School Bullying

Η εκπαίδευση στον 21ο αιώνα, με τους πλείστους και ποικιλόμορφους μετασχηματισμούς που έχουν
συντελεστεί, έχει ανάγκη από νέες, δημιουργικές και καινοτόμες προσεγγίσεις. Το ζητούμενο της σύγχρονης
εκπαίδευσης δεν είναι πλέον τόσο η παροχή γνώσεων αλλά η καλλιέργεια των δεξιοτήτων, καθώς και η
ανάδειξη των ικανοτήτων κάθε παιδιού (τα λεγόμενα «soft skills») μέσα από παιδοκεντρικές και βιωματικές
πρακτικές και μεθόδους. Μια τέτοια προσέγγιση παρουσιάζεται στην εργασία αυτή, όχι και τόσο
νέα αλλά συγκριτικά με τις δυνατότητές της πολύ λίγο διαδεδομένη στην Ελλάδα. Πρόκειται για τις Κούκλες
Προσωπικότητας (Persona Dolls) που μέσω της δύναμης της αφήγησης ιστοριών αποτελούν για τον
παιδαγωγό προσχολικής και πρώτης σχολικής ηλικίας ένα ισχυρό εκπαιδευτικό εργαλείο στην τάξη. Στην
παρούσα εργασία θα παρουσιασθούν το προφίλ και οι ιδιαιτερότητες της κούκλας αυτής σε σχέση με τις
άλλες και θα γίνει σύντομη αναφορά σε έρευνες που έχουν γίνει αναφορικά με το εκπαιδευτικό αυτό
εργαλείο. Θα αναδειχθούν οι δυνατότητες της προσέγγισης αυτής στην υγιή διαμόρφωση της ατομικής
ταυτότητας του παιδιού και της αντίληψης των άλλων. Θα δοθεί έμφαση στη δύναμη της αφήγησης της
ιστορίας, που αποτελεί και το «όχημα» της κούκλας και της προσέγγισης ειδικότερα, προκειμένου για την
ανάπτυξη της ενσυναίσθησης, τη διαμόρφωσης ατομικών αξιών, την καλλιέργεια της κριτικής σκέψης, την
ενθάρρυνση στην επίλυση προβλημάτων μέσω της συμμετοχής σε ομάδα, καθώς και άλλων δεξιοτήτων.
Ιδιαίτερη μνεία θα γίνει στην εφαρμογή του εργαλείου αυτού στην εξοικείωση με τη διαφορετικότητα (όπως
αυτή ίσως να αναδύεται εκ νέου λόγω των μεταναστευτικών και προσφυγικών κυμάτων των ημερών μας),
αλλά και στη διαχείριση συμβάντων στην τάξη στο πλαίσιο ενός παιδαγωγικού πλάνου πρώιμης παρέμβασης
για την αποτροπή φαινομένων σχολικού εκφοβισμού και θυματοποίησης στη μετέπειτα σχολική ζωή.

La Sentencia T-713 de 2010 de la Corte Constitucional de Colombia resolvió el caso de un estudiante de un colegio privado que fue sancionado por haber participado en un grupo de la red social Facebook creado bajo la denominación “Yo también quiero cambiar la rectora de La Presentación” y al que pertenecían más de 150 estudiantes de la misma institución. En esta reseña formulamos las siguientes cuatro críticas a la estructura formal y material de la decisión de la Corte colombiana: 1. el problema jurídico creado y desarro-llado por la Corte es incorrecto; 2. la Corte elude la tensión entre derechos que representan las nuevas tecnologías; 3. examina cuestiones ajenas al caso revisado y 4. la sentencia está mal escrita.

