From school violence and bullying to the “inclusive school”

PDF (ελληνικά)
Published: Jan 1, 2015
DOI: https://doi.org/10.12681/jret.9095
Keywords:
Victimization Consequences of involvement Intervention strategies Inclusive school
Elias E. Kourkoutas
Department of Primary Education, University of Crete
Maria Kokiadi
Department of Primary Education, University of Crete
Abstract
In this paper, based on international research data and recent studies in Greece we present in detail the characteristics and dynamics of the bullying and victimization phenomenon in schools, as well as the psychosocial and family characteristics of the involved children. Furthermore, we analyze the intervention strategies and the role of school and teacher in effective management and treatment of students-perpetrators and students-victims, according to an inclusive psychopedagogical perspective
Article Details
  • Section
  • Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution Non-Commercial License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (preferably in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Downloads
Download data is not yet available.
References
Andreou, E. (2000). Bully/victim problems and their association with psychological constructs in 8 to 12 year-old Greek school children. Aggressive Behavior, 26, 49–56.
Blake, J. J., Lund, E. M., Zhou, Q., Kwok, O., & Benz, M. R. (2012). National prevalence rates of bully victimization among students with disabilities in the United States. School Psychology Quarterly, 27, 210–222.
Botha J. & Kourkoutas, E., (2015). Communities of Practice (CoP) as an inclusive model to support children with social, emotional and behavioral difficulties in school contexts, International Journal of Inclusive Education, doi: 10.1080/13603116.2015.1111448
Boyle, D. J. (2005). Youth Bullying: Incidence, Impact, and Interventions. Journal of the New Jersey Psychological Association, 3, 22-24.
Bowes, L., Maughan, B., Caspi, A., Moffitt, T. E., & Arseneault, L. (2010). Families promote emotional and behavioural resilience to bullying: evidence of an environmental effect. Journal of Child Psychology & Psychiatry, 51, 809-817.
Brendtro, L., & Larson. S. (2006). The resilience revolution. Bloomington, IN: National Educational Service.
Γαλανάκη, Ε., & Αμανάκη, Ε. (2009). Εκφοβισμός και θυματοποίηση στην προεφηβική και πρώτη εφηβική ηλικία: Συχνότητα και διαφορές ηλικίας και φύλου. Στο Α. Τριλιανός, & Ι. Καράμηνας (Επιμ. Έκδ.), Ελληνική Παιδαγωγική και Εκπαιδευτική Έρευνα, Πρακτικά του 6ου Πανελληνίου Συνεδρίου της Παιδαγωγικής Εταιρείας Ελλάδος, Τόμος Α΄ (σσ. 371-382). Αθήνα: Ατραπός.
Γιοβαζολιάς, Θ., Κουρκούτας, Η., & Μητσοπούλου, Ε. (2008). Σχολικός Εκφοβισμός, Θυματοποίηση και Τύποι Διαπαιδαγώγησης του Πατέρα: Ψυχοπαιδαγωγικές και Συμβουλευτικές Παρεμβάσεις. Στο Μ. Μαλικιώση & Α. Παπαστυλιανού (Επιμ). Η Συμβουλευτική Ψυχολογία στους Άντρες (σσ. 193-235). Αθήνα: Ελληνικά Γράμματα.
Γιοβαζολιάς, Θ., Μητσοπούλου, Ε., & Κουρκούτας, Η. (2010). Η σχέση των αντιλήψεων για την επιθετικότητα με την εμπλοκή σε φαινομένα θυματοποίησης: Ο ρόλος των γονικών τύπων διαπαιδαγώγησης. 3ο Πανελλήνιο Συνέδριο Συμβουλευτικής Ψυχολογίας, Κλάδος ΣυΨ (ΕΛΨΕ). Ρέθυμνο: 6-9 Μαΐου.
Carter, B. B. & Spencer, V. G. (2006). The fear factor: Bullying and students with disabilities. International Journal of Special Education, 21(1), 11-23.
Cook, C.R.,Williams, K.R., Guerra, N.G., Kim, T.E., & Sadek, S. (2010). Predictors of bullyingand victimization in childhood, and adolescence: Ameta-analytic investigation. School Psychology Quarterly, 25, 65–83.
Dake, J.A., Price, J.H., & Telljohann, S.K. (2003). The nature and extend of bullying at school. Journal of School Health, 73(5), 173-180.
