David Finkelhor
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195342857
- eISBN:
- 9780199863631
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195342857.001.0001
- Subject:
- Social Work, Children and Families, Crime and Justice
This book presents a vision of childhood victimization, one that unifies the conventional subdivisions like child molestation, child abuse, street crime, bullying, and exposure to community violence. ...
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This book presents a vision of childhood victimization, one that unifies the conventional subdivisions like child molestation, child abuse, street crime, bullying, and exposure to community violence. It shows how children are the most criminally victimized segment of the population, with over one-in-five facing multiple, serious “poly-victimizations” during a single year. Developmental Victimology, the book’s term for this new integrative perspective, looks at how victimization changes across the span of childhood and offers insights about how to categorize juvenile victimizations and how to think about risk and impact developmentally. It presents new data about unexpected declines in childhood victimization during the 1990s and early 2000s and suggest some of the reasons for this drop. The book also provides a new model of society’s response to child victimization — the Juvenile Victim Justice System — and a fresh way of thinking about barriers that victims and their families encounter when seeking help.Less
This book presents a vision of childhood victimization, one that unifies the conventional subdivisions like child molestation, child abuse, street crime, bullying, and exposure to community violence. It shows how children are the most criminally victimized segment of the population, with over one-in-five facing multiple, serious “poly-victimizations” during a single year. Developmental Victimology, the book’s term for this new integrative perspective, looks at how victimization changes across the span of childhood and offers insights about how to categorize juvenile victimizations and how to think about risk and impact developmentally. It presents new data about unexpected declines in childhood victimization during the 1990s and early 2000s and suggest some of the reasons for this drop. The book also provides a new model of society’s response to child victimization — the Juvenile Victim Justice System — and a fresh way of thinking about barriers that victims and their families encounter when seeking help.
Rami Benbenishty and Ron Avi Astor
- Published in print:
- 2005
- Published Online:
- January 2009
- ISBN:
- 9780195157802
- eISBN:
- 9780199864393
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195157802.001.0001
- Subject:
- Social Work, Children and Families, Crime and Justice
The book explores and differentiates the many manifestations of school violence, such as verbal, social, threats, bullying, physical, sexual harassment, and weapons possession, as well as ...
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The book explores and differentiates the many manifestations of school violence, such as verbal, social, threats, bullying, physical, sexual harassment, and weapons possession, as well as staff-initiated violence against students. It presents a socio-ecological model of school violence in context, and explores the role of culture, religion, neighborhood, family, school characteristics (such as size), age, and gender. The model outlines how aspects of school climate, including anti-violence policies, teacher-student relationships and student participation mediate the effects of the outside context and influence levels of victimization, feelings of safety and fear. The book presents a large scale nationally representative study of school violence conducted among Jewish and Arab students in Israel. A nested design (students within schools) was used to gather data from the multiple perspectives of students, teachers, and principals. Hierarchical regressions, multi-level analyses (HLM), and structural equation models (EQS) are used to assess the relative impact of culture, religion, poverty, school characteristics, and student gender and age. Finally, the book outlines a series of detailed recommendations to advance theory, research, monitoring of schools, and violence prevention policies and interventions.Less
The book explores and differentiates the many manifestations of school violence, such as verbal, social, threats, bullying, physical, sexual harassment, and weapons possession, as well as staff-initiated violence against students. It presents a socio-ecological model of school violence in context, and explores the role of culture, religion, neighborhood, family, school characteristics (such as size), age, and gender. The model outlines how aspects of school climate, including anti-violence policies, teacher-student relationships and student participation mediate the effects of the outside context and influence levels of victimization, feelings of safety and fear. The book presents a large scale nationally representative study of school violence conducted among Jewish and Arab students in Israel. A nested design (students within schools) was used to gather data from the multiple perspectives of students, teachers, and principals. Hierarchical regressions, multi-level analyses (HLM), and structural equation models (EQS) are used to assess the relative impact of culture, religion, poverty, school characteristics, and student gender and age. Finally, the book outlines a series of detailed recommendations to advance theory, research, monitoring of schools, and violence prevention policies and interventions.