Σκοπός της παρούσας εργασίας είναι η κριτική ανάλυση του άρθρου των Kyriakides et al. (2014), που αφορά τον σχεδιασμό στρατηγικών και δράσεων αντιμετώπισης του σχολικού εκφοβισμού, με τη χρήση της δυναμικής προσέγγισης της σχολικής βελτίωσης. Στο θεωρητικό πλαίσιο της κριτικής ανάλυσης παρουσιάζονται οι βασικές θεωρητικές παραδοχές της Έρευνας για την Εκπαιδευτική Αποτελεσματικότητα (ΕΕΑ) και της Έρευνας για τη Βελτίωση της Αποτελεσματικότητας (ΕΒΑ), καθώς και η σύγχρονη προσπάθεια σύζευξης των δύο γνωστικών περιοχών από την οποία προέκυψε το Δυναμικό Μοντέλο Εκπαιδευτικής Αποτελεσματικότητας (ΔΜΕΑ). Ακολουθεί η περιληπτική παρουσίαση του περιεχομένου του υπό μελέτη άρθρου και, κατόπιν, η κριτική ανάλυση των διαφόρων πτυχών του, υπό το πρίσμα της σύγχρονης οπτικής της ΕΕΑ και της ΕΒΑ. Όπως προκύπτει, πρόκειται για ένα αξιόλογο άρθρο, το οποίο, παρά τα μειονεκτήματά του, συμβάλλει σημαντικά στον εμπλουτισμό των ερευνητικών δεδομένων, στην προαγωγή της θεωρίας και στον σχεδιασμό χρήσιμων στρατηγικών και δράσεων για τη βελτίωση της σχολικής αποτελεσματικότητας. Η σημασία της παρούσας εργασίας έγκειται, τόσο στην παράθεση σύγχρονων επιστημονικών δεδομένων και πρακτικών, όσο και στη μεθοδολογία της κριτικής ανάγνωσης, ανάλυσης και αξιολόγησης, που αποτελεί απαραίτητο στοιχείο της επιστημονικής έρευνας.

People abused by angry discipline as children, may tend to abuse or overly punish other people or themselves for perceived wrongs in their adult life. In some individuals, aggressive personality traits may be genetically inherited. The aggressive personality may feel weakened by having guidelines or boundaries for anger. Anger is a normal human emotion, and these guidelines can help express anger in a healthy way.

The aim of the current study was to examine whether moral disengagement and defender self-efficacy at individual level and collective efficacy to stop peer aggression at classroom level were associated with defending and reinforcing in school bullying situations in late childhood. Self-reported survey data were collected from 1060 Swedish students from 70 classrooms in 29 schools. Multilevel analysis found that greater defender self-efficacy at individual level and collective efficacy to stop peer aggression at classroom level were associated with greater defending. We also found that greater moral disengagement and less (but very weakly) defender self-efficacy at individual level and less collective efficacy to stop peer aggression at classroom level were associated with greater reinforcing. The positive relationship between moral disengagement and reinforcing and the negative relationship between defender self-efficacy and reinforcing were less strong in classroom high in collecti...

This article, based on a conference presentation in 2017, considers the value of the commonly used definition of "bullying" by Dan Olweus. It concludes the Olweus definition reduces the view of bullying to micro group processes that have little to do with social and political oppression. It does not agree with this and proposes a new anti-bullying definition.

W opracowaniu poddano refleksji znaczenie klimatu szkoły dla procesu nauczania i wychowania. Szczególnie skoncentrowano się na związku klimatu szkoły z zachowaniami agresywnymi wśród uczniów. Praktycznym efektem prowadzonych badań nad klimatem szkoły i jego oddziaływaniem są różnego rodzaju inicjatywy podejmowane na rzecz wspierania pozytywnego klimatu szkoły. W artykule omówiono proces SafeMeasures oparty na badaniach w działaniu i mający na celu poprawę klimatu szkoły, opisany szczegółowo w pracy „Transforming School Climate and Learning. Beyond Bullying and Compliance”.

