BULLYING AT SCHOOL: CAUSES, EPIDEMIOLOGY, PSYCHOSOCIAL EFFECTS, PREVENTION AND INTERVENTION PROGRAMS

PDF (ελληνικά)
Published: Jul 1, 2014
DOI: https://doi.org/10.12681/icw.17914
Keywords:
bullying victimisation children school prevention programs
Χάρης Ασημόπουλος (Harhs Ashmopoulos)
Τμήμα Κοινωνικής Εργασίας, ΤΕΙ Αθήνας
Abstract
Bullying at school can be defined as a situation involving intentional, unprovoked, systematic and repeated violent and aggressive behaviour meant to exert coercion and oppression, and to inflict pain, either physical or psychological, upon other students, in and outside the school setting. Bullying is a complex psychosocial phenomenon occurring over time and worldwide, a fact that makes bullying one of the most serious school-related problems. Bullying is a psychosocial phenomenon with multiple causes. It has been shown that its development is associated with a dynamic interaction between individual and environmental factors: individual and personal characteristics, family and home environment, different aspects of school environment and social factors. Bullying affects in various, important and decisive ways the psychosocial status, development and growth of children, and impacts not only the victims, the bullies and the bullies-victims, but also the bystanders. Physical, emotional and social effects should be identified and addressed in a timely manner; otherwise the prognosis is very poor. Τhe problem has followed an upward trend in Greece during the last years. The prevalence of the problem is considerable; therefore it deserves attention and action by systematic prevention programs.
Article Details
  • Section
  • Scientific articles & educational projects
Creative Commons License

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

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

· 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.

· 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.

· 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.