Faye Mishna
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199795406
- eISBN:
- 9780199949687
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199795406.001.0001
- Subject:
- Social Work, Children and Families
The phenomenon of bullying is highly complex. Bullying issues span individual to societal variables, including individual characteristics and vulnerability, peer and family relationships and ...
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The phenomenon of bullying is highly complex. Bullying issues span individual to societal variables, including individual characteristics and vulnerability, peer and family relationships and dynamics, classroom and school milieu and societal values and attitudes, including stigma, and discrimination. Moreover, new forms of bullying such as cyber bullying have emerged, with unique implications for prevention and intervention. The prevalence of bullying suggests that bullying may be one of the underlying issues when youth struggle with social, emotional or academic difficulties, although bullying is likely not mentioned or even considered to be part of the presenting problem. The impact of the child or youth’s involvement in bullying, as victim or as the aggressor, might consequently go unrecognized—by the child or youth and their parents and/or by a practitioner. There is a tremendous amount of research on the prevalence, associated factors and effects of bullying; on the theoretical approaches applied to bullying; and on the evaluation of anti-bullying prevention and intervention school wide programs. This book is a compilation of relevant information on bullying. Challenges and obstacles to addressing bullying are reviewed as are practice principles to address barriers in prevention and intervention with children and youth who are bullied and who bully.Less
The phenomenon of bullying is highly complex. Bullying issues span individual to societal variables, including individual characteristics and vulnerability, peer and family relationships and dynamics, classroom and school milieu and societal values and attitudes, including stigma, and discrimination. Moreover, new forms of bullying such as cyber bullying have emerged, with unique implications for prevention and intervention. The prevalence of bullying suggests that bullying may be one of the underlying issues when youth struggle with social, emotional or academic difficulties, although bullying is likely not mentioned or even considered to be part of the presenting problem. The impact of the child or youth’s involvement in bullying, as victim or as the aggressor, might consequently go unrecognized—by the child or youth and their parents and/or by a practitioner. There is a tremendous amount of research on the prevalence, associated factors and effects of bullying; on the theoretical approaches applied to bullying; and on the evaluation of anti-bullying prevention and intervention school wide programs. This book is a compilation of relevant information on bullying. Challenges and obstacles to addressing bullying are reviewed as are practice principles to address barriers in prevention and intervention with children and youth who are bullied and who bully.
Cynthia Franklin, Mary Beth Harris, and Paula Allen-Meares (eds)
- Published in print:
- 2008
- Published Online:
- April 2010
- ISBN:
- 9780195370706
- eISBN:
- 9780199893515
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195370706.001.0001
- Subject:
- Social Work, Children and Families
Here, readers will find an overview of violence and interpersonal conflict in schools. This Concise Companion covers the types of violence that threaten school and student safety — from bullying to ...
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Here, readers will find an overview of violence and interpersonal conflict in schools. This Concise Companion covers the types of violence that threaten school and student safety — from bullying to sexual assault to gang activity — and presents strategies to assess risk, teach conflict-resolution skills, and create a violence-free culture. Each chapter is filled with charts, checklists and cases, organized around What We Know, What We Can Do, Tools and Practice Examples, and Key Points to Remember.Less
Here, readers will find an overview of violence and interpersonal conflict in schools. This Concise Companion covers the types of violence that threaten school and student safety — from bullying to sexual assault to gang activity — and presents strategies to assess risk, teach conflict-resolution skills, and create a violence-free culture. Each chapter is filled with charts, checklists and cases, organized around What We Know, What We Can Do, Tools and Practice Examples, and Key Points to Remember.
David R. Dupper
- Published in print:
- 2013
- Published Online:
- January 2013
- ISBN:
- 9780199859597
- eISBN:
- 9780199315932
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199859597.001.0001
- Subject:
- Social Work, Children and Families
Bullying is one of the most prevalent and insidious forms of school violence today, impacting the learning environment of schools in profound ways. Victims of chronic bullying have poorer grades, ...