Poiares, Nuno (2007), “A escola e os comportamentos desviantes: novas tendências”, Questões Sociais Contemporâneas, livro de Atas das VIII Jornadas do Departamento de Sociologia, pp. 227-238, CISA-AS, Universidade de Évora. ISBN: 978-972-99959-6-5

No presente texto o autor apresenta uma breve reflexão sobre o estado da arte dos fatores de risco emergentes em ambiente escolar, mormente no que se refere aos comportamentos desviantes na Escola hodierna (2006) e no seu meio envolvente, mas também, mais recentemente, com uma extensão alargada ao seio dos lares das famílias com o advento das potencialidades das novas tecnologias. Que fenómenos têm surgido no meio escolar no seguimento das mudanças sociais? Qual o papel da família, da comunidade escolar, das autarquias, da rede social, das comissões de protecção de crianças e jovens e das forças de segurança? As parcerias podem ter um papel estratégico? E que contributo pode dar a Sociologia, enquanto ramo especializadodo conhecimento, na compreensão destes fenómenos? A estas e outras questões pretende o autor discernir com o objetivo de gerar um maior questionamento e um possível aprofundamento sobre o conhecimento neste domínio.

Palavras-chave: Escola, Projeto Escola Segura, Comportamentos desviantes, Sociologia Criminal, Segurança.

This study examined the role of pro-victim attitudes, personal responsibility, coping responses to observations of bullying, and perceived peer normative pressure in explaining defending the victim and passive bystanding behavior in bullying. A total of 462 Italian early adolescents (mean age = 13.4 years, SD = 9 months) participated in the study. The behaviors were measured through two informants: each individual student and the teachers. The findings of a series of hierarchical regressions showed that, regardless of the informant, problem solving coping strategies and perceived peer normative pressure for intervention were positively associated with active help towards a bullied peer and negatively related to passivity. In contrast, distancing strategies were positively associated with passive bystanding, whereas they were negatively associated with teacher-reported defending behavior. Moreover, self-reported defending behavior was positively associated with personal responsibility for intervention, but only under conditions of low perceived peer pressure. Finally, the perception of peer pressure for intervention buffered the negative influence of distancing on passive bystanding tendencies. Future directions are discussed.

This study examined same-sex attracted (SSA) students' perceptions of their school climate toward same-sex attraction and their school-based environmental stresses and supports using Margaret Spencer's Phenomenological Variant of Ecological Systems Theory model. Structural equation modeling was used to examine the relationship between stressors, coping mechanisms, and academic identity formation. Students' connection to teachers and their school environment had the strongest total impact on their academic self-concept and motivation to learn. Of key import was the indirect impact of students' perceptions of their school climate on both of these important academic outcomes, through their connection to both their school community and general school environment. Findings highlight the deleterious impact of school-based risk factors, including victimization and curricular silences, on educational outcomes for SSA youth.

The bullying affects young people more than what we expect, and this is important to know as a teacher, a student, a parent, and even as an institution. In this investigation we are going to focus on how does it affect speaking skills in students during their EFL classes, which is something very common in middle schools, more than in other level of education. And we are going to present some of the reasons of why this happens and how teachers can better this situation in class.
Different authors talk about what is bullying and they give us some advices to overcome it, and what we did was to collect the information they presented and to choose the specific facts that are related to speaking skills’ obstacles. So, we expect to present useful and interesting information to apply the strategies we gathered in two questionnaires that we made in order to stop bullying situation when it is presented into your English class’ speaking activities.

Geen school ter wereld blijft gespaard van, zo nu en dan, manifestaties van fysiek geweld. Meestal blijft dat gelukkig beperkt tot het betere duw-, trek- en mepwerk. Maar het kunnen, heel soms, heel zware incidenten zijn waarbij mensen gewond raken. In dit artikel verkennen we verschillende manieren om geweld op school te voorkomen.

