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Cambridge University Press 978-0-521-88971-1 - Rethinking School Bullying: Towards an Integrated Model Roz Dixon Index More information

Index

Page numbers with fig are figures; with t are tables.

academic norms 179–82 biological perspectives 151–52 Agarzarian, Y. 128, 129, 194 Bion, W.R. 133–34 age, and bullying 29–30, 31–32 Björkqvist, Kaj 24 aggression Boehm, C. 83–84 by children with special educational Boulton, M.J. 32 needs 40 boundaries 46–45, 71, 73, 75 and group norms 52 and group norms 52, 57–58, 60–61, 69, indirect 24, 58–59 73, 75 instrumental 6, 132–33, 136 and the visible person 135 physical 28, 45 boys, response to bullying 29, 33–34, 35 proactive/reactive 133 bully roles 33 relational 60 (fig 2.2) bully–victim relationships 4, 47–60, aggressive victims 32 49 (fig 2.1), 75, 131–34 Allen, J. 39–40 bystanders 31, 48–49, 56 Allport, G. 88, 94 ambivalence 81, 89, 115 Canada 25–26 Amish communities 84–85 case studies 1, 38–79 Ananiadou, K. 34 development of theory 14–21, Anti-Bullying Alliance (ABA) 25 174–200 anxiety 70–73, 78–79 Retrospective Study 5, 80–119 application of theory 14–20, 162–63 method 96–97 assertiveness 34, 46, 58 results and discussion 97–117 Atria, M. 93 School Study 3–5, 38–79, 74 (fig 2.3), Australia 26 138 autonomy 4, 72, 77 method 42–43 results and discussion 44–79 Baldry, A. 36 and systemic principles 122–27 Barner-Barry, C. 82 categories of bullying 29–31, 188, 194, 195 Basilier, T. 40 (fig 6.1), 198–99 behavioural difficulties 40–42 causes of bullying 32–33, 194–98, beliefs 195 (fig 6.1) of bystanders 48–49, 56 Chi, M.T.H. 176–77 of specialist staff in the School Study 61, circular causality 120, 122, 124–25 74, 76, 123, 125–26 co-existing ideas 159 and theory development 9, 150, 155, cognitive approach to psychology 151 186 cognitive development in adulthood of victims 7, 48–50, 69 164–67 Berkowitz, L. 87 collaboration, between professionals Berne, E. 125 20–21, 185–86 bias bullying 23, 30 Colson, D. 91

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© in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-88971-1 - Rethinking School Bullying: Towards an Integrated Model Roz Dixon Index More information