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Bullying is one of the most prevalent and insidious forms of school violence today, impacting the learning environment of schools in profound ways. Victims of chronic bullying have poorer grades, increased rates of truancy, increased rates of dropping out, loss of self-esteem, feelings of isolation, depression, and increased risk of suicide attempts. This book is unique in utilizing a larger cultural context and international perspective that broadens the traditional conceptualization of bullying and that promotes creative approaches to a seemingly intractable and complex problem. In addition, the book investigates several “under the radar” forms of bullying (e.g., religious bullying, bullying by teachers and other adults in schools), as well as the unique challenges in assessing these largely unacknowledged forms of bullying in today's U.S. public schools. Viewing bullying as a systematic abuse of power, this book examines all the ways in which power is misused in schools. The book also dispels important myths about bullies and focuses on the increasingly important role that peer witnesses play in exacerbating as well as combating bullying in schools. Consistent with an ecological systems perspective, it utilizes a whole school approach as a framework for developing and implementing comprehensive evidence-based interventions to combat bullying in schools.Less
Bullying is one of the most prevalent and insidious forms of school violence today, impacting the learning environment of schools in profound ways. Victims of chronic bullying have poorer grades, increased rates of truancy, increased rates of dropping out, loss of self-esteem, feelings of isolation, depression, and increased risk of suicide attempts. This book is unique in utilizing a larger cultural context and international perspective that broadens the traditional conceptualization of bullying and that promotes creative approaches to a seemingly intractable and complex problem. In addition, the book investigates several “under the radar” forms of bullying (e.g., religious bullying, bullying by teachers and other adults in schools), as well as the unique challenges in assessing these largely unacknowledged forms of bullying in today's U.S. public schools. Viewing bullying as a systematic abuse of power, this book examines all the ways in which power is misused in schools. The book also dispels important myths about bullies and focuses on the increasingly important role that peer witnesses play in exacerbating as well as combating bullying in schools. Consistent with an ecological systems perspective, it utilizes a whole school approach as a framework for developing and implementing comprehensive evidence-based interventions to combat bullying in schools.
Michael Freeman (ed.)
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199652501
- eISBN:
- 9780191739217
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199652501.001.0001
- Subject:
- Law, Family Law, Human Rights and Immigration
The Current Legal Issues series is based upon an annual colloquium held at University College London. Each year leading scholars from around the world gather to discuss the relationship between law ...
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The Current Legal Issues series is based upon an annual colloquium held at University College London. Each year leading scholars from around the world gather to discuss the relationship between law and another discipline of thought. Each colloquium examines how the external discipline is conceived in legal thought and argument, how the law is pictured in that discipline, and analyses points of controversy in the use, and abuse, of extra-legal arguments within legal theory and practice. This book, the fourteenth volume in the Current Legal Issues series, offers an insight into the state of law and childhood studies scholarship today. Focusing on the inter-connections between the two disciplines, it addresses the key issues informing current debates. Topics include cyber bullying, children's human rights, childhood in conflict-stricken areas, foster care, and parental discipline.Less
The Current Legal Issues series is based upon an annual colloquium held at University College London. Each year leading scholars from around the world gather to discuss the relationship between law and another discipline of thought. Each colloquium examines how the external discipline is conceived in legal thought and argument, how the law is pictured in that discipline, and analyses points of controversy in the use, and abuse, of extra-legal arguments within legal theory and practice. This book, the fourteenth volume in the Current Legal Issues series, offers an insight into the state of law and childhood studies scholarship today. Focusing on the inter-connections between the two disciplines, it addresses the key issues informing current debates. Topics include cyber bullying, children's human rights, childhood in conflict-stricken areas, foster care, and parental discipline.
Anne S.Y. Cheung
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199652501
- eISBN:
- 9780191739217
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199652501.003.0018
- Subject:
- Law, Family Law, Human Rights and Immigration
In order to tackle the problem of cyber-bullying in an integrated and coherent manner which can combine legal intervention, education, and regulation from the telecommunications industry, this ...