The promotion of communicative competence in students play a key role in schools for the purpose of improving social, emotional and coexistence relationships in Secondary Education students. The development of said competence can represent a great strategy to improve conflicts in the classroom, notably bullying. We used a quasi-experimental pre-test and post-test control group design with a sample of 55 students from the city of Salamanca (Spain) to analyse the level of conflict and their perceptions about bullying during the 2017–2018 academic year. The anti-bullying programme called the Improvement of Coexistence and Communicative Competence (ICCC) programme used is. The behaviour of students based on their level of coexistence with the group of classmates was measured by the INSEBULL instrument (Bullying Assessment Instrument), which added one more dimension of own elaboration. The results showed that, even though the significant levels of conflict, they decreased substantially o...

Introduction. The prevalence rates of bullying vary significantly across countries and continents. Specifically, UNESCO estimates that the prevalence rates vary from 22.8% (Central America) to 48.2% (Sub-Saharan Africa). Recently these differences among countries and regions have been attributed to culture-and country-level variables. Thus, the first purpose of this study is to examine the comparability of bullying in schools across countries. Secondly, a cross-cultural comparison of the latent mean scores of bullying is implemented. Method. The data of 286,481 adolescent students (M=15.78, SD=0.29) from 32 countries were analyzed using multilevel confirmatory factor analyses (MLCFA) and multigroup factor alignment. Results. Results indicated that the meaning of bullying is equivalent within and between cultures. However, cross-cultural differences in bullying are apparent. East Asian countries have the lowest latent means of bullying, while Southeast Asian countries have the highest means. Anglo-Saxon, Eastern European, Mediterranean, South American, and Middle East countries displayed rather higher scores. Discussion and Conclusion. These findings underscore the existence of cross-cultural differential responding in bullying measures. Further, the implicit role of culture as an important variable that determines the rates of bullying is underscored.

Building on work in the space of sexual harassment in schools, my contribution to this special issue continues one of the threads from the first Schooling and Sexualities conference twenty years earlier, in 1995. In so doing, I provide a contemporary account of a teacher's sexual harassment by one of her students, through a sexually violent comment posted about her on the Rate My Teacher website. Throughout, I explore the affective politics of this sexual harassment. In developing an understanding of affective politics as it plays out through an online review, a teacher, classroom, and students, I draw on the concepts of affects and assemblages, and the capacity of a sexual harassment assemblage to constitute (and de-constitute) identities. I consider how power is both increased and also diminished between student and teacher in an assemblage of gendered, sexual, and neoliberal identities; and how she and her student are re-situated through the sexual harassment. Attending to the affective politics of a teacher's sexual harassment by her student offers a way to understand violence and identities as social, material and discursive assemblages, and contributes to understanding sexual harassment in schools, particularly where teachers are targeted.

Qualitative research provides opportunities to study bullying and peer harassment as social processes, interactions and meaning-making in the everyday context of particular settings. It offers the possibility of developing a deep understanding of the culture and group processes of bullying and the participants’ perspectives on peer harassment as well. It gives participants opportunities to discuss their own understanding and experiences of bullying in their own words. This article reviews qualitative studies on bullying or peer harassment in school (including some studies in which qualitative and quantitative methods — so-called mixed methods — have been used).

