Bullying As a Social Experience: Social Factors, Prevention by Todd Migliaccio, Juliana Raskauskas

By Todd Migliaccio, Juliana Raskauskas

Bullying as a Social adventure offers facts from either the USA and New Zealand and attracts on previous learn from all over the world to teach how social context and components form contributors' behaviors and reviews. via attractive with bullying from a sociological framework, it turns into clearer how bullying happens and why it persists all through a society, while additionally taking into consideration the improvement of capacity in which the social components that help such habit could be addressed via intervention. An empirically wealthy and engaged research of the social components all for bullying at workforce, university and group degrees, Bullying as a Social adventure can be of curiosity not just to social scientists engaged on the examine of formative years and formative years, bullying and cyber bullying, but additionally to educators and practitioners looking new ways to the prevention of bullying, as each one bankruptcy comprises discussions pertaining to intervention and prevention practices and courses

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Extra info for Bullying As a Social Experience: Social Factors, Prevention and Intervention

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Students in individualistic cultures tend to have an agentic orientation which refers to goals aimed at achieving power, status, or influence in relationships (discussed more in Chapter 6). The agentic orientation tends to be associated with higher levels of aggression and lower levels of pro-social behavior (Ojanen et al. 2005). Communal orientated cultures, on the other hand, tend to encompass goals aimed at achieving and maintaining relationships and the status quo of the group. It was once assumed that communal goals would suppress bullying because it emphasizes group connectivity, but instead, a collectivist focus encourages bullying related to group conformity and cohesion (Caravita and Cillessen 2012).

USA and European studies consistently report that boys are more likely than girls to be both the victims and the perpetrators of bullying with boys typically being bullied by boys, but girls are bullied by both boys and girls (see Chapter 6 for discussion of gender differences in bullying). However, Japanese researchers have found few gender differences in ijime, and when they do find differences girls are more likely to engage in ijime than boys (Morita et al. 1999; Sugimori 1998). As stated above, in the USA bullying tends to be associated with hostile home environments.

2014) found in South Korea that each class was most likely to have 1–2 victims but that 78% of the sample reported 3–10 students were bullying them per class (another 8% were bullied by 20–30 students in the class). It is not uncommon for an entire classroom of students to single out and collectively bully 2–4 individuals within the same class. This establishes a group norm that supports the expression of aggression against these individuals and discourages coming to their defense. Individualistic cultures, on the other hand, tend to value independence, autonomy, and high self-esteem (Triandis et al.

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