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In order to tackle the problem of cyber-bullying in an integrated and coherent manner which can combine legal intervention, education, and regulation from the telecommunications industry, this chapter advocates an alternative approach of co-regulation based on children's rights. Part 18.1 begins by discussing the nature, manifestation, prevalence, and harm of cyber-bullying, with an illustration of notorious examples of cyber-bullying in different countries. Part 18.2 examines the current legal attempts in the United Kingdom and the United States to tackle the problem and the inadequacies of the positivist legal approach. Part 18.3 argues that a co-regulatory model based on children's rights will provide a viable and more effective solution to the problem of cyber-bullying, in which schools and internet services providers (ISPs) play an essential role. In particular, the ISP should develop its code of practice within a model of compliance, of having a mechanism for reporting, follow-up, and notice and take-down of harmful materials.Less
In order to tackle the problem of cyber-bullying in an integrated and coherent manner which can combine legal intervention, education, and regulation from the telecommunications industry, this chapter advocates an alternative approach of co-regulation based on children's rights. Part 18.1 begins by discussing the nature, manifestation, prevalence, and harm of cyber-bullying, with an illustration of notorious examples of cyber-bullying in different countries. Part 18.2 examines the current legal attempts in the United Kingdom and the United States to tackle the problem and the inadequacies of the positivist legal approach. Part 18.3 argues that a co-regulatory model based on children's rights will provide a viable and more effective solution to the problem of cyber-bullying, in which schools and internet services providers (ISPs) play an essential role. In particular, the ISP should develop its code of practice within a model of compliance, of having a mechanism for reporting, follow-up, and notice and take-down of harmful materials.
Faye Mishna
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199795406
- eISBN:
- 9780199949687
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199795406.003.0008
- Subject:
- Social Work, Children and Families
This chapter will set the stage for examining and addressing bullying with a discussion on the pervasiveness of bullying of children and adolescents around the world along with an overview of the ...
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This chapter will set the stage for examining and addressing bullying with a discussion on the pervasiveness of bullying of children and adolescents around the world along with an overview of the short term and potential long lasting effects of bullying. Also included will be a review of the confusion and controversies surrounding the term “bullying.” The term “bullying” typically is defined as a form of aggression which can be direct or indirect and includes physical, verbal or psychological and relational acts, that is intentional and occurs in a relationship characterized by a power imbalance, and is repeated over time. Notwithstanding the complexity of bullying and ensuing difficulties in defining and recognizing bullying, the damage caused by bullying can be considerable and far reaching. The adult-child relationship in particular influences the ability of children and youth to manage in many areas, including bullying situations.Less
This chapter will set the stage for examining and addressing bullying with a discussion on the pervasiveness of bullying of children and adolescents around the world along with an overview of the short term and potential long lasting effects of bullying. Also included will be a review of the confusion and controversies surrounding the term “bullying.” The term “bullying” typically is defined as a form of aggression which can be direct or indirect and includes physical, verbal or psychological and relational acts, that is intentional and occurs in a relationship characterized by a power imbalance, and is repeated over time. Notwithstanding the complexity of bullying and ensuing difficulties in defining and recognizing bullying, the damage caused by bullying can be considerable and far reaching. The adult-child relationship in particular influences the ability of children and youth to manage in many areas, including bullying situations.
James C. Raines, Susan Stone, and Andy Frey
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195373905
- eISBN:
- 9780199777440
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195373905.003.0009
- Subject:
- Social Work, Children and Families
Both national and cross-national estimates indicate that bullying and victimization are fairly prevalent among school-age children and adolescents, with prevalence estimates varying for 3% to 37% for ...
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Both national and cross-national estimates indicate that bullying and victimization are fairly prevalent among school-age children and adolescents, with prevalence estimates varying for 3% to 37% for bullies and from 9% to 32% for victimization. Moreover, recent estimates suggest that such rates may have increased since 1999 and subsequently stabilized, with an average estimate of about 10%. Both children who are bullies and children who are victims of bullying show elevated rates of various indicators of psychosocial distress. This chapter evaluates school-based strategies aimed at reducing bullying and bullying-related incidents of victimization.Less
Both national and cross-national estimates indicate that bullying and victimization are fairly prevalent among school-age children and adolescents, with prevalence estimates varying for 3% to 37% for bullies and from 9% to 32% for victimization. Moreover, recent estimates suggest that such rates may have increased since 1999 and subsequently stabilized, with an average estimate of about 10%. Both children who are bullies and children who are victims of bullying show elevated rates of various indicators of psychosocial distress. This chapter evaluates school-based strategies aimed at reducing bullying and bullying-related incidents of victimization.
