Bullying Flashcards
Righy (1996)
repeated oppression, psychological/physical, powerful person to a less powerful person
- bullying is aggressive and unwanted
- pattern of behaviour is repeated over time
- bullying = an imbalance of power and strength. Perception is important of whether you can defend ones self
Teacher Net (2007)
Imbalance of power
Intention
Repeated
Hawker and Boutten (2001)
social dominance theory - focuses on maintenance and stability of group based hierarchy
dominance and aggression at the beginning of middle school - dominance attained amongst a new set of peers - declined once social status is achieved
Thornberg et al
social dom. theory
- status position - a wish to enhance popularity
- power positioning - gain more power and authority
- friendship positioning - struggling to win or keep friends. Choose victims who they perceive as weak
status positioning was most important in 10-13 year olds
Owens
social dom. theory
indirect bullying in teenage girls - spreading of rumours was effective in girls for gaining attention and a sense of importance. Retain position in group by spreading nasty stories about others, or excluding undesirables. Aggression used amongst children to gain and maintain social status and dominance
Olweus
social learning theory
modelling behaviours are reinforced - toddlers physically abuse were more likely to exhibit bullying behaviour
Balgry
social learning theory
interparental violoence and bullying is correlated
particularly in girls
Dauvergne and Johnson
social learning theory
sig. association between maladjustment and exposure to domestic violence
3x as likely to be involved in physical aggression
2x more likely to be involved in indirect aggression e.g. spreading rumours or excluding people from groups
Stages of social information processing
- encodes sensory input in a situation
- interprets the information
- clarify and select goals
- select response based on perceived effectiveness and evaluate other available means
- child decides which response is best
- enact the behaviour
Dodge
proactive and reactive aggression - deficits in processing social information
- reactive - incorrect perception that someone is threateningly bumping into you… actually just an accident
Sutton et al.
social information processing theory
- children who bully actually process info very accurately
- manipulation of mental states and beliefs
- bully have superior theory of mind
- heightened sense of awareness to others feelings
- low empathetic disposition that makes bullies manipulative in social interactions
Bron Fenbrenner
ecological system theory - product of our surroundings
- behaviour is influenced by own traits as well as the ecological context in which they react
- important implications - need to include more ecologically based treatments
Salmon (1998)
- questionnaires in two schools
selective and nonselective - non selective - boys in year 10, with low anxiety and high depression more likely to be bullies
- selective - girls in year 9 with low anxiety more likely to be bullies
- maybe personality types and social class
Steps to Respect Program
- increase teacher responsiveness
- promote relationships
- teach socio-economic skills
- intervention was positive in six elementary school - 24.6% less bullying
- BUT self reported bullying and teacher ratings did not decrease
Restorative whole school approach
- no blame approach
- 2 year longitudinal study in HK
- cooperative and welcome intervention - clear goal
- professional training in RJ
- rational ways to deal with conflict
- talks and workshops for parents
