasons for success or failure. With contributions from leading researchers in the field, Bullying in Schools is an important addition to the current debate on tackling school bullying. |
| theoretical framework about bullying in school: Embitterment Michael Linden, Andreas Maercker, 2011-02-26 Embitterment is a distinct state of mood known to everyone. It can be seen in the context of exceptional though “normal” negative life events. It is an emotional reaction e.g. to humiliation, to being severely disappointed by others, or to violations of basic values. Embitterment is accompanied by other emotions like feelings of hopelessness and helplessness, poor moods and a lack of drive, and aggression towards oneself and others. It can end in suicide or even murder-suicide and in a distinct pathological state known as “Posttraumatic Embitterment Disorder (PTED)”. But despite the high prevalence rates, the detrimental effects on individuals and its forensic and societal importance, embitterment has yet to receive due scientific attention. In this book pioneers in embitterment research summarize the current knowledge on embitterment, its triggers, phenomenology and consequences. The work is intended to stimulate international debate and to contribute to a better understandingof embitterment and a deeper appreciation of the impact of exceptional but normal negative life events on psychological well-being. |
| theoretical framework about bullying in school: Bowling Alone Robert D. Putnam, 2000 Packed with provocative information about the social and political habits of twentieth-century Americans. |
| theoretical framework about bullying in school: Handbook of School Violence, Bullying and Safety Jun S. Hong, Heng C. Chan, Annis L.C. FUNG, Jungup Lee, 2024-08-06 This Handbook provides cutting-edge research on school violence, bullying and safety. Focusing on contemporary phenomena, such as cyberbullying, assaults on teachers and gun violence in schools, it offers insights into the international prevalence of school violence and how it can be prevented. |
| theoretical framework about bullying in school: Working with Youth-at-Risk in Hong Kong Francis Wing-lin Lee, 2005-07-01 According to the statistics from the Hong Kong Police, around 6000 juveniles (aged 7 to 15) were arrested each year in the last ten years. Although not all these young people arrested were convicted as delinquents, the problem of youth-at-risk has drawn attention from the public and the government. Various Western and local theories have been offered to account for the problem. Some commonly recognized categories of at-risk youth are youth gangs, young substance abusers, school bullies, and cautioned juveniles. These young people are usually perceived as having an impulsive nature; they require welfare services rather than punishment as criminals.This volume is a collection of chapters covering various aspects of the youth problem. Besides examining the causes of the problem and the principles behind the solution, different and effective approaches in working with the various categories of at-risk youths are introduced. The overall aim is to help this group of young people to lead a healthy life and integrate into society as contributing members. The book contains both theory and practice, and is suitable for social work students and professionals. |
| theoretical framework about bullying in school: School Violence in International Contexts Rosemary Papa, 2019-05-29 This international edited volume is a rare look at cultural, economic and political forces that contribute to school violence. In light of the devastating events in US schools and the violence towards students and schools world-wide, the war on knowledge development in non/secular education is increasing at an alarming rate. This book offers an international perspective on violence from both K-12 to tertiary levels, parents, administrators-teachers-support staff and research scholars in a desire to understand the contextual issues surrounding violence and its impacts on the field of education. ELWB Scholars and practitioners hail from six continents propose historical to futuristic perspectives linking violence towards education and its inhabitants while framing future strategies to alter multinational fear mongering to the decline of knowledge generation for an informed citizenry. |
| theoretical framework about bullying in school: Practical Strategies to Reduce Childhood Trauma and Mitigate Exposure to the School-to-Prison Pipeline Alexander-Ashley, Belinda M., 2023-01-03 School closures due to the COVID-19 pandemic, racial violence, injustice, and resource inequities highlight the need for multi-disciplinary strategies and practices that support evidence-based practices across a range of educational levels for leaders, professors, teachers, educational professionals, trauma survivors, and youth and government programs for both in-class and remote learning environments. Practical Strategies to Reduce Childhood Trauma and Mitigate Exposure to the School-to-Prison Pipeline provides practical strategies and tools focused on reducing childhood trauma while mitigating exposure to the school-to-prison pipeline. Covering a range of crucial topics such as social justice, trauma, mindfulness, and coaching, this reference work is ideal for researchers, scholars, practitioners, academicians, educators, leaders, administrators, school staff, youth programs, government organizations, students, and trauma survivors. |
