scholarly journals Predictors of school bullying

2021 ◽  
pp. 257-266
Author(s):  
Л.Ф. Чекина ◽  
Ю.Н. Оболенская

Буллинг делится на два вида: физический и психологический. Первый проявляется в ударах, побоях, драках со злым умыслом. Второй – оказание психологического давления или эмоционального насилия путем словесного оскорбления, угроз, преследований, которые негативно влияют на психику ребенка. Психологическое давление является наиболее распространённым случаем в школе. Необходимо указать, что буллинг отличается от других понятий таких как «конфликт», «агрессия», «насилие». Ученые подчёркивают особенности этого явления: оно выражается в неравенстве сил агрессора и жертвы; действие происходит преднамеренно; психологическое давление, которое приводит к снижению значимости, самооценки жертвы; наличие групповой динамики; повторяемость события. Статья посвящена исследованию предикторов возникновение буллинга в школьной жизни учащихся. Автором рассматривается степень изученности темы исследования, проводится краткий терминологический анализ. Аргументируется позиция об ошибочности мнения о том, что проблема буллинга имеет отношение только к жертве и агрессору. Доказывает, то буллинг – это групповое явление, которое непосредственно негативно влияет на всех участников школьной травли. Автором детально рассмотрен каждый участник, а именно «жертва», «агрессор», «наблюдатели», «последователи» и «защитники», причины и последствия процесса травли на психологическом уровне. Bullying is divided into two types: physical and psychological. The first is manifested in blows, beatings, fights with malicious intent. The second is the provision of psychological pressure or emotional violence through verbal abuse, threats, harassment, which negatively affect the child's psyche. Psychological pressure is the most common case in school. It should be noted that bullying is different from other concepts such as "conflict", "aggression", "violence". Scientists emphasize the features of this phenomenon: it is expressed in the inequality of forces of the aggressor and the victim; the action is deliberate; psychological pressure that leads to a decrease in the significance, self-esteem of the victim; the presence of group dynamics; the repeatability of the event. The article is devoted to the study of predictors of the occurrence of bullying in the school life of students. The author considers the degree of study of the research topic, and provides a brief terminological analysis. The author argues for the fallacy of the opinion that the problem of bullying is related only to the victim and the aggressor. It proves that bullying is a group phenomenon that directly negatively affects all participants in school bullying. The author considers in detail each participant, namely "victim", "aggressor", "observers", "followers" and "defenders", the causes and consequences of the process of harassment at the psychological level.

2018 ◽  
Vol 8 (4) ◽  
pp. 78-108
Author(s):  
Yong-min Kim ◽  
Kye-uk Kim ◽  
Ju-seung Yang ◽  
Sang-wook Baek
Keyword(s):  

1999 ◽  
Vol 9 (1) ◽  
Author(s):  
Zopito Marini

This paper focuses on a particular type of peer victimization commonly identified as school bullying. In the past. myths and inaccurate assumptions coupled with the lack of empirical data on the long term effects and stability of peer victimization have presented serious obstacles toward a greater understanding of bullying. Recent research, however, suggests that the number of students affected is much higher than previously believed, the range of behaviours involved more severe, and the consequences long-lasting; in many cases, the maladjustment for both victims and bullies can extend well into adulthood. Clearly, peer victimization is a complex and multidimensional aspect of school life that needs to be understood in greater depth and taken much more seriously because of the associated consequences. This paper will provide an overview of four central aspects of bullying, namely, the myths, characteristics, callses, and consequences.


Author(s):  
Joanna Lizut

It is very important to collocate the occurrence of cyberbullying with a negative school environment. School bullying is widely known to be associated with many negative indicators, including lower academic achievement, lower school satisfaction, and lower levels of attachment and involvement at school. Several studies have combined cyberbullying with negative school experiences, such as lower academic performance and negative perceptions of the school climate. Moreover, many have suggested a strong link between the climate in the school and both traditional and cyberbullying. Some recent studies have shown that people who are perpetrators of cyberbullying and those who are victims both report a worse climate in schools than others not involved in the behavior. A poor disciplinary climate is one in which students are either unaware of the rules and the consequences of violations or one in which students are unmotivated to internalize and conform to the rules because they feel that they are unfair or unimportant. Weak parental involvement implies that the parents are not involved with the student's school life; they provide no help with homework, have very little communication with teachers, and rarely assist with school activities. Having a lack of didactic pressure means that neither teachers nor students hold high expectations for their academic achievement.


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