Group Processes in School Bullying and Prevention and Intervention

Jianghao Cai

Article ID: 3641
Vol 6, Issue 5, 2023

VIEWS - 383 (Abstract) 78 (PDF)

Abstract


In recent years, incidents of school bullying have been on the rise, attracting increasing attention from society. School bullying refers to the repeated and sustained use of force or coercion by individual or group of students to oppress other students in terms of power or status, resulting in many physical and psychological problems for the victims. This paper introduces the definition, classification, role types, and the impact on victims, as well as interventions for school bullying. Studies have shown that school bullying can have negative psychological consequences for victims, such as anxiety and depression, making timely intervention extremely important. Intervention measures include educating the active perpetrators, victims, and bystanders. In particular, the "STAC" course is an effective way to educate bystanders. In summary, school bullying is a problem that requires timely intervention, and it requires joint efforts from schools, families, and society to solve.


Keywords


Students; School Bullying; Intervention

Full Text:

PDF


References


1. Zhang XY, Xu W. A summary of the research on the behavior of bullying bystanders on campus. Monthly Journal of Psychology, Vol.17, No.07, PP.228-230, 233, 2022.

2. Pan MG. A study on the intervention of middle school students' campus bullying. Master's thesis of Xiamen University, 2019.

3. Wu YW, Miao SJ. The group process of campus bullying and its prevention and intervention. Chinese School Health, Vol.38, No.04, PP.629-633, 2017.

4. Weng FY. A study on the classification of campus bullying roles and its intervention strategies. Advances in Psychological Science, Vol.21, No.5, PP.838-847,2013.

5. Gini, G., & Pozzoli, T. (2013). Bullied children and psychosomatic problems: A meta-analysis. Pediatrics, Vol.132, No.4, PP.720-729.

6. Wang, J., Nansel, T. R., & Iannotti, R. J. (2011). Cyber and traditional bullying: Differential association with depression. Journal of Adolescent Health, Vol.48, No.4, PP.415-417.

7. Wang, J., Nansel, T. R., & Iannotti, R. J. (2013). Cyber and traditional bullying: Differential risk factors and outcomes. Journal of School Psychology, Vol.51, No.1, PP.17-33.

8. Wong, D. S. W., & Chan, H. C. O. (2017). A social-ecological exploration of bystander behaviors in school bullying: Understanding the impact of individual and peer-group factors. Journal of Interpersonal Violence, Vol.32, No.10, PP.1528-1551.

9. Bradshaw, C. P., Waasdorp, T. E., O'Brennan, L. M., & Gulemetova, M. (2019). Teachers' and education support professionals' perspectives on bullying and prevention: Findings from a national education association study. School Psychology Review, Vol.48, No.2, PP.126-145.




DOI: https://doi.org/10.24294/ijmss.v6i5.3641

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Creative Commons License

This site is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.