| theoretical framework about bullying in school: Are schools safe? Anti-bullying practices in primary schools in contemporary Serbia , 2017-02-21 Master's Thesis from the year 2016 in the subject Pedagogy - School System, Educational and School Politics, grade: 9/B, University of Sarajevo (University of Sarajevo and University of Bologny - Center for Interdisciplinary Studies), course: Human rights and Democracy, language: English, abstract: The issue discussed in this paper is the problem of school bullying at primary schools in the Republic of Serbia as it is proven to grow as an increasing phenomenon. Specifically, attention is given to anti-bullying practices in primary schools in order to analyze if children are free from violence, abuse and neglect. The central research question of the research is why bullying is an issue in Serbia and what the responsiveness of public authorities tackling this issue is, therefore including the accountability of primary schools in Serbia, the responsibility of the educational system for tackling bullying, the measures implemented by teachers/educators. To answer these questions, the paper presents the international and national legislative framework, a theoretical discussion of bullying as a socio-cultural phenomenon, together with a list of key events which stirred the general public and a survey. The study concludes that bullying is an issue in contemporary Serbia because of overall socio-economic conditions in Serbia, lack of expert associates within schools, inadequate prevention and intervention measures, and necessary amendments of the current legislation. Also, the research confirms the initial hypothesis by which current anti-bullying practices in primary schools in Serbia do not stand for effective response and adequate measures to prevent and reduce school bullying. |
| theoretical framework about bullying in school: Student Behaviour LOUISE. PORTER, 2021-03-31 Behaviour management in the classroom and schoolyard is one of the most challenging aspects of teaching. Student Behaviour offers a comprehensive overview of the major theories of behaviour management in primary and secondary schools, illustrated with detailed case studies. Porter outlines how teachers can develop a personal approach to classroom management based on a sound understanding of theory. The emphasis is on proactive approaches to discipline to assist students in achieving educational and social goals. Porter also shows how to enhance students' motivation and help students become confident and independent learners. This third edition has been fully revised and updated to reflect the latest research, and includes new material on collaborating with parents, ethical issues, dealing with bullying and helping students to be autonomous in their learning and behaviour. Examples and references are drawn from current international research. Student Behaviour is an essential textbook for preservice teachers and a valuable reference for more experienced teachers who want to improve their ability to cope with disruptive behaviour. The style of writing is clear, accessible and authoritative an ideal text for all teachers in initial and post-experience training. It treats its audience as intelligent and discerning, provides a clear digest of a very wide range of published material, and allows its readers to reach their own decisions about suitable and sensitively executed approaches that are likely to be of lasting value.' - British Journal of Educational Psychology |
| theoretical framework about bullying in school: Youth Suicide and Bullying Peter Goldblum, Dorothy Lynn Espelage, 2015 Youth Suicide and Bullying presents an authoritative review of the science demonstrating the links between these two major public health concerns alongside informed discussion and evidence-based recommendations. |
| theoretical framework about bullying in school: Strategies and Considerations for Educating the Academically Gifted Neal, Tia, 2023-03-07 Within the discipline of special education is academically gifted education, and this distinct area is not typically required as a topic of focus in traditional teacher preparation programs for regular education teachers. Therefore, it is essential that current research is conducted and published that provides educators, both general and special, with resources that can assist them in providing gifted students with learning experiences tailored to their individual needs. Strategies and Considerations for Educating the Academically Gifted provides a complete overview of issues relevant to gifted education and contributes to the existing knowledge in the field with the most up-to-date information to effect positive change and growth. Covering key topics such as creativity, curriculum models, and assessment, this reference work is ideal for administrators, policymakers, researchers, academicians, scholars, practitioners, instructors, and students. |
