By Claire P. Monks, Iain Coyne
Bullying tends to be linked to aggression among teenagers within the playground, yet bullying and abuse is additionally saw in different social settings. Bullying in several Contexts brings jointly, for the 1st time, top overseas researchers to debate those behaviours in a variety of settings, together with preschool, university, the house, residential care, prisons, the place of work and our on-line world. The authors supply heritage to the various contexts, talk about the effect and kinds of interpersonal aggression and the features of these concerned. a last bankruptcy collates the findings from every one context to attract conclusions at the similarities and ameliorations among the behaviours, threat components for involvement and theoretical ways to provide an explanation for bullying. This unique quantity will additional our knowing of bullying and tell preventative and intervention paintings. The authors search to teach how study from diversified settings may well tell our knowing of the bullying phenomenon as a whole.** [C:\Users\Microsoft\Documents\Calibre Library]
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Extra info for Bullying in Different Contexts
However, the aggressive behaviour we see at this age may be the early development of this behaviour for some children. It may well be the case that, with age, these behaviours become more focused on those peers who are perceived as being more ‘vulnerable’, and that, with time, other children take on these roles which are more ‘supportive’ of aggression. The finding that aggressive individuals exhibit similar characteristics to older bullies (in terms of attachment, parenting styles and exposure to conflict) suggests that this group of aggressive children may contain some of those who go on to bully others later in school.
002 Cambridge Books Online © Cambridge University Press, 2013 34 Claire P. D. and Bartini, M. (2000). ‘An empirical comparison of methods of sampling aggression and victimization in school settings’. Journal of Educational Psychology, 92: 360 –66. Perren, S. D. (2006). ‘Social behavior and peer relationships of victims, bully-victims, and bullies in kindergarten’. Journal of Child Psychology and Psychiatry, 47: 45 –57. C. P. (1990). ‘Learning of aggression’. In M. Lewis and S. ), Handbook of Developmental Psychopathology (pp.
They suggest that the disparity with the findings of Sutton et al. (1999) may reflect the developing nature of peer-victimisation during early childhood. g. , 1999). Additionally, the group nature of peer-victimisation appears to differ in preschool classes, with few children taking on the more peripheral roles of assistant to the bully and reinforcer. This may mean that peer-victimisation at this age is less reliant on good social-cognitive abilities, as it is not as important to be able to organise a gang of ‘followers’.