Psychologia prześladowań w szkole

Autorzy

Peter K. Smith
University of London
Katarzyna Piszczek

Słowa kluczowe:

prześladowanie w szkole, role uczestników prześladowania, cyberprzemoc, systemy wsparcia rówieśniczego, konsekwencje prześladowania

Streszczenie

Dlaczego dzieci stają się częścią zjawiska, jakim jest prześladowanie? Czy cyberprzemoc różni się od tradycyjnego prześladowania? W jaki sposób można zapobiegać prześladowaniu w szkole?

W Psychologii prześladowań w szkole zgłębiamy, czym jest prześladowanie i jakie czynniki prowadzą do tego, że dzieci wchodzą w role prześladowców, ofiar, obrońców, świadków czy też nawet kombinacje tych ról. Książka zawiera omówienie strategii zapobiegawczych zmniejszających prawdopodobieństwo wystąpienia prześladowania w szkole, a także przegląd działań, jakie placówka może podjąć, jeśli będą w niej miały miejsce incydenty związane z prześladowaniem.

Prześladowanie ma daleko idące konsekwencje, a jego skutki są czasami tragiczne, więc niezbędne jest zrozumienie, dlaczego i w jaki sposób do niego dochodzi. Psychologia prześladowań w szkole umożliwia poszerzenie wiedzy na ten temat w celu podejmowania efektywnych interwencji.

Biogram autora

Peter K. Smith - University of London

Peter K. Smith – emerytowany profesor psychologii w Goldsmiths, University of London. Napisał i edytował wiele książek oraz artykułów na temat prześladowań w szkole. W 2015 roku został uhonorowany Nagrodą im. Williama Thierry’ego Preyera za wybitne osiągnięcia w badaniach nad rozwojem człowieka.

Bibliografia

Arseneault, L. (2018). Annual research review: The persistent and pervasive impact of being bullied in childhood and adolescence: Implications for policy and practice. Journal of Child Psychology and Psychiatry, 59, 405–421.

Ayers, S.L., Wagaman, M.A., Geiger, J.M., Bermudez-Parsai, M. i Hedberg, E.C. (2012). Examining school-based bullying interventions using multilevel discrete time hazard monitoring. Prevention Science, 13, 539–550.

Ball, H.A., Arsenault, L., Taylor, A., Maughan, B., Caspi, A. i Moffitt, T.E. (2008). Genetic and environmental influences on victims, bullies and bully-victims in childhood. Journal of Child Psychiatry and Psychiatry, 49, 104–112.

Beckman, L. i Svensson, M. (2015). The cost-effectiveness of the Olweus bully­ing prevention program: Results from a modeling study. Journal of Adolescence, 45, 127–139.

Bibou-Nakou, I., Tsiantis, J., Assimopoulos, H. i Chatzilambou, P. (2012). Bullying/victimization from a family perspective: A qualitative study of secondary school student’ views. European Journal of Psychology of Education, 28, 53–71.

Blakemore, S.-J. i Mills, K.L. (2014). Is adolescence a sensitive period for sociocultural processing? Annual Review of Psychology, 65, 187–207.

Bronfenbrenner, U. (1979). The ecology of human development. Cambridge: Harvard University Press.

Brown, E.C., Low, S., Smith, B.H. i Haggerty, K.P. (2011). Outcomes from a school-randomized controlled trial of Steps to Respect: A bullying prevention Program. School Psychology Review, 40, 423–443.

Brown, S. i Taylor, K. (2008). Bullying, education and earnings: Evidence from the National child development study. Economics of Education Review, 27, 387–401.

Campbell, M. i Bauman, S. (eds.) (2018). Reducing cyberbullying in schools. London: Elsevier.

Cornell, D. i Huang, F. (2016). Authoritative school climate and high school student risk behavior: A cross-sectional multi-level analysis of student self-reports. Journal of Youth and Adolescence, 45, 2246–2259.

Cornell, D., Shukla, K. i Konold, T. (2015). Peer victimization and authoritative school climate: A multilevel approach. Journal of Educational Psychology, 107, 1186.

Cowie, H. i Smith, P.K. (2010). Peer support as a means of improving school safety and reducing bullying and violence. W: B. Doll, W. Pfohl i J. Yoon (eds.), Handbook of Youth Prevention Science. New York: Routledge, s. 177–193.