Davis, H. (2015). Understanding children's personal lives and relationships. London: McMillan/Palgrave
DeKlyen, M. & Greenberg, M. T. (2008). Attachment and Psychopathology in Childhood. In J. Cassidy & P. R. Shaver (Eds.), Handbook of Attachment. Theory, Research, and Clinical Applications (pp. 637-665). New York: The Guilford Press
Doll, B., Song, S., & Siemers, E. (2004). Classroom ecologies that support or discourage bullying. In D. L. Espelage & S. M. Swearer (Eds.), Bullying in American schools: A social-ecological perspective on prevention and intervention (pp. 161–183). Mahwah, NJ: Erlbaum.
Eslea, M., Menesini, E., Morita, Y., O’Moore, M., Mora-Merchán, J. A., Pereira, B., & Smith, P. K. (2003). Friendship and loneliness among bullies and victims: Data from seven countries. Aggressive Behavior, 30, 71–83.
Espelage, D. L. & Swearer, S. M. (2003). Research on school bullying and victimization: what we learned and where do weg o from here? School Psychology Review, 32(3), 365-383.
Espelage, D. L. & Horne, A. M. (2008). School violence and bullying prevention. In S. D. Brown & R.W.Lent (Eds.), Handbook of Counseling Psychology (4th ed., pp. 588-605). New York: John Willey & Sons Inc.
Espelage, D. L., & Swearer, S. M. (2004). Bullying in American schools: A social-ecological perspective on prevention and intervention. British Journal of Developmental Psychology, 23(2), 316.
Espelage, D. L. & Swearer, S. M. (2010). A Social-Ecological Model for Bullying Prevention and Intervention: Understanding the Impact of Adults in the Social Ecology of Youngsters. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 61-72). New York: Routledge.
Espelage, D. L., & Swearer, S. M. (Eds.). (2011). Bullying in American schools: A social-ecological perspective on prevention and intervention (2nd ed.). New York, NY: Routledge.
Greenwald, R. (2002). The role of trauma in conduct disorder. In R. Greenwald (Ed.), Trauma and juvenile delinquency: theory, research and interventions (pp. 5-23). New York: The Haworth Press, Inc.
Giovazolias, T., Kourkoutas, E., Mitsopoulou, E. & Georgiadi, M. (2010). The relationship between perceived school climate and the prevalence of bullying behavior in Greek schools: Implications for preventive inclusive strategies. Social and Behavioral Sciences, 5, 2208-15. ELSEVIER
Griffin, R.S. & Gross, A.M. (2004). Childhood bullying: Current empirical findings and future directions for research. Aggression and Violent Behavior, 9, 379-400.
Hawker, D S.J., & Boulton, M.J. (2000). Twenty years’ research on peer victimization and psychosocial maladjustment: a meta-analytic review of cross-sectional studies. Journal of Child Psychology and Psychiatry and Allied Disciplines, 41, 441-455.
Heward, W. (2003). Exceptional children: An introduction to special education. Upper Saddle River, NJ: Prentice Hall.
Hornby, G. (2016). Bullying: An Ecological Approach to Intervention in Schools. Preventing School Failure, 63.
Hinduja, S., & Patchin, J. W. (2007). Offline consequences of online victimization: School violence and delinquency. Journal of School Violence, 6(3), 89–112.
Hornby, G. (2015). Bullying: An Ecological Approach to Intervention in Schools. Preventing School Failure, 63, 125-133
Ηοundoumadi, A., Pateraki, L., & Doanidou, M. (2003). Tackling violence in schools: A report from Greece. In P.K. Smith (Eds.), Violence in schools: The response in Europe (pp. 169-183). London: Brunner-Routledge.
Jennings, P.A. & Greenberg, M.T. (2009). The prosocial classroom: teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491-525.
Κουρκούτας, Η. Ε. (2001). Η ψυχολογία του εφήβου. Θεωρητικά ζητήματα και κλινικές περιπτώσεις. Αθήνα: Ελληνικά Γράμματα.
Κουρκούτας, Η. Ε. (2008). Θυματοποίηση στην παιδική ηλικία: ολιστικές παρεμβάσεις για την ένταξη στο πλαίσιο του σχολείου των παιδιών-θυμάτων βίας και κοινωνικού αποκλεισμού. Στο Η. Ε. Κουρκούτας & J. P. Chartier (Επιμ.), Παιδιά και έφηβοι με ψυχοκοινωνικές και μαθησιακές διαταραχές. Στρατηγικές παρέμβασης (2η έκδ.) (σσ. 303-341). Αθήνα: Τόπος.
Κουρκούτας, Η. Ε. (2011). Προβλήματα συμπεριφοράς στα παιδιά. Παρεμβάσεις στο πλαίσιο της οικογένειας και του σχολείου. Αθήνα: Τόπος.