Miten kohdata kouluyhteisön jäsenet-oppilaat ja opettajat-eheyttävästi arjen kiireessä? Miten edistää kunnioittavaa vuorovaikutusta myös mielipahaa ja kiusaamisen kokemista aiheuttavissa tilanteissa? Voiko oppilas olla asiantuntija oman konfliktinsa ratkaisussa? Miten rakentuu restoratiivinen oppi-misyhteisö? Millainen on restoratiivisen sovittelun prosessi? Tämä väitöskirja avaa näkemyksen restoratiivisen ja sovitte-levan toimintakulttuurin elementeistä sekä sovittelusta arjen konfliktinhallinnan työvälineenä. Kirja esittelee 37 opetus-kentän henkilökunnan jäsenen tuottaman aineiston pohjalle Grounded Theory-metodologian mukaisesti rakennettuja teo-reettisia malleja restoratiivisen toimintakulttuurin tuottami-sesta. Väitöstutkimus kiinnittyy osaltaan kasvatuskentän nykydis-kurssiin positiivisesta vuorovaikutuksesta ja luottamuksesta kouluyhteisön hyvinvoinnin edistäjinä. Tutkimus nostaa kes-kiöön oppilaiden osallisuuden ja aktiivisen toimijuuden merki-tyksen. Tutkimus osoittaa, että restoratiivisen lähestymistavan tuoma ajattelutavan muutos ja osallisuuden ymmärtäminen sekä sovitteluprosessin omaksuminen, olivat ohjanneet myös konfliktitilanteissa näkemään oppilaat asiantuntijoina ja rat-kaisijoina ilman etukäteen tehtyä erottelua esimerkiksi kiu-saajan tai kiusatun rooleihin. Vastakkainasettelun sijaan res-toratiivisen kohtaamisen taito vapauttaa tukemaan yhteisön jäsenten sosiaalisten taitojen oppimista, yhteistä vastuunot-toa ja tarvittaessa myös toimintatapojen muutosta. Tutkimus suosittaa perustellusti restoratiivisen ja sovittelevan toiminta-kulttuurin vahvistamista kouluyhteisöissä.
Acta electronica Universitatis Lapponiensis 266.
Luettavissa: http://urn.fi/URN:ISBN:978-952-337-173-6

Ο σχολικός εκφοβισμός είναι ένα φαινόμενο που προβληματίζει έντονα την Ευρωπαϊκή Ένωση. Η παρούσα ανακοίνωση παρουσιάζει τα αποτελέσματα έρευνας, η οποία πραγματοποιήθηκε στο Αριστοτέλειο Κολλέγιο Θεσσαλονίκης στο πλαίσιο της συμμετοχής του στο ευρωπαϊκό πρόγραμμα Erasmus+ “Let’s stop bullying together”. Οι μαθητές είχαν ως εργασία να καταγράψουν συμπεριφορές εκφοβισμού που βίωσαν ως θύτες ή θύματα. Βάσει συνεντεύξεων που πραγματοποίησαν σε συμμαθητές, καθηγητές, γονείς και στη Διεύθυνση του σχολείου αναδείχθηκε η σπουδαιότητα και η πολυτροπικότητα του θέματος. Οι μαθητές αναγνώρισαν το εύρος των μορφών του εκφοβισμού, εξέφρασαν προσωπικές εμπειρίες και προβληματίστηκαν για τα αποτελέσματα που μπορεί να επιφέρει η βίαιη αυτή συμπεριφορά στον χαρακτήρα των εφήβων.
Λέξεις κλειδιά: εκφοβισμός, Erasmus+, Δευτεροβάθμια εκπαίδευση.

Abstract
School bullying is a phenomenon that is of great concern to the European Union. This announcement presents the results of a research conducted at the Aristotle College of Thessaloniki in the context of its participation in the European program Erasmus + "Let's stop bullying together". The students' task was to record bullying behaviors that they experienced as perpetrators or victims. Based on interviews conducted with classmates, teachers, parents and the school management, the importance, and multimodality of the subject was highlighted. The students recognized the range of forms of bullying, expressed personal experiences and wondered about the consequences that this violent behavior can have on the character of adolescents.
Keywords: bullying, Erasmus +, Secondary education.

The most challenging situation nowadays adolescents go through that is deteriorating their daily living, is Emotional abuse, i.e; a pattern of behavior that impairs a child's development or sense of self-worth. Experiencing abuse or an attack can lead to serious mental health problems, including post-traumatic stress disorder, depression, and anxiety. Mental health is a level of psychological well-being or an absence of mental disorder. And violating the mental health of an adolescent may disrupt his normal way of life. Thus the basic aim of this paper is to explore how the emotional abuse is related with the mental health of an adolescent. The paper reports the excruciations that adolescents go through right from their childhood and explain the aftereffects of these nuisances in their adolescent period. The paper tries to highlight the different forms of abuses