Index226

communication Eagle, J. 91 between psychologists 20–21, 168–69 egocentricity 62–63, 68–69, 123, 125, 136 early 41 Eisenberger, N.I. 114 see also language Elton Report on Discipline 24 conformity emotional-behavioural difficulties 40–42 ostracism used to coerce 83–86 empirical approach 154–55 and scapegoating 92 England see United Kingdom connections, integration of theories Espelage, D. 26 158–62, 184 ethnographic observations 28 conscious/unconscious processes 2, 5–9, Europe 25 127–36, 193 see also United Kingdom see also empirical approach; exclusion see ostracism psychoanalytic perspectives; visible/ expertise 13, 14–18, 145–46, 192, 196 invisible groups container–contained relationships 6–7, families 8, 32, 33, 91–92, 138–39 133–34, 138 (fig 4.1) see also parents contexts of bullying 23 Farrington, D. 36 coping strategies 33–34, 54, 58, 87 Farsta method 23–24 Cowie, H. 34 Feltovich, P.J. 176–77 Craig, Wendy 25–26 fighting 45 creative problem solving 143–44 focus groups 28 creativity 145, 172 follower bullies 31 Crick, Nicki 26 Frustenberg, K. 40 cussing 45, 56 function of bullying 188–89 cyberbullying 25, 30–31 see also ostracism, scapegoating, stigmatisation, instrumental Dallos, R. 45–46 aggression, container–contained Davis, H. 197 relationships deafness in children 40–42, 118 Gemmill, G. 88, 94 see also Retrospective Study; School gender response to bullying Study boys 29, 33–34, 35 defences, unconscious 7, 135–36, 137 girls 28, 36, 58–59 defenders 31, 33 getting away from attack 49–50, 85 defining girls 28, 36, 58–59 bullying 2, 16, 19–20, 22–23, 183–84, Glaser, R. 176–77 188, 189–92, 201 goal state of defining problems 175 problems 175–77 and bullying 15–16, 186–87, 198 delegation of responsibility 71–72, 124–25 and ostracism 190 depression 32 and scapegoating 191 development of theory Greenberg, M.T. 40–41 developmental processes 8, 131, 194, 202 Gross, E.F. 81 dialectic thinking 144–45, 165–68 Grotpeter, J.K. 26 different/same (being) 39–40 grounded theory 44, 97, 120, 121 and group norms 51–56 group norms 60–74 scapegoats as 90, 92 and boundaries 52, 57–58, 60–61 specialist staff and mainstream staff 66–68 differentness/sameness 51–56 and stigmatisation 65–68 and the hearing impaired students direct observations 27–28 53–56, 60–61 disabilities see special educational needs and ostracism 81, 82, 83, 85, 86, 114–15 discrimination 22–23 group processes 2–6, 45–46, 51–59, Dollard, J. 87 80–118, 127–37, 194, 201–02 Doyal, G. 40 group therapy literature 87–88, 94–95 dualistic thinking 165–68 Gulbenkian Foundation 24 dyadic relationships 6–7, 87, 131–34, 195 (fig 6.1), 201–02 Haghighat, R. 57

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Harvey, M. 42, 118 knowledge, personal bodies of 11–13, Hawker, D.S.J. 32 143–47, 172–73 Hawkins, P. 125 Kochenderfer-Ladd, Becky 26 Hearing Impaired Unit see School Study Kusche, C.A. 40–41 hierarchies, social 45, 52–53, 57, 85 Hindley, P. 40 Ladd, Gary 26 Hodges, E. 26, 32 Lagerspetz, Kirsti 24, 39 homophobic bullying 30 language hypothesising 122–24 delay and development 50–51, 66, 68, hypothetical questions 121 75–76 and sense-of-self-as-separate 63, 75–76, idiosyncratic thinking 151, 163–64 136 Ijime bullying 26 see also communication implicit theories see personal bodies of leaders of groups 89, 90 knowledge learning 135–36 incidence figures of bullying28–29 Leary, M.R. 81–82 incident reports 28 Leman, P.J. 88, 94, 95 incubation in creative problem solving Lieberman, M.D. 114 144 Limber, Sue 26 indirect aggression 24, 29, 58–59 Lyndon, P. 91, 92, 94 initial state of defining problems 175, 186, 190, 191, 198 magic thinking 72 insight in creative problem solving 144 Mahdavi, J. 92–94 instrumental aggression 132–33 mainstream staff in School Study 66–68, integrating theory 10–11, 17–19, 142–47, 71 158–62, 199 maintenance processes 4, 8, 131, 193–94, internet see cyberbullying 195 (fig 6.1) interventions 186–91, 196–97 Malcomess, M. 73–74, 197 effectiveness of 174–75, 187 Malone, M.J. 32 KiVa 24 Masters, R.D. 85 Olweus Bully–Victim Intervention mature functioning of groups 88–90 Program 23 media 24, 29 and ostracism and scapegoating 114–16 Meidung 84–85 PEACE pack 26 Milan group 122 research on 184–85 mobbing 129 School Study 74 (fig 2.3), 76–78 mobile phones see cyberbullying school-based 34–37 models, systemic 3–9, 118–27, 129–40, interviewing 138 (fig 4.1), 195 (fig 6.1), 202–04 applied psychologists case study 147–48 Monks, C. 31–32 in the Retrospective Study 97 Moran, S. 39 School Study 43–44 Morita, Y. 26 and systemic thinking 120–21 multi levels of influence 154 to detect bullying 28 intrapsychic processes 46–51, 134–36 Nabuzoka, D. 40 invisible 1:1 relationships 132, 133–34 Nesdale, D. 94, 95, 130 Invisible groups 127–30 neutrality 122, 125–27 invisible person 135–36 New Zealand 26 isomorphy 6, 122, 131–36 Newton, P.M. 91 ‘no place to hide’ 30–31 Japan 26 see also getting away Jones, E.E. 57, 58 Noret, N. 30 Juvonen, J. 81 North America 25–26 Norway 35, 174 Kahney, H. 175 Kitson, N. 40 object relations theory 135 KiVa 24 observations, ethnographic 28