Κουρκούτας, Η. & Γεωργιάδη, Μ. (2011). Πιλοτικό πρόγραμμα παρέμβασης σε εκπαιδευτικούς για τη διαχείριση παιδιών με συμπεριφορικές διαταραχές. Στο Α. Κορνηλλάκη, Γ. Μανωλίτσης, & Μ. Κυπριωτάκη (Επιστ. Επιμ.), Πρώιμη Παρέμβαση. Διεπιστημονική προσέγγιση (σσ. 235-259). Αθήνα: Πεδίο.
Κουρκούτας, Η., Γιοβαζολιάς, Θ., Πλεξουσάκης, Σ. & Stavrou, P.-D. (2013). Συμβουλευτική υποστήριξη μαθητών με ή χωρίς ειδικές εκπαιδευτικές ανάγκες που έχουν πέσει θύματα εκφοβισμού στο σχολείο: Ενδεικτικά στοιχεία, σχόλια και προτάσεις. Στο Η. Κουρκούτας & Θ. Θάνος (Επιστ. Επιμ.), Σχολική Βία και Παραβατικότητα: Ψυχολογικές, Κοινωνιολογικές Παιδαγωγικές διαστάσεις. Ενταξιακές παρεμβάσεις (σσ. 337-368). Αθήνα: Τόπος.
Kärnä, A., Voeten, M., Little, T., Alanen, E., Poskiparta, E., & Salmivalli, C. (2013). Effectiveness of the KiVa antibullying program: Grades 1-3 and 7-9. Journal of Educational Psychology, 105, 535-551
Kay, B. (2005). A cross national study of bullying experienced by British and American school children: Determining a typology of stressors and symptoms. Doctorate Doctoral Dissertation, Temple University, Philadelphia.
Kauffman, J.M. & Landrum, T.J. (2013). Characteristics of emotional and behavioral disorders of children and youth. Boston, Mass.: Pearson/Merrill.
Klomek, A. B., Marrocco, F., Kleinman, M., Schonfeld, I.S., Gould. M.S. (2007) Bullying, depression, and suicidality in adolescents. Journal of American Academy of Child and Adolescent Psychiatry. 46, 40–49.
Klomek, A. B, Sourander, A., Kumpulainen, K., et al. (2008). Childhood bullying as a risk for later depression and suicidal ideation among Finnish males. Journal of Affective Disorders, 109, 47-55.
Kourkoutas, E. (2012). Behavioral disorders in children: Ecosystemic psychodynamic interventions within family and school context. New York: Nova Science.
Kourkoutas, E. & Giovazolias, T. (2015) School-based work with teachers: An integrative comprehensive counseling model. The European Journal of Counselling Psychology, 3(2), 137–158.
Kourkoutas, E. & Hart, A., (2014). Suggesting a resilient and systemic oriented psychodynamic model to include students with behavioural problems: Theoretical issues and practical challenges. Journal of Clinical Psychology, 2, 147-168,
Kourkoutas, E. & Xavier Raul, M. (2010). Counseling children at risk in a resilient contextual perspective: A paradigmatic shift of school psychologists’ role in inclusive education. Social & Behavioral Sciences, 5, 1210-1219. ELSEVIER
Kowalski, R. M., & Limber, S. P. (2007). Electronic bullying among middle school students. Journal of Adolescent Health, 41(6 Suppl.), S22–S30.
Levine, J. E. (2007). Learning from behavior: how to understand and help “challenging” children in school. Westport, Conn.: Greenwood Publishing Group.
Li, Q. (2007). New bottle but old wine: A research of cyberbullying in schools. Computers in Human Behavior, 23, 1777–1791.
Mash, E. & Wolfe, D. (2013). Abnormal child psychology. Pacific Grove, Calif.: Brooks.
Mayer, G. R. (1995). Preventing antisocial behavior in the schools. Journal of Applied Behavior Analysis, 28, 467–478.
Meiser-Stedman R, Dalgleish T, Smith P, Yule W, et al. (2007). Dissociative symptoms and the acute stress disorder diagnosis in children and adolescents: A replication of the Harvey and Bryant (1999) study. Journal of Traumatic Stress, 20(3), 359-364.
Olafsen, R.N., & Vimero, V. (2000). Bully/victim problems and coping with stress among 10 to 12 year old pupils in Aland, Finland. Aggressive Behavior, 26, 56-65.
Olweus, D. (1993). What We Know and What We Can Do. Oxford: Blackwell.
Orpinas, P. & Horne, A. M. (2006). Bullying prevention: Creating a positive school climate and developing social competence. Washington, D.C.: American Psychological Association.