| theoretical framework about bullying in school: Criminology Explains School Bullying Robert A. Brooks, Jeffrey W. Cohen, 2020-09-01 In this book, Robert A. Brooks and Jeffrey W. Cohen provide a concise, targeted overview of the major criminological theories to explain the phenomenon of school bullying, bringing to life what is often dense and confusing material with concrete case examples. Criminology Explains School Bullying is a valuable resource in criminology or juvenile delinquency classes, as well as special-topics classes on school violence, bullying, or the school-to-prison pipeline. Charts, critical thinking questions, and implications for practice and policy illuminate real-world applications, making this is a go-to book for teachers, students, and researchers interested in an empirically driven synthesis of criminological theory as it applies to school bullying. |
| theoretical framework about bullying in school: Violence and Mental Health Jutta Lindert, Itzhak Levav, 2015-02-25 Violence is one of the most important challenges, not only for public health systems, but also for public mental health. Violence can have immediate as well as long-term and even transgenerational effects on the mental health of its victims. This book provides a comprehensive and wide-ranging assessment of the mental health legacy left by violence. It addresses the issues as they affect states, communities and families, in other words at macro-, meso- and microlevels, beginning by describing the impact of violence on neurobiology and mental health, as well as the spectrum of syndromes and disorders associated with different forms of violence. The work moves on to tackle violence at the international—and intranational—level before zeroing in on the nature of violence in communities such as villages or city districts. It also examines the results of violence in the family. Each type of violence has distinct effects on mental health and in each chapter specific groups are explored in depth to demonstrate the heterogeneity of violence as well as the diversity of its outcomes in the realm of public mental health. Finally, the book addresses the notion of ‘undoing violence’ by detailing case studies of effective interventions and prevention occurring in countries, communities and families. These cases give us pause to reflect on the nature of resilience and dignity in the context of violence and mental health. All the chapters have been written by leading authors in the field and provide a state-of-the-art perspective. The authors, from different fields of expertise, facilitate interdisciplinary and international insights into the impact of violence on mental health. |
| theoretical framework about bullying in school: Preventing and Treating Bullying and Victimization Eric M. Vernberg, Bridget Biggs, 2010-03-25 Research evidence on bully-victim problems has accumulated rapidly in recent years. From this, there is little doubt that prolonged involvement in bullying, as a perpetrator, victim, or, not uncommonly, as both a perpetrator and target of bullying, conveys risk for many aspects of development. As in many emerging areas of psychological science, diverse research efforts evolved more or less independently, producing a very large and rich body of knowledge, but making it difficult to gain a comprehensive, integrated view of the overall evidence base. Preventing and Treating Bullying and Victimization looks across the sometimes disparate perspectives from school, clinical, and developmental researchers and professionals with an eye towards describing and integrating current knowledge into a guide for evidence-based practices and further research. The authors offer new directions for understanding this complex problem and for enhancing intervention approaches. This edited book will be comprised of three sections: Theoretical Perspectives, Assessment and Intervention, and Recommendations for Policy, Practice, and Research. It will be of interest to a number of professions and disciplines including clinical, developmental, counseling, and school psychologists, social workers, school administrators and educators, and public officials involved in setting policies. |
| theoretical framework about bullying in school: Handbook on Crime Fiona Brookman, Mike Maguire, Harriet Pierpoint, Trevor Bennett, 2010-02 This comprehensive edited volume contains analysis and explanation of the nature, extent, patterns and causes of over 40 different forms of crime, in each case drawing attention to key contemporary debates and social and criminal justice responses. |