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Olweus Bully–Victim Intervention Pikas, A. 23, 31, 129 Program 23 Pikas method 23 Olweus, Dan 1, 22, 23, 33, 35, 36, 39, 180 power imbalance 2 n. 1, 22, 48–49, 201 one-up/one-down interactions 45–46, 56, preparation for problem solving 144 123 proactive/reactive aggression 133 getting stuck in 47–50, 56, 75–62 problem solving 14–16, 143–45, 175–77, see also social hierarchies 186–98 operator restrictors 175, 187–97 professional autonomy 4, 72, 124 operators 175, 187, 190–91 projective identification 87 see also interventions provocative victims 31, 33, 137 organising theory psychoanalytic perspective 152–54 organising theory 17–19, 159–60, 171, psychologists 87, 141–42, 147, 148, 193–94, 199–200 150–52, 154 Orobio de Castro, B. 94, 95 applied 141–42, 147–48 ostracism 5, 29, 81–87, 97–105, 116, 194 experts in bullying 142, 148–49 and group processes 127, 130 results and discussion 149–71 interventions 114–15 communication between 168–69 and problem solving practice 189–91 publication of research 180–82 in Retrospective Study 97–105 pupil-pupil bullying 27 and scapegoating overlap 106–14, 129 out-groups see different/same questionnaires, self-report 23, 27 outsiders 31, 34, 36 questions oversensitivity 62, 68–69, 123 types used in interviews 120–21 Owens, L. 58–59, 148 see also interviewing Owers, R. 40 racism 30, 52–53 pain, and ostracism 82–83, 114 re-individualising group members 129 paradigms 9–10, 163–64 reactive/proactive aggression 133 parasitic container-contained relationships reflective practice 145 6–7, 134 reflexive questions 121 parents 8 regulation of personal boundaries 47–51 abusive 33 Reinforcers 31 anxiety of 70–71 rejection see ostracism and development of deaf children 41 relational aggression 26, 29 and interventions 34 relationships reports on bullying 27 bully-victim 4, 47–60, 49 (fig 2.1), 75, see also families 131–32 passive victims 31 container-contained 6–7, 133–34 pathological processes 195 (fig 6.1) dyadic 6–7, 87, 131–34, 195 (fig 6.1), PATHS (Positive Alternative Thinking 201–02 Strategies) 69 invisible 1:1 132, 133–34 PEACE pack 26 triangular 87, 88, 125–26 peer groups 33, 34, 44–59 visible 1:1 relationships 6, 131–32, 194 see also group norms relativistic thinking 144, 165–68 peer nominations 24, 27, 31 repetition 2 n. 1, 22 peer support systems 34, 36–37 reputation 81, 84 Pellegrini, Tony 26 research Pepler, Debra 25–26, 35, 174–75 and academic norms 179–82 Perry, David 26, 32 and collaboration 185–86 personal bodies of knowledge 11–13, development of bullying theory 14–21, 143–47, 172–73 174–200 personal theories 9–14, 146–47, 170–71 group therapy 94–95 personality 7, 8, 137 history of bullying 23–27, 128–29, Peters, R. 128, 129, 194 177–79 physical bullying 29 questions for future 182–83