Downloads
Download data is not yet available.
References
Asimopoulos, Ch., Bibou-Nakou, I., Hatzipemou, Th., Soumaki, Eu. & Tsiantis, J. (2013). An investigation into students’ and teachers’ knowledge, attitudes and beliefs about bullying in Greek primary schools, The International Journal of Mental Health Promotion. Ανακτήθηκε από
http://dx.doi.org/10.1080/14623730.2013.857823
Ασημόπουλος, Χ., Χατζηπέμου, Θ., Φύσσας, Κ., Μπεράτης, Ι., Λάγγαρη, Β., Βασιλακάκη, Ε., Γιαννακοπούλου, Δ., Παπαδοπούλου, Κ., Ακαλέστου, Μ.Η., Παπαγιαννοπούλου, Β., Συγγελάκη, Ε.Μ., Στεφανάκου, Α. & Τσιάντης, Α.Κ. (επιμ.: Τσιαντης, Ι., Ασημόπουλος, Χ. & Τσιάντης, Α.Κ.) (2013). Stop στην ενδοσχολική βία: Δραστηριότητες στο δημοτικό σχολείο για την πρόληψη του εκφοβισμού και της βίας μεταξύ των μαθητών. Αθήνα: Εταιρεία Ψυχοκοινωνικής Υγείας του Παιδιού και του Εφήβου (Ε.Ψ.Υ.Π.Ε.).
Ασημόπουλος, Χ., Χατζηπέμου, Θ., Σουμάκη, Ε., Διαρεμέ, Σ., Γιαννακοπούλου, Δ. & Τσιάντης, Ι. (2008). Το φαινόμενο του εκφοβισμού στο δημοτικό σχολείο: Απόψεις μαθητών, απόψεις εκπαιδευτικών. Παιδί και Έφηβος – Ψυχική Υγεία και Ψυχοπαθολογία, 10(1), 97-110.
Baldry, A.C. & Farrington, D.P. (1998). Parenting influences on bullying and victimization. Criminal and Legal Psychology, 3, 237-254.
Boulton, M.J., Karellou, I., Lanitis, I., Manoussou, V. & Lemoni, O. (2001). Bullying and victimization in Greek primary school pupils. Psychology, 8, 12-29.
Browning, C. M., Cooker, P. G. & Sullivan, K. (2005) Help for the bully/peer abuse problem: Is Bully-Busters in-service training effective? Ιn G.R., Walz & R.K., Yep (Eds.), VISTAS: Compelling perspectives on counseling. Alexandria: American Counseling Association.
Burrell, N.A., Zirbel, C.S. & Allen, M. (2003). Evaluating peer mediation outcomes in educational settings: A meta-analytic review. Conflict Resolution Quarterly, 21(1), 7-26.
Γιαννακοπούλου, Δ., Διαρεμέ, Σ., Σουμάκη, Ε., Χατζηπέμου, Θ., Ασημόπουλος, Χ. & Τσιάντης, Ι. (2010). Καταγραφή αναγκών και ευαισθητοποίηση για το φαινόμενο του εκφοβισμού σε σχολεία της
πρωτοβάθμιας εκπαίδευσης στη περιοχή της Αθήνας. Ψυχολογία, 17(2), 156-175.
Cowie, H. & Jennifer, D. (2008). New perspectives on bullying. Berkshire: Open University Press.
Johnson, D.W. & Johnson, R.T. (2006). Teaching students to be peacemakers. Minnesota: University of Minnesota.
Karna, A., Little, T.D., Voeten, M., Poskiparta, E., Kaljonen, A. & Salmivalli, C. (2011). A large-scale evaluation of the KiVa Antibullying Program: Grades 4-6. Child Development, 82(1), 311-330.
Knox, E. & Conti-Ramsden, G. (2003). Bullying risks of 11 – year – old children with specific language impairment (SLI)Q does school placement matter? International Journal of Language and Communication Disorders, 38, 1-12.
Lagerspetz, K.M.J., Bjorkqvist, K., Berts, M. & King, E. (1982). Group aggression among school children in three schools. Scandinavian Journal of Psychology, 23, 45-52.
Mishna, F. (2008). An overview of the evidence on bullying prevention and intervention programs. Brief treatment and crisis intervention, 8(4), 327-341.
Nabuzka, O. & Smith, P.K. (1993). Sociometrics status and social behavior of children with and without learning difficulties. Journal of Child Psychology and Psychiatry, 34, 1435-1448.
Olweus, D. (1993). Bullying at school: What we know and what we can do. Cambridge: Blackwell.
Olweus, D. (1994). Annotation: Bullying at school - basic facts and effects of a school based intervention program. Journal of Child Psychology and Psychiatry, 35, 1171-1190.
Olweus, D. (2005). A useful evaluation design and effects of the Olweus Bullying Prevention Program. Psychology, Crime and Law, 11(4), 389-402.
Rigby, K. (2008). Σχολικός εκφοβισμός: Σύγχρονες απόψεις. Αθήνα: Εκδόσεις Τόπος.
Roth, D.A., Coles, M.E. & Heimberg, R.G. (2002). The relationship between memories for childhood teasing and anxiety and depression in adulthood. Journal of Anxiety Disorders, 16, 149-164.
Salmivalli, C., Lagerspetz, K., Bjorkqvist, K., Osterman, K. & Kaukianen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22, 1-15.
Swearer, S.M., Espelage, D.L. & Napolitano, S.A. (2009). Bullying, prevention and intervention: Realistic strategies for schools. New York: The Guilford Press.
Ψάλτη, Α., Κασάπη, Στ. & Δεληγιάννη-Κουιμτζή, Β. (Επιμ.). (2012). Ο εκφοβισμός στα ελληνικά σχολεία. Αθήνα: Gutenberg.
Whitted, K.S. & Dupper, D.R. (2005). Best practices for preventing or reducing bullying in schools. Children and Schools, 27(3), 167-175.
Wyn, J., Cahill, H., Holdsworth, R., Rowling L. & Carson, S. (2000). Mind Matters, a whole school approach promoting mental health and wellbeing. Australian and New Zealand Journal of Psychiatry, 34, 594-601.
World Health Organization (2010). Health behavior in school aged children (HBSC) study: International report from the 2009-2010 survey. Regional Office for Europe: WHO.