| theoretical framework about bullying in school: Handbook of Children with Special Health Care Needs David Hollar, 2012-07-15 Children with chronic conditions, developmental disorders, and birth defects represent a sizeable minority of American children—as many as one in five. Often their families have financial or other issues limiting their access to appropriate care, thus limiting their adult prospects as well. Compounding the problem, many valuable resources concerning this population are difficult to access although they may be critical to the researchers, practitioners, and policymakers creating standards for quality care and services. In response, the Handbook of Children with Special Health Care Needs assembles research, applied, and policy perspectives reflecting the range of children’s problems requiring special services. Widely studied conditions (e.g., communication disorders, substance abuse) and those receiving lesser attention (e.g., tuberculosis) are covered, as are emerging ideas such as the “medical home” concept of continuity of care. Its interdisciplinary outlook makes the Handbook of Children with Special Health Care Needs a vital, forward-looking text for developmental psychologists, pediatricians, early childhood and special education researchers and practitioners, disability researchers, policymakers, and advocates, and providers for children with special health care needs. |
| theoretical framework about bullying in school: The Oxford Handbook of Children and the Law James G. Dwyer, 2020 The Oxford Handbook of Children and the Law presents cutting-edge interdisciplinary scholarship on a broad range of topics covering the life course of humans from before birth to adulthood, by leading scholars in each area. Authors present and analyze the law and science pertaining to reproduction; prenatal life (including fetal exposure to toxic substances and abortion); parentage (including biology-based rights, background checks on birth parents, adoption, ART, and surrogacy); infant development; child maltreatment (including corporal punishment and religious defences to abuse and neglect); the child protection system and foster care; child custody disputes between parents; schooling (including financing, resegregation, religious expression in public schools, at-risk students, special education, regulating private schools, and homeschooling); delinquency; minimum-age laws; and child advocacy. It is an essential resource for scholars and professionals interested in the intersection of children and the law. |
| theoretical framework about bullying in school: Bullying at School Dan Olweus, 1993-12-08 Presents an overview of what is known about the causes and consequences of bullying at school, describes an intervention program designed to address and counteract the problem, discusses the positive effects of the program as evaluated over a two-year period in forty-two schools in Bergen, Norway, and offers practical advice on implementing the intervention program. |
| theoretical framework about bullying in school: School Bullying and Marginalisation Rosalyn H. Shute, Phillip T. Slee, 2022-01-12 This book addresses, and seeks to harmonise, different paradigms for understanding school bullying. It sets out to examine two paradigms for conceptualising bullying, and the worldviews that underpin them. It uses a complex systems perspective to bring the two paradigms together in a holistic fashion. By doing so, it creates an integrated framework for conceptualising the many individual, relational and societal factors that are in dynamic interaction and play a part in promoting or reducing school bullying. This book draws upon a number of disciplines by way of background, including evolutionary, child development and social psychological theories of group behaviour and identity. It proposes that the human need for belonging is central to understanding bullying, and situates the topic within an understanding of gender and children’s human rights, bringing philosophical and moral perspectives to bear. It discusses practical ways forward, presents a systemic approach to bullying and application of complex adaptive systems methods to bullying research and evaluation. It serves as an introduction to such methods and suggests further creative ideas for policy, intervention practice, and teacher education about bullying. |
| theoretical framework about bullying in school: The Causes and Consequences of Group Violence James Hawdon, John Ryan, Marc Lucht, 2014-08-06 This book offers a transnational and transdisciplinary investigation of violence, ranging from bullying and hate crimes to revolutions, genocide, and terrorism. It offers empirical investigations of these specific types of violence as well as theoretical discussions of the underlying similarities and differences among these forms of violence. |
| theoretical framework about bullying in school: Bullying and Racist Bullying in Schools Dr. Sairah Qureshi, 2013-04-24 Unlike most, this book highlights gaps in the literature as well as addressing the core issue, what schools, parents and educators are missing when it comes to dealing with bullying and racism. Henceforth, schools face underreporting on a significant level. Through academic and practical research, the author emphasizes areas for growth in anti-bullying education within the school curriculum and presents recommendations which include methods to eradicate all forms of bullying. Included are modules and class-based activities. This book is ideal for school teachers, educators and researchers. |
THEORETICAL Definition & Meaning - Merriam-Webster
The meaning of THEORETICAL is existing only in theory : hypothetical. How to use theoretical in a sentence.
