TWO SIDES OF THE COIN: A PERSON- AND PROCESS-CENTERED ANALYTICAL APPROACH TO SCHOOL BULLYING PHENOMENON
PDF

Keywords

bullying
peer violence
theoretical perspectives
analytical perspectives
research

Abstract

Over the past four decades of research on school bullying have produced an extensive body of knowledge about the nature of this phenomenon, its determinants and consequences. Bullying has been examined and explained in individual as well as in contextual terms, and from a wide range of different theories and research methods. In the literature, it can be found some attempts to sort out scientific approaches to bullying.

In this article, which should be treated as review-style essay, I will present two complementary approaches to analyzing school bullying, namely (1) person-oriented analytical approach which focuses on analyzing of individual traits and characteristics of children involved in school bullying, and (2) processual analytical approach that emphasizes the processes involved. These approaches were distinguished based on the review of Polish and foreign literature on school bullying.

https://doi.org/10.14746/sr.2017.1.1.07
PDF

References

Blumer H. 2007. Interakcjonizm symboliczny, tlum. G. Woroniecka. Kraków: NOMOS.

Bronfendbrenner U. 1979. The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press.

Caravita S.C.S, Cillessen A.H.N. 2012. “Agentic or Communal? Associations between Interpersonal Goals, Popularity, and Bullying in Middle Childhood and Early Adolescence”. Social Development 21(2): 376-395.

Cook C.R., Williams K.R., Guerra N.G., Kim T.E., Sadek S. 2010. “Predictors of bullying and victimization in childhood and adolescence: a meta-analytic investigation”. School Psychology Quarterly 25(2): 65-83.

Cornell, D., Limber, S.P. 2015. “Law and Policy on the concept of bullying at school”. American Psychologist 70(4): 333–343.

Davies B. 2011. “Bullies as Guardians of the Moral Order or an Ethic of Truths?” Children & Society 25: 278-286.

Dernowska U., Tłuściak-Deliowska A. 2015. Kultura szkoły. Studium teoretyczno-empiryczne. Kraków: Oficyna Wydawnicza Impuls.

Espelage, D.L. 2014. “Ecological Theory: Preventing Youth Bullying, Aggression, and Victimization”. Theory Into Practice 53(4): 257-264.

Espelage, D.L., Swearer S.M. 2004. Bullying in American schools: A social-ecological perspective on prevention and intervention. Mahwah, NJ: Lawrence Erlbaum.

Espelage D.L., Swearer S.M. 2003. “Research on school bullying and victimization: what have we learned and where do we go from here?” School Psychology Review 12(3): 365-383.

Forsberg C., Thornberg R. 2016. “The social ordering of belonging: Children’s perspectives on bullying”. International Journal of Educational Research 78: 13-23.

Garandeau C.F., Cillessen A.H.N. 2006. “From indirect aggression to invisible aggression: A conceptual view on bullying and peer group manipulation”. Aggression and Violent Behavior 11: 612-625.

Garandeau C.F., Lee I.A., Salmivalli Ch. 2014. “Inequality Matters: Classroom Status Hierarchy and Adolescents’ Bullying”. Journal of Youth and Adolescence 43(7): 1123-1133.

Gest S.D., Rodkin P.C. 2011. „Teaching practices and elementary classroom peer ecologies”. Journal of Applied Developmental Psychology 32(5): 288-296.

Gini, G., Albiero, P., Benelli, B., Altoe, G. 2008. „Determinants of adolescents’ active defending and passive bystanding behavior in bullying”. Journal of Adolescence 31: 93–105.

Griffin S.R., Gross A.M. 2004. “Childhood bullying: Current empirical findings and future directions for research”. Aggression and Violent Behavior 9(4): 379–400.

Hawley, P.H. 1999. “The ontogenesis of social dominance: A strategy-based evolutionary perspective”. Developmental Review 19: 97-132.

Hawley, P.H. 2002. “Social dominance and prosocial and coercive strategies of resource control in preschoolers”. International Journal of Behavioral Development 26: 167-176.

Hellfeldt K. 2016. The Hurt Self. Bullied Children’s Experiences of Social Support, Recognition and Trust at School, Örebro Studies in Social Work 18. Sweden: Örebro University.

Horton P, Forsberg C. 2015. “Essays on school bullying: theoretical perspectives on a contemporary problem”. Confero 3(1): 6-16.

