This book addresses, and seeks to harmonise, different paradigms for understanding school bullying. It sets out to examine two paradigms for conceptualising bullying, and the worldviews that underpin them. It uses a complex systems perspective to bring the two paradigms together in a holistic fashion. By doing so, it creates an integrated framework for conceptualising the many individual, relational and societal factors that are in dynamic interaction and play a part in promoting or reducing school bullying.
This book draws upon a number of disciplines by way of background, including evolutionary, child development and social psychological theories of group behaviour and identity. It proposes that the human need for belonging is central to understanding bullying, and situates the topic within an understanding of gender and children’s human rights, bringing philosophical and moral perspectives to bear. It discusses practical ways forward, presents a systemic approach to bullying and application of complex adaptive systems methods to bullying research and evaluation. It serves as an introduction to such methods and suggests further creative ideas for policy, intervention practice, and teacher education about bullying.
Table des matières
Chapter 1. Introduction – What is Bullying, Anyway?.- Chapter 2. The Social Animal.- Chapter 3. Competition, Cooperation and the Self.- Chapter 4. Paradigm Lost.- Chapter 5. Individual and Family Factors: Do they Still Have a Role in Bullying?.- Chapter 6. The Social Jungle – Groups and Identity.- Chapter 7. Gossip, Reputations and Laughter.- Chapter 8. Being Marginalised.- Chapter 9. Coping and Resilience.- Chapter 10. Bullying Interventions – A Global Perspective and Local Case Study.- Chapter 11. Bullying as a Moral Issue.- Chapter 12. Complexity, Schools and Bullying.- Chapter 13. Paradigm Regained – The Integrated Bullying Framework.- Chapter 14. Towards Complex Adaptive Systems.- Chapter 15. Practising in the Social Jungle.- Chapter 16. Getting Creative – Further Ideas for Practice.- Chapter 17. To be written and named – Overview chapter by Grace Skrzypiec.
A propos de l’auteur
Professor Rosalyn Shute has a BSc (Hons.) in Psychology from the University of London, a Ph D from the University of Wales, is a Chartered Psychologist in the United Kingdom and a former clinical psychologist in Australia. She has taught developmental psychology, coordinated and taught on postgraduate courses in clinical and educational psychology (Flinders University, Adelaide) and been Professor and Director of Psychology (University of Ballarat, now Federation University, Australia). Rosalyn has also provided hospital-based paediatric psychology services. She has held research grants and published widely in areas related to the wellbeing of young people, including school peer relationships and girls’ mental health, and given invited presentations in several countries. She has won awards for linking theory with practice in relation to peer victimisation, and for producing engaging scholarly writing. Products of her previous collaborations with Professor Phillip Slee include a book on theories of child development covering both traditional psychological and postmodern perspectives, and edited volumes addressing mental health through schools. In retirement, she continues her research through an Adjunct Professorship at Flinders University of South Australia.
Professor Phillip T. Slee is Professor in Human Development at Flinders University of South Australia and is a trained teacher and registered psychologist. He has published academic literature in the fields of child development, bullying, school violence and wellbeing. Phillip has a particular interest in the practical and policy implications of his research, and has presented his work nationally and internationally in workshops and lectures. His research teams have undertaken national consultancies and evaluated the Kids Matter Primary Mental Health Initiative and the Kids Matter Early Childhood Mental Health Initiative in Australia. Previously, he has collaborated with Professor Rosalyn Shuteon several journal articles and a book on theories of child development, and edited volumes addressing mental health through schools. Phillip is also the Director of the Flinders Centre for ‘Student Wellbeing & Prevention of Violence’ (SWAPv), and has conducted international research projects with researchers in Japan, Korea, China, Canada, England, Malta, Chile and the United States.
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