THEORETICAL | English meaning - Cambridge Dictionary
THEORETICAL definition: 1. based on the ideas that relate to a subject, not the practical uses of that subject: 2. related…. Learn more.
Theoretical Definition & Meaning | Britannica Dictionary
THEORETICAL meaning: 1 : relating to what is possible or imagined rather than to what is known to be true or real; 2 : relating to the general principles or ideas of a subject rather than the …
theoretical adjective - Definition, pictures, pronunciation and …
Definition of theoretical adjective from the Oxford Advanced Learner's Dictionary. connected with the ideas and principles on which a particular subject is based, rather than with practice and …
Theoretical - definition of theoretical by The Free Dictionary
1. an idea or explanation which has not yet been proved to be correct. There are many theories about the origin of life; In theory, I agree with you, but it would not work in practice. teoría. 2. …
What does Theoretical mean? - Definitions.net
Theoretical refers to something that is based on theories or principles and not connected with practical or concrete implementation. It involves ideas, concepts, and intellectual reasoning …
Theoretical - Definition, Meaning & Synonyms - Vocabulary.com
Something theoretical is concerned with theories and hypotheses — it's not necessarily based on real life or meant to be applied to real life. Theoretical things are based on theory and ideas, …
Theoretical: Explanation and Examples - Philosophy Terms
Definition of Theoretical. Let’s start with a cool word: “theoretical”. It sounds pretty fancy, right? But it’s actually not too complicated. Picture something that’s theoretical as something that …
THEORETICAL Definition & Meaning | Dictionary.com
Theoretical definition: of, relating to, or consisting in theory; not practical (applied ).. See examples of THEORETICAL used in a sentence.
THEORETICAL definition in American English - Collins Online …
A theoretical study or explanation is based on or uses the ideas and abstract principles that relate to a particular subject, rather than the practical aspects or uses of it.
THEORETICAL Definition & Meaning - Merriam-Webster
The meaning of THEORETICAL is existing only in theory : hypothetical. How to use theoretical in a sentence.
THEORETICAL | English meaning - Cambridge Dictionary
THEORETICAL definition: 1. based on the ideas that relate to a subject, not the practical uses of that subject: 2. related…. Learn more.
Theoretical Definition & Meaning | Britannica Dictionary
THEORETICAL meaning: 1 : relating to what is possible or imagined rather than to what is known to be true or real; 2 : relating to the general principles or ideas of a subject rather than the …
theoretical adjective - Definition, pictures, pronunciation and …
Definition of theoretical adjective from the Oxford Advanced Learner's Dictionary. connected with the ideas and principles on which a particular subject is based, rather than with practice and …
Theoretical - definition of theoretical by The Free Dictionary
1. an idea or explanation which has not yet been proved to be correct. There are many theories about the origin of life; In theory, I agree with you, but it would not work in practice. teoría. 2. …
What does Theoretical mean? - Definitions.net
Theoretical refers to something that is based on theories or principles and not connected with practical or concrete implementation. It involves ideas, concepts, and intellectual reasoning …
Theoretical - Definition, Meaning & Synonyms - Vocabulary.com
Something theoretical is concerned with theories and hypotheses — it's not necessarily based on real life or meant to be applied to real life. Theoretical things are based on theory and ideas, …
Theoretical: Explanation and Examples - Philosophy Terms
Definition of Theoretical. Let’s start with a cool word: “theoretical”. It sounds pretty fancy, right? But it’s actually not too complicated. Picture something that’s theoretical as something that …
THEORETICAL Definition & Meaning | Dictionary.com
Theoretical definition: of, relating to, or consisting in theory; not practical (applied ).. See examples of THEORETICAL used in a sentence.
THEORETICAL definition in American English - Collins Online …
A theoretical study or explanation is based on or uses the ideas and abstract principles that relate to a particular subject, rather than the practical aspects or uses of it.