Cross, D., Monks, H., Hall, M., Shaw, T., Pintabona, Y., Erceg, E. i inni (2011). Three year results of the friendly schools whole-of-school intervention on children’s bullying behavior. British Educational Research Journal, 37, 105–129.

Cyberbullying tragedy: New Jersey family to sue after 12-year-old daughter’s suicide. https://www.nbcnews.com/news/us-news/new-jersey-family-sue-school-district-after-12-year-old-n788506 (dostęp: 24.04.2023).

Department for Education (2017). Preventing and tackling bullying: Advice for headteachers, staff and governing bodies. www.gov.uk/government/publications (dostęp: 24.04.2023).

Ditch the label (2017). Coroczna ankieta dot. prześladowania. https://www.ditchthelabel.org/ (dostęp: 14.08.2023).

Ellis, B.J., Volk, A.A., Gonzalez, J-M. i Embry, D.D. (2016). The meaningful roles intervention: An evolutionary approach to reducing bullying and increasing prosocial behavior. Journal of Research on Adolescence, 22, 622–637.

Ennis, J. (2012). Unbelievable – From My Childhood Dreams To Winning Olympic Gold. London: Hodder & Stoughton.

Ewaluacja programu Tellus4 (2010). http://webarchive.nationalarchives.gov.uk/20120503103309/www.education.gov.uk/publications/eOrderingDownload/DFE-RR002.pdf (dostęp: 24.04.2023).

Farrington, D.P., Lösel, F., Ttofi, M.M. i Theodorakis, N. (2012). School bullying, depression and offending behaviour later in life: An updated systematic review of longitudinal studies. Stockholm: Swedish National Council for Crime Prevention.

Finkelhor, D., Turner, H.A. i Hamby, S. (2012). Let’s prevent peer victimization, not just bullying. Child Abuse & Neglect, 36, 271–274.

Flygare, E., Frånberg, G-M., Gill, P., Johansson, B., Lindberg, O., Osbeck, C. i Söderström, Å. (2011). Evaluation of anti-bullying methods. Report 353. Stockholm: National Agency for Education. www.skolverket.se (dostęp: 24.04.2023).

Frisén, A., Hasselblad, T. i Holmqvist, K. (2012). What actually makes bullying stop? Reports from former victims. Journal of Adolescence, 35, 981–990.

Garandeau, C.F., Poskiparta, E. i Salmivalli, C. (2014). Tackling acute cases of school bullying in the KiVa anti-bullying program: A comparison of two approaches. Journal of Abnormal Child Psychology, 40, 289–300.

Gradinger, P., Yanagida, T., Strohmeier, D. i Spiel, C. (2016). Effectiveness and sustainability of the ViSC social competence program to prevent cyberbullying and cyber-victimization: Class and individual level moderators. Aggressive Behavior, 42, 181–193.

Guldberg, H. (2010). Sorry, but it can be GOOD for children to be bullied. www.dailymail.co.uk/femail/article-1281630/DR-HELENE-GULDBERG-Sorry-GOOD-children-bullied.html (dostęp: 24.04.2023).

Harter, S. (1985). Manual for the self-perception profile for children. Denver, CO: University of Denver.

Hawley, P.H. i Williford, A. (2015). Articulating the theory of bullying intervention programs: Views from social psychology, social work, and organizational science. Journal of Applied Developmental Psychology, 37, 3–15.

Hayes, R. i Herbert, C. (2011). Rising above bullying: From despair to recovery. London–Philadelphia: Jessica Kingsley.

Hong, J.S. i Espelage, D.L. (2012). A review of research on bullying and peer victimization in school: An ecological system analysis. Aggression and Violent Behavior, 17, 311–322.

Huitsing, G. i Veenstra, R. (2012). Bullying in classrooms: Participant roles from a social network perspective. Aggressive Behavior, 38, 494–509.

Juvonen, J., Nishina, A. i Graham, S. (2001). Self-views versus peer perceptions of victim status among early adolescents. W: J. Juvonen i S. Graham (eds.), Peer harassment at school: The plight of the vulnerable and victimised. New York: Guildford, s. 105–124.