Esther Howe, Elayne Haymes, and Tanya Tenor
- Published in print:
- 2008
- Published Online:
- April 2010
- ISBN:
- 9780195370706
- eISBN:
- 9780199893515
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195370706.003.0004
- Subject:
- Social Work, Children and Families
This chapter reviews the most well-researched, evidence-based antibullying interventions: involvement of all the stakeholders in a school, prevention through life skills curricula, problem-solving ...
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This chapter reviews the most well-researched, evidence-based antibullying interventions: involvement of all the stakeholders in a school, prevention through life skills curricula, problem-solving approaches, and those that focus on rules and consequences. Two factors emerge with clarity: (1) the exact components of the program do not matter as much as the quality and thoroughness with which the interventions are implemented; and (2) given the potentially severe consequences of bullying, it is a moral imperative to continue to implement such programs and to formulate and revise the programs based on solid evidence.Less
This chapter reviews the most well-researched, evidence-based antibullying interventions: involvement of all the stakeholders in a school, prevention through life skills curricula, problem-solving approaches, and those that focus on rules and consequences. Two factors emerge with clarity: (1) the exact components of the program do not matter as much as the quality and thoroughness with which the interventions are implemented; and (2) given the potentially severe consequences of bullying, it is a moral imperative to continue to implement such programs and to formulate and revise the programs based on solid evidence.
Jerome Neu
- Published in print:
- 2007
- Published Online:
- January 2008
- ISBN:
- 9780195314311
- eISBN:
- 9780199871780
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195314311.003.0009
- Subject:
- Philosophy, Philosophy of Language
Humor, like ritual, may sometimes license otherwise offensive insults. When and why? The special genre of insult humor, including roasts, is considered along with Freud's account of the role of ...
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Humor, like ritual, may sometimes license otherwise offensive insults. When and why? The special genre of insult humor, including roasts, is considered along with Freud's account of the role of collusion in tendentious humor broadly conceived. When is it wrong to laugh? Satire, teasing, and bullying sometimes take the ridicule in insult humor to the extremes of aggression.Less
Humor, like ritual, may sometimes license otherwise offensive insults. When and why? The special genre of insult humor, including roasts, is considered along with Freud's account of the role of collusion in tendentious humor broadly conceived. When is it wrong to laugh? Satire, teasing, and bullying sometimes take the ridicule in insult humor to the extremes of aggression.
Patrick Sylvers, Stacy R. Ryan, S. Amanda Alden, and Patricia A. Brennan
- Published in print:
- 2009
- Published Online:
- May 2009
- ISBN:
- 9780195310313
- eISBN:
- 9780199871384
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195310313.003.0007
- Subject:
- Psychology, Social Psychology
This chapter orients the reader to the current biological models of delinquent psychopathology and provides an overview of the biological literature; including heritability, psychophysiology, ...
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This chapter orients the reader to the current biological models of delinquent psychopathology and provides an overview of the biological literature; including heritability, psychophysiology, neurobiology, and endocrinology related to the development of persistent criminal behavior in children and adolescents. The four areas of crime-related psychopathology discussed are early-onset conduct disorder, juvenile psychopathy, bullying, and sex offending. Research is presented in connection with widely accepted biological models of behavior. This chapter also highlights the strengths and limitations of the existing literature, consolidates this literature to identify patterns of convergence and divergence across disorders, and suggests areas for future research.Less
This chapter orients the reader to the current biological models of delinquent psychopathology and provides an overview of the biological literature; including heritability, psychophysiology, neurobiology, and endocrinology related to the development of persistent criminal behavior in children and adolescents. The four areas of crime-related psychopathology discussed are early-onset conduct disorder, juvenile psychopathy, bullying, and sex offending. Research is presented in connection with widely accepted biological models of behavior. This chapter also highlights the strengths and limitations of the existing literature, consolidates this literature to identify patterns of convergence and divergence across disorders, and suggests areas for future research.
David Finkelhor
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195342857
- eISBN:
- 9780199863631
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195342857.003.0001
- Subject:
- Social Work, Children and Families, Crime and Justice
Children are arguably the most criminally victimized people in American society. This chapter shows the underappreciated scope of child victimization and suggests some of the reasons why children are ...
