The Social Contexts of Bullying and Victimization

Autor/inn/en	Parault, Susan J.; Davis, Heather A.; Pellegrini, Anthony D.
Titel	The Social Contexts of Bullying and Victimization
Quelle	In: Journal of Early Adolescence, 27 (2007) 2, S.145-174 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431606294831
Schlagwörter	Victims of Crime; Social Status; Dining Facilities; Bullying; Social Influences; Social Environment; Middle School Students; Student Behavior; Peer Relationship; Antisocial Behavior; Aggression; Recreational Activities; Extracurricular Activities; Dance + Suchen Sie Ihr Suchwort? Victim; Victims; Crime; Opfer; Verbrechen; Sozialer Status; Mensa; Mobbing; Sozialer Einfluss; Soziales Umfeld; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Student behaviour; Schülerverhalten; Peer-Beziehungen; Freizeitgestaltung; Außerunterrichtliche Aktivität; Tanz
Abstract	This article examines the amount of middle school students' bullying and nonbullying behaviors observed in three less-structured school venues: the monthly school dance, the cafeteria, and the locker/hall area. Two questions guided our analysis: (a) How do students' bullying and victimization behaviors and nonbullying social behaviors vary by context? (b) How does social status as a bully or target of bullying influence students attendance at school dances? Findings revealed that, although one school showed much higher incidences of aggression, overall the amount of bullying behavior observed was low compared to nonbullying behaviors. When bullying behavior was observed, it was most often in the cafeteria and least often at the school dances, and there were very few incidences of aggression at the school dances. Rates of dance attendance showed that although students classified as bullies by peer nomination data were likely to attend dances at both schools, students classified as victims were likely to attend dances only at the school with almost no incidences of aggression. Implications for working with children who bully and the victims of their behavior, as well as further research, are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10