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Retrospective Study 1, 5, 80, 87, 96, 118, Shohet, R. 125 121, 127 Siann, G. 39 Rigby, Ken 26, 27, 35, 174–75 SIDT (Social Identity Development rights (human) 22–23 Theory) 52, 59, 130 Ringleader bullies 31 Slee, Phillip 26, 27, 148 Rivers, I. 30, 39 Smith, P.K. 30, 31–32, 34, 35, 40, 92–94, Roland, Erling 23, 35 174–75 roles 31–33, 178 social exclusion see ostracism of bullies 33 social hierarchies 45, 57 and interventions 36–37 Social Identity Development Theory participant 24 (SIDT) 52, 59, 130 and scapegoating 90 South Korea 26 of victims 32–33 special educational needs 32–33, rushing 45 39–42 see also deafness; School Study Salmivalli, Christina 24, 27, 31–32, 80, specialist staff in School Study 4 130 anxiety of 70 Salmivalli Participant Role Scale 27 autonomy of 72 same/different (being) 39–40 relations with mainstream staff 66–68 and group norms 51–56 systemic principles and 123–25 scapegoats 90, 92 stability of victimisation 26 and specialist staff and mainstream staff status 52, 54–56, 57 66–68 Sternberg, R.J. 147 and stigmatisation 65–68 Sterritt, M. 41–42 sanctions used in ostracism 83–84 stigmatisation 130, 194 Sarfaty, L. 42 and being different 65–68 Scandinavia 23–24 and indirect aggression 58–59 scapegoating 5, 87–96, 116 School Study 57–59, 65–68, 75, 123 and group processes 127, 130 Stinson, M. 42 indentifying 95–96 Subject Benchmark Statement for interventions 115–16 Psychology 142 and ostracism overlap 106–14, 129 surdophrenia 40 and problem solving 191–92 survey service (UK) 24 in schools 92–95 Swearer, Susan 26 schemas 143, 177, 192, 196 systemic constructs 122 School Study , 121–24 systemic principles 122–27 schools systemic thinking 42, 71 as groups 85 and grounded theory 121 interventions 34–37 group processes 127–36 methods of detection of bullying 28 models 3–9, 118–27, 136–40, 138 specialist 41–42 (fig 4.1), 202–04 and systemic thinking 119–20 and scapegoating 88 see also School Study see also boundaries; School Study; visible Schulman, L. 91 and invisible groups Schuster, B. 2 n. 1, 92–94, 128–29 self directed learners 145 teachers 27, 37, 46, 71 self-esteem 32 see also mainstream staff; specialist staff self-report questionnaires 23, 27, 35, terminology in research 182–81 178 theories sense-of-self-as-separate 7, 63, 69–70, 136, affiliations of psychologists 149–51 137 application of 162–63 sexual bullying 28, 30 development of, and bullying 14–21, sexual orientation 39 174–200 Sheffield project 35, 36 formal 171–72 Shlomo, S. 42 grounded 44, 97, 120, 121

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theories (cont.) verification in creative problem solving integration of 158–62 144 personal 146–47 victims 22, 31, 32–34 triadic questions 120–21 see also stability of victimisation triangular relationships 87, 88, 125–26 visible 1:1 relationships 6, 131–32, 194 types of bullying 29–31, 188, 194, 195 visible groups 128 (fig 6.1), 198–99 visible person 7, 135

unconscious defences 7, 135–36, 137 Watling, D. 88, 94, 95 United Kingdom 24–25, 27, 35 Weinberg, N. 41–42 United States 26 Whitmire, K. 42 Williams, K.D. 84, 117 verbal bullying 29 workplace 23