Bullying--And the Power of Peers

Autor/in	Rodkin, Philip C.
Titel	Bullying--And the Power of Peers
Quelle	In: Educational Leadership, 69 (2011) 1, S.10-16 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Student Behavior; Violence; Bullying; Peer Influence; Prevention; Conceptual Tempo; Disadvantaged; Peer Relationship; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Gewalt; Mobbing; Prävention; Vorbeugung; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This White House report investigates the essential role that peers play in promoting or preventing bullying. Bullies use bullying to attain success and recognition; their success in doing so depends on the characteristics of the bully, the relationship that exists between bullies and those whom they target for harassment, and the reactions of classmates who witness bullying. The author describes the two social worlds of bullying: Marginalized bullies may resort to bullying from an inability to control their impulsive actions or from a desire to gain status, whereas connected bullies may use their popularity to dominate low-status peers. Bullies and victims often have a previously existing relationship that presages bullying before it happens, which, if known, would alert knowledgeable adults about possible trouble spots. Educators who exclusively target peripheral, antisocial cliques as the engine of school violence problems may leave intact other groups that are more responsible for mainstream peer support of bullying. A strong step educators could take would be to periodically ask students about bullying and their social relationships. (Contains 2 endnotes.) (As Provided).
Anmerkungen	ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10