What schools may do to reduce bullying
Date
2012
Authors
Rigby, K.
Editors
Jimerson, S.
Nickerson, A.B.
Mayer, M.J.
Furlong, M.J.
Nickerson, A.B.
Mayer, M.J.
Furlong, M.J.
Advisors
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Type:
Book chapter
Citation
Source details - Title: Handbook of school violence and school safety: international research and practice, 2012 / Jimerson, S., Nickerson, A.B., Mayer, M.J., Furlong, M.J. (ed./s), pp.367-376
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Abstract
Bullying in schools is now widely regarded as a major social problem, because of its prevalence and demonstrated harmfulness to young people. Bullying has been conceptualized in different ways: as aggressive behavior and as an aspect of aggressive behavior characterized by an imbalance and abuse of power. Bullying has been viewed as the product of an antisocial personality and, alternatively, as the product of past and present social influences. Treatments vary, with some educators emphasizing the part played by behavior modification directed towards changing the pattern of behavior of individual perpetrators, and others emphasizing the provision of moral and social education. This chapter first highlights why it is important to understand what schools are actually doing in addressing bullying. Next, the chapter discusses the conceptual bases that underpin the steps that educators are taking in seeking to counter school bullying. This chapter also describes a range of procedures that are being employed by schools, both pro-actively and in response to cases of bullying. There follows a critique of what is currently being done in countering bullying in schools. Finally the chapter highlights the main implications for practice in schools.
School/Discipline
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Copyright 2012 Taylor and Francis