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Children are arguably the most criminally victimized people in American society. This chapter shows the underappreciated scope of child victimization and suggests some of the reasons why children are so victimized. It also illustrates the unfortunate situation that public priorities appear to have given more attention to children as offenders than children as victims, and suggests some of the sources of this bias. It suggests that the study of child victimization is overly fragmented and proposes the more holistic and comprehensive field of Developmental Victimology as a solution.Less
Children are arguably the most criminally victimized people in American society. This chapter shows the underappreciated scope of child victimization and suggests some of the reasons why children are so victimized. It also illustrates the unfortunate situation that public priorities appear to have given more attention to children as offenders than children as victims, and suggests some of the sources of this bias. It suggests that the study of child victimization is overly fragmented and proposes the more holistic and comprehensive field of Developmental Victimology as a solution.
David Finkelhor
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195342857
- eISBN:
- 9780199863631
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195342857.003.0005
- Subject:
- Social Work, Children and Families, Crime and Justice
It is widely presumed that when a child is hit by a peer or sibling, the episodes do not have an impact in the same way in what would otherwise be considered an “assault” or a “violent crime”. But ...
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It is widely presumed that when a child is hit by a peer or sibling, the episodes do not have an impact in the same way in what would otherwise be considered an “assault” or a “violent crime”. But the basis for this is a series of assumptions that do not hold up under careful scrutiny. Research finds that younger children’s peer and sibling victimizations are indeed not less serious than the older youth on the dimensions of injury, being hit with an object that could cause injury, or being victimized on multiple occasions. Younger children and older youth also had similar trauma symptom levels associated to both peer and sibling victimization.Less
It is widely presumed that when a child is hit by a peer or sibling, the episodes do not have an impact in the same way in what would otherwise be considered an “assault” or a “violent crime”. But the basis for this is a series of assumptions that do not hold up under careful scrutiny. Research finds that younger children’s peer and sibling victimizations are indeed not less serious than the older youth on the dimensions of injury, being hit with an object that could cause injury, or being victimized on multiple occasions. Younger children and older youth also had similar trauma symptom levels associated to both peer and sibling victimization.
Rami Benbenishty and Ron Avi Astor
- Published in print:
- 2005
- Published Online:
- January 2009
- ISBN:
- 9780195157802
- eISBN:
- 9780199864393
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195157802.003.0001
- Subject:
- Social Work, Children and Families, Crime and Justice
This chapter presents a socio-ecological model of school violence in context. The model emphasizes the importance of the school as the context of violence. The model includes multiple different types ...
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This chapter presents a socio-ecological model of school violence in context. The model emphasizes the importance of the school as the context of violence. The model includes multiple different types of violence including verbal, physical, and sexual. The chapter clarifies the conceptual differences between bullying and school violence. According to the model, schools are embedded within social-ecological nested contexts. External nested contexts include culture and ethnicity, neighborhood (e.g., poverty and crime), and the family (e.g., parental practices). The internal context of the school includes structural characteristics such as size, awareness of violence, policies, student-teacher relationships, students participation, and dangerous locations and times. Victimization is the result of an interaction between the student characteristics (such as age and gender), the outside context (e.g., family poverty), and the school's internal context (e.g., adult supervision). The comprehensive theory of school violence includes the multiple perspectives of students, teachers, principals, and parents, and encompasses how victimization relates to the emotional, cognitive, and social domains.Less
This chapter presents a socio-ecological model of school violence in context. The model emphasizes the importance of the school as the context of violence. The model includes multiple different types of violence including verbal, physical, and sexual. The chapter clarifies the conceptual differences between bullying and school violence. According to the model, schools are embedded within social-ecological nested contexts. External nested contexts include culture and ethnicity, neighborhood (e.g., poverty and crime), and the family (e.g., parental practices). The internal context of the school includes structural characteristics such as size, awareness of violence, policies, student-teacher relationships, students participation, and dangerous locations and times. Victimization is the result of an interaction between the student characteristics (such as age and gender), the outside context (e.g., family poverty), and the school's internal context (e.g., adult supervision). The comprehensive theory of school violence includes the multiple perspectives of students, teachers, principals, and parents, and encompasses how victimization relates to the emotional, cognitive, and social domains.