Kanetsuna, T., Smith, P.K. i Morita, Y. (2006). Coping with bullying at school: Children’s recommended strategies and attitudes to school-based interventions in Japan and England. Aggressive Behavior, 32, 570–580.

Kärnä, A., Voeten, M., Poskiparta, E. i Salmivalli, C. (2010). Vulnerable children in varying classroom contexts: Bystanders’ behaviors moderate the effects of risk factors on victimization. Merrill-Palmer Quarterly, 56, 261–282.

Kwestionariusz Prześladowcy/Ofiary Olweusa. University of Bergen, Norway. olweus@uni.no. Zob. też https://www.pdastats.com/PublicFiles/Olweus_Sample_Standard_School_Report.pdf (dostęp: 24.04.2023).

Lee, S-H., Smith, P.K. i Monks, C. (2012). Meaning and usage of a term for bullying-like phenomena in South Korea: A lifespan perspective. Journal of Language and Social Psychology, 31, 342–349.

Lereya, S.T., Samara, M. i Wolke, D. (2013). Parenting behavior and the risk of becoming a victim and a bully/victim: A meta-analysis study. Child Abuse & Neglect, 37, 1091–1108.

Machmutow, K., Perren, S., Sticca, F. i Alsaker, F.D. (2012). Peer victimisation and depressive symptoms: Can specific coping strategies buffer the negative impact of cybervictimisation? Emotional and Behavioural Difficulties, 17, 403–420.

Menesini, E., Nocentini, A. i Palladino, B.E. (2012). Empowering students against bullying: and cyberbullying: Evaluation of an Italian peer-led model. International Journal of Conflict and Violence, 6, 313–320.

Monks, C. i Coyne, I. (eds.). (2011). Bullying in different contexts. Cambridge: Cambridge University Press.

Mooney, S. i Smith, P.K. (1995). Bullying and the child who stammers. British Journal of Special Education, 22, s. 24–27.

Nansel, T.R., Craig, W., Overpeck, M.D., Saluja, G., Ruan, W.J. i The Health Behaviour in School-aged Children Bullying Analyses Working Group. (2004). Cross-national consistency in the relationship between bullying behaviors and psychosocial adjustment. Archives of Pediatrics and Adolescent Medicine, 158, 730–736.

Nocentini, A. i Menesini, E. (2016). KiVa anti-bullying program in Italy: Evidence of effectiveness in a randomised control trial. Prevention Science, 17, 1012–1023.

Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford: Blackwell.

Olweus, D. i Limber, S. (2010). The Olweus bullying prevention program: Implementation and evaluation over two decades (s. 377–401). W: S. Jimerson, S. Swearer i D. Espelage (eds.), Handbook of bullying in schools: An international perspective. New York: Routledge.

Peeters, M., Cillessen, A.H.N. i Scholte, R.H.J. (2010). Clueless or powerful? Identifying subtypes of bullies in adolescence. Journal of Youth and Adolescence, 39, 1041–1052.

Purdy, N. i Smith, P.K. (2016). A content analysis of school anti-bullying policies in Northern Ireland. Educational Psychology in Practice, 32, 281–295.

Ramirez, M., Ten Eyck, P., Peek-Asa, C., Onwuachi-Willig, A. i Cavanaugh, J.E. (2016). Evaluation of Iowa’s anti-bullying law. Injury Epidemiology, 3(1), 15.

Raporty uczniów dot. prześladowania: wyniki z przeprowadzonej w 2015 r. narodowej ankiety dot. wiktymizacji przestępczej, https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017015 (dostęp: 24.04.2023).

Rigby, K. (2016). School perspectives on bullying and preventative strategies: An exploratory study. Australian Journal of Education, 61, 24–39.

Rigby, K. i Griffiths, C. (2010). Applying the method of shared concern in Australian schools: An evaluative study. Canberra: Department of Education, Employment and Workplace Relations (DEEWR).

Rivers, I., Poteat, V.P., Noret, N. i Ashurst, N. (2009). Observing bullying at school: The mental health implications of witness status. School Psychology Quarterly, 24, 211–223.

Salmivalli, C. i Poskiparta, E. (2012). KiVa antibullying program: Overview of evaluation studies based on a randomized controlled trial and national roll­out in Finland. International Journal of Conflict and Violence, 6, 294–302.

Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K. i Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22, 1–15.

Slee, P., Skrzypiec, G., Sandhu, D. i Campbell, M. (2018). PhotoStory: A legitimate research tool in cross-cultural research. W: P.K. Smith, S. Sundaram, B. Spears, C. Blaya, M. Schafer i D. Sandhu (eds.), Bullying, cyberbullying and pupil well-being in schools: Comparing European, Australian and Indian perspectives. Cambridge: Cambridge University Press.

Smith, P.K. (2014). Understanding school bullying: Its nature and prevention strategies. London: Sage.

Smith, P.K. (2016). School-based interventions to address bullying. Estonian Journal of Education, 4, 142–164.

Smith, P.K. (2017). Bullying and theory of mind: A review. Current Psychiatry Reviews, 13, 90–95.

Smith, P.K., Robinson, S. i Marchi, B. (2016). Cross-national data on victims of bullying: What is really being measured? International Journal of Development Science, 10, 9–19.

Smith, P.K., Talamelli, L., Cowie, H., Naylor, P. i Chauhan, P. (2004). Profiles of non-victims, escaped victims, continuing victims and new victims of school bullying. British Journal of Educational Psychology, 74, 565–581.

Sojusz przeciwdziałający prześladowaniu. Prześladowanie na tle seksualnym: opracowywanie efektywnej praktyki przeciwdziałającej prześladowaniu. www.anti-bullyingalliance.org.uk (dostęp: 24.04.2023).

Spiel, C. i Strohmeier, D. (2011). National strategy for violence prevention in the Austrian public school system: Development and implementation. International Journal of Behavioral Development, 35, 412–418.

Stonewall (2017). School report: The experiences of lesbian, gay, bi and trans young people in Britain’s schools in 2017. www.stonewall.org.uk/get-involved/education (dostęp: 24.04.2023).

Thompson, F. i Smith, P.K. (2011). The use and effectiveness of anti-bullying strategies in schools. DFE-RR098.

Thompson, F. i Smith, P.K. (2012). Anti-bullying strategies in schools – What is done and what works. British Journal of Educational Psychology, Monograph Series II, 9, 154–173.

Thompson, F. i Smith, P.K. (2013). Bullying in schools. W: N. Purdy (ed.), Pastoral care 11–16: A critical introduction (s. 64–95). London: Bloomsbury.

Ttofi, M.M. i Farrington, D.P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7, 27–56.

Ttofi, M.M., Farrington, D.P. i Lösel, F. (2011). Do the victims of school bullies tend to become depressed later in life? A systematic review and meta-analysis of longitudinal studies. Journal of Aggression, Conflict and Peace Research, 3, 63–73.

Veiga Simão, A.M., Costa Ferreira, P., Freire, I., Caetano, A.P., Martins, M.J. i Vieira, C. (2017). Adolescent cybervictimization – Who they turn to and their perceived school climate. Journal of Adolescence, 58, 12–23.

Webster, D. i Webster, V. (2012). So many everests. Oxford: Lion Hudson.

Wolke, D. i Lereya, T. (2015). Long-term effects of bullying. Archives of Disease in Childhood, 100, 879–885.

Wright, M.F. (2016). Cybervictims’ emotional responses, attributions, and coping strategies for cyber victimization: A qualitative approach. Safer Communities, 15, 160–169.

Ybarra, M.L., Espelage, D.L. i Mitchell, K.J. (2014). Differentiating youth who are bullied from other victims of peer-aggression: The importance of differential power and repetition. Journal of Adolescent Health, 55, 293–300.

Yeager, D.S., Fong, C.J., Lee, H.Y. i Espelage, D.L. (2015). Declines in efficacy of anti-bullying programs among older adolescents: Theory and athree-level meta-analysis. Journal of Applied Developmental Psychology, 37, 36–51.

okladka

Opublikowane

20 października 2023

Kategorie

Licencja

Licencja

Szczegóły dotyczące dostępnego formatu publikacji: ISBN

ISBN

ISBN-13 (15)

978-83-8331-179-1

Szczegóły dotyczące dostępnego formatu publikacji: ISBN (e-book)

ISBN (e-book)

ISBN-13 (15)

978-83-8331-180-7