Konieczna A. 2015. Członkowie klasy wobec sytuacji „odrzucania kolegi”. Warszawa: Wydawnictwo APS.

Komendant-Brodowska A. 2014. Grupowe uwarunkowania przemocy szkolnej. Doctoral dissertation, Uniwersytet Warszawski.

Kousholt K., Fisker T.B. 2015. “Approaches to Reduce Bullying in Schools – A Critical Analysis from the Viewpoint of First- and Second-Order Perspectives on Bullying”. Children & Society 29(6): 596-603.

Olweus, D. 1993. Bullying at School: What We Know and What We Can Do. Malden, MA: Blackwell Publishing.

Rodkin P.C., Espelage D.L., Hanish L.D. 2015. “A relational framework for understanding bullying. Developmental antecedents and outcomes”. American Psychologist 70(4): 311-321.

Rodkin P.C., Hodges E.V.E. 2003. “Bullies and victims in the peer ecology: four questions for psychologist and school professionals”. School Psychology Review 32(3): 384-400.

Rubin K.H., Bukowski W., Parker J., 2006. „Peer interactions, relationships and groups”. [in] Damon W, Lerner R, Eisenberg N, (eds.). Handbook of child psychology: Vol. 3. Social, emotional, and personality development. 6th ed Wiley; New York. pp. 571–645.

Salmivalli C., Voeten M., Poskiparta E. 2011. „Bystanders Matter: Association Between Reinforcing, Defending and the Frequency of Bullying Behavior in Classrooms”. Journal of Clinical Child & Adolescence Psychology 40 (5): 668-676.

Salmivalli, C., K. Lagerspetz, K. Björkqvist, K. Österman, Kaukiainen A. 1996, “Bullying as a group process: participant roles and their relations to social status within the group”, Aggressive Behavior 22: 1-15.

Schott R.M., Sondergaard, D.M. 2014. “Introduction: new approaches to school bullying”, [in:] Schott R.M., Sondergaard, D.M. (Eds.), School Bullying: New Theories in Context (p. 1-17). Cambridge: Cambridge University Press.

Slee P.T., Mohyla J. 2007. “The PEACE Pack: An evaluation of interventions to reduce bullying in four Australian primary schools”. Educational Research 49(2): 103-114.

Smith, P. K. 2012. “Cyberbullying and cyber aggression”, in S. R. Jimerson., A. B. Nickerson., M. J. Mayer., and M. J. Furlong (eds.), Handbook of School Violence and School Safety. International Research and Practice, New York, Routledge, pp. 93-103 (2nd ed.).

Sutton, J., Smith, P.K., & 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.

Strelau J. 2004. „Różnice indywidualne: opis, determinant i aspekt społeczny”. [in] J. Strelau (Eds.) Psychologia. Podręcznik akademicki. Gdańsk: GWP, s. 653-682.

Thornberg R. 2015a. “The social dynamics of school bullying: The necessary dialogue between the blind men around the elephant and the possible meeting point at the socioecological square”. Confero 3(1): 1-41.

Thornberg R. 2015b. “The social dynamics of school bullying: The necessary dialogue between the blind men around the elephant and the possible meeting point at the socioecological square”. Confero 3(1): 1-41.

Tlusciak-Deliowska A. 2017. Dreczenie szkolne. Spoleczno-pedagogiczna analiza zjawiska. Warszawa: Wydawnictwo APS.

Veenstra R., Lindenberg S., Munniksma A., Dijkstra J.K. 2010. „The complex relations between bullying, victimization, acceptance and rejection: giving special attention to status, affection and sex differences”. Child Development 81: 480-486.

Veenstra R., Lindenberg S., Zijlstra B.J.H., De Winter A.F., Verhulst F.C. 2007. “The dyadic nature of bullying and victimization: testing a dual-perspective theory”. Child Development 78(6): 1843-1854.

Veenstra, R., Lindenberg, S., Oldehinkel, A. J., De Winter, A. F., Verhulst, F. C., Ormel, J. 2005. “Bullying and victimization in elementary schools: a comparison of bullies, victims, bully/victims, and uninvolved preadolescents”. Developmental Psychology 41(4): 672.

Volk A.A., Dane A.V., Marini Z. A. 2014. „What is bullying? A theoretical redefinition”. Developmental Review 34: 327-343.

Yoneyama S., Naito A. 2003. “Problems with the paradigm: the school as a factor in understanding bullying (with special reference to Japan)”. British Journal of Sociology of Education 24: 315-330.