Sandra L. Bloom and Brian Farragher
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780195374803
- eISBN:
- 9780199865420
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195374803.003.0010
- Subject:
- Social Work, Health and Mental Health
Rarely does the subject of power and abusive power come up for open discussion in social service environments and yet it is a critical component of any organizational setting. As communication breaks ...
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Rarely does the subject of power and abusive power come up for open discussion in social service environments and yet it is a critical component of any organizational setting. As communication breaks down, errors compound and the situation feels increasingly out of control, organizational leaders become more controlling and authoritarian. Under these circumstances, workplace bullying is likely to increase at all levels and organizations may become vulnerable to petty tyrants. As the organization becomes more hierarchical and autocratic there is a progressive and simultaneous isolation of leaders and a “dumbing down” of staff, with an accompanying “learned helplessness” and loss of critical thinking skills. The organization and the individuals in it become highly risk-avoidant. Efforts to empower workers may pay only lip service to true participatory processes. Although the importance of organizational democracy has long been recognized, true efforts to implement workplace democracy have often become forms of bogus empowerment and bullies are given license to intimidate other people.Less
Rarely does the subject of power and abusive power come up for open discussion in social service environments and yet it is a critical component of any organizational setting. As communication breaks down, errors compound and the situation feels increasingly out of control, organizational leaders become more controlling and authoritarian. Under these circumstances, workplace bullying is likely to increase at all levels and organizations may become vulnerable to petty tyrants. As the organization becomes more hierarchical and autocratic there is a progressive and simultaneous isolation of leaders and a “dumbing down” of staff, with an accompanying “learned helplessness” and loss of critical thinking skills. The organization and the individuals in it become highly risk-avoidant. Efforts to empower workers may pay only lip service to true participatory processes. Although the importance of organizational democracy has long been recognized, true efforts to implement workplace democracy have often become forms of bogus empowerment and bullies are given license to intimidate other people.
Maureen Duffy and Len Sperry
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780195380019
- eISBN:
- 9780199932764
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195380019.003.0001
- Subject:
- Psychology, Social Psychology
This chapter presents an overview of mobbing in workplaces, schools, and other organizations, and it situates mobbing within a historical context while distinguishing it from bullying. Unlike ...
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This chapter presents an overview of mobbing in workplaces, schools, and other organizations, and it situates mobbing within a historical context while distinguishing it from bullying. Unlike bullying, mobbing is identified as a systemic phenomenon involving the interplay of individual, group, and organizational dynamics. Detailed examples of workplace mobbing and school mobbing are provided with accompanying analysis and key points. From a historical perspective, the Salem Witch Hunt and the McMartin Preschool sexual abuse case are analyzed and identified as mobbings. It is argued that overreliance on explanatory frameworks focused on the individual lead to inadequate understandings of mobbing and represent examples of the fundamental attribution error.Less
This chapter presents an overview of mobbing in workplaces, schools, and other organizations, and it situates mobbing within a historical context while distinguishing it from bullying. Unlike bullying, mobbing is identified as a systemic phenomenon involving the interplay of individual, group, and organizational dynamics. Detailed examples of workplace mobbing and school mobbing are provided with accompanying analysis and key points. From a historical perspective, the Salem Witch Hunt and the McMartin Preschool sexual abuse case are analyzed and identified as mobbings. It is argued that overreliance on explanatory frameworks focused on the individual lead to inadequate understandings of mobbing and represent examples of the fundamental attribution error.
Maureen Duffy and Len Sperry
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780195380019
- eISBN:
- 9780199932764
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195380019.003.0002
- Subject:
- Psychology, Social Psychology
This chapter examines the beginnings of the study and research of workplace and school mobbing in the 1960s and 1970s, and traces its continuing development through the 2000s. The work of ethologist ...
