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Bullying and Belonging: Teachers’ Reports of School Aggression

Jones, Sian; Manstead, Antony and Livingstone, Andrew. 2014. Bullying and Belonging: Teachers’ Reports of School Aggression. Frontline Learning Research, ISSN 2295-3159 [Article]

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Abstract or Description

esearch on bullying has confirmed that social identity processes and group-based emotions are pertinent to children’s responses to bullying. However, such research has been done largely with child participants, has been quantitative in nature, and has often relied on scenarios to portray bullying. The present paper departs from this methodology by examining group processes in qualitative reports of bullying provided by teachers. Fifty-one teachers completed an internet-based survey about a bullying incident at a school where they worked. Thematic analysis of survey responses concerned two core themes in the reports: (a) children ganging up on another child and (b) children sticking together to protect each other. There was evidence that children act in specific ways, in line with social identity processes, in order to support or resist bullying. There was also evidence that teachers understand bullying to be a group phenomenon. The implications of these findings for anti-bullying interventions are discussed.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.14786/flr.v2i1.80

Departments, Centres and Research Units:

Psychology

Dates:

DateEvent
2014Published

Item ID:

15285

Date Deposited:

08 Dec 2015 22:16

Last Modified:

04 Jul 2017 09:16

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/15285

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