Orpinas, P. & Horne, A. M. (2010). Creating a Positive School Climate and Developing Social Competence. In S.R. Jimerson, S.M. Swearer & D.L. Espelage (Eds.) Handbook of Bullying in Schools: An International Perspective (pp. 151-162). New York: Routledge.
Pateraki, L., & Houndoumadi, A. (2001). Bullying among primary school children in Athens, Greece, Educational Psychology, 21, 167-175.
Pellegrini, A. D., Long, J. D., Solberg, D., Roseth, C., DuPuis, D., Bohn, C., & Hickey, M. (2010). Bullying and social status during school transitions. In S. R. Jimerson, S. M. Swearer & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 199–210). New York, NY: Routledge.
Rivers, I., Poteat, V. P., Noret, N., & Ashurst, N. (2009). Observing bullying at school: The mental health implications of witness status. School Psychology Quarterly, 24, 211–223.
Rodkin, P. C. (2004). Peer ecologies of aggression and bullying. In D. L. Espelage & S. M. Swearer (Eds.), Bullying in American schools: A social-ecological perspective on prevention and intervention (pp. 87– 106). Mahwah, NJ: Erlbaum.
Rose, C. (2011). Bullying among students with disabilities. In D. L. Espelage & S. M. Swearer (Eds.), Bullying in North American schools (2nd ed., pp. 34–44). New York, NY: Routledge.
Ross, S. W. & Horner, R. H. (2014). Bully Prevention in Positive Behavior Support: Preliminary Evaluation of Third-, Fourth-, and Fifth-Grade. Attitudes Toward Bullying, Journal of Emotional and Behavioral Disorders, 22(4) 225–236
Ryoo, J. H., Wang, C., & Swearer, S. M. (2014). Examination of the change in latent statuses in bullying behaviors across time. School Psychology Quarterly, 30(1), 105-122.
Sapouna, M. (2008). Bullying in Greek primary and secondary schools. School Psychology International, 29, 199–213.
Skiba, R. J., & Peterson, R. L. (1999). The dark side of zero tolerance: Can punishment lead to safe schools? Phi Delta Kappan, 80, 372–382.
Smith, P. (2013). School bullying. Sociologia, Problemas e Práticas, 71, 81-98.
Smokowski, P. R. & Kopasz, K. H. (2005). Bullying in School: An Overview of Types, Effects, Family Characteristics, and Intervention Strategies. Children & Schools, 27(2), 101-110.
Sourander, A., Helstela, L., Helenius, H., & Piha, J. (2000). Persistence of bullying from childhood to adolescence: A longitudinal 8-year follow-up study. Child Abuse and Neglect, 24, 873–881.
Sutton, J., P. K. Smith, & Swettenham, J. (1999). Bullying and theory of mind: a critique of the ‘social skills deficit’ view of anti-social behavior, Social Development, 8, 117-127.
Swearer, S. M. & Hymel, S. (2015). Understanding the Psychology of Bullying, American Psychologist, 70, 4, 344–353.
Swearer, S.M., Espelage, D.L., & Napolitano, S. A. (2009). Bullying Prevention and Intervention Realistic Strategies for Schools. New York: The Guilford Press
Swearer S., Grills, A. E., Haye, K. M., & Tam Cary, P. (2004). Internalizing Problems in Students Involved in Bullying and Victimization: Implications for Intervention. In D. L., Espelage & S. M. Swearer (Eds.), Bullying in American schools: A social-ecological perspective on prevention and intervention (pp. 63-84). New York, NY: Routledge.
Τσίτσικα, A. & Τζαβέλα, E. (2015). Το πείραγμα που πειράζει. Πως αντιμετωπίζεται π σχολικός εκφοβισμός. Αθήνα: Πεδίο
Ttofi, M. M., & 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.
Young, J., Ne’eman, A., & Gelser, S. (2011). Bullying and students with disabilities: Briefing paper from the National Council on Disability. Washington, DC: National Council on Disability.
Wachtel, T. (2013). Dreaming of a new reality: How restorative practices reduce crime and violence, improve relationships and strengthen civil society. Bethlehem, PA: The Piper’s Press.
Whitney, I., Smith, P. K., & Thompson, D. (1994). Bullying and children with special educational needs. In P. K. Smith & S. Sharp (Eds.), School bullying, insights and perspectives (pp. 213–240). London, UK: Routledge.
Williams, K. R., & Guerra, N. G. (2007). Prevalence and predictors of internet bullying. Journal of Adolescent Health, 41(6 Suppl.), S14–S21.
Most read articles by the same author(s)