More
This chapter examines the beginnings of the study and research of workplace and school mobbing in the 1960s and 1970s, and traces its continuing development through the 2000s. The work of ethologist Lorenz in explaining animal mobbing and the importation of the term “mobbing” by Heinemann to refer to aggression by children against children and its potential lethality is described. Also examined is the foundational work of Heinz Leymann in researching the health effects of workplace mobbing on its victims. . Leymann’s mobbing phase model, beginning with an initiating conflict and concluding with the expulsion of a mobbing victim from the organization is also reviewed. Since multiple professional and research vocabularies have been used to describe interpersonal aggression and abuse within workplaces and schools, this chapter also includes a review of research about workplace and school bullying. Studies of prevalence rates for both workplace and school mobbing are presented.Less
This chapter examines the beginnings of the study and research of workplace and school mobbing in the 1960s and 1970s, and traces its continuing development through the 2000s. The work of ethologist Lorenz in explaining animal mobbing and the importation of the term “mobbing” by Heinemann to refer to aggression by children against children and its potential lethality is described. Also examined is the foundational work of Heinz Leymann in researching the health effects of workplace mobbing on its victims. . Leymann’s mobbing phase model, beginning with an initiating conflict and concluding with the expulsion of a mobbing victim from the organization is also reviewed. Since multiple professional and research vocabularies have been used to describe interpersonal aggression and abuse within workplaces and schools, this chapter also includes a review of research about workplace and school bullying. Studies of prevalence rates for both workplace and school mobbing are presented.
Maureen Duffy and Len Sperry
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780195380019
- eISBN:
- 9780199932764
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195380019.003.0003
- Subject:
- Psychology, Social Psychology
This chapter provides comprehensive definitions for both school mobbing and workplace mobbing and distinguishes “mobbing” from the more commonly used term “bullying.” A conceptual framework for ...
More
This chapter provides comprehensive definitions for both school mobbing and workplace mobbing and distinguishes “mobbing” from the more commonly used term “bullying.” A conceptual framework for understanding bullying and mobbing as occurring along a continuum related to the degree of involvement of group and organizational dynamics and to the severity of the negative consequences for the victims is presented. It is proposed that mobbing and bullying represent different forms of interpersonal aggression. Negative acts or aggressive behaviors directed toward a target, the duration of the negative acts, intent to do harm, power imbalance, organizational involvement, and negative consequences for victims related to health, welfare, and job are key definitional elements that are emphasized differentially depending upon whether the term “bullying” or “mobbing” is used. In this chapter, each of these key definitional elements is presented and examined.Less
This chapter provides comprehensive definitions for both school mobbing and workplace mobbing and distinguishes “mobbing” from the more commonly used term “bullying.” A conceptual framework for understanding bullying and mobbing as occurring along a continuum related to the degree of involvement of group and organizational dynamics and to the severity of the negative consequences for the victims is presented. It is proposed that mobbing and bullying represent different forms of interpersonal aggression. Negative acts or aggressive behaviors directed toward a target, the duration of the negative acts, intent to do harm, power imbalance, organizational involvement, and negative consequences for victims related to health, welfare, and job are key definitional elements that are emphasized differentially depending upon whether the term “bullying” or “mobbing” is used. In this chapter, each of these key definitional elements is presented and examined.
David R. Dupper
- Published in print:
- 2013
- Published Online:
- January 2013
- ISBN:
- 9780199859597
- eISBN:
- 9780199315932
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199859597.003.0001
- Subject:
- Social Work, Children and Families
This chapter provides a rationale for and describes an ecological-systems perspective of bullying. It argues that bullying in schools is a reflection of bullying in culture, and that today's youth ...
More
This chapter provides a rationale for and describes an ecological-systems perspective of bullying. It argues that bullying in schools is a reflection of bullying in culture, and that today's youth are receiving mixed and confusing messages about bullying behavior from adults. A “culture of bullying” exists in some schools and serves to normalize bullying within that school. The physiological and psychological changes that mark early adolescence also exacerbate the potential for bullying and explain the spike in bullying behaviors in sixth grade followed by a steady decline in later grades.Less
This chapter provides a rationale for and describes an ecological-systems perspective of bullying. It argues that bullying in schools is a reflection of bullying in culture, and that today's youth are receiving mixed and confusing messages about bullying behavior from adults. A “culture of bullying” exists in some schools and serves to normalize bullying within that school. The physiological and psychological changes that mark early adolescence also exacerbate the potential for bullying and explain the spike in bullying behaviors in sixth grade followed by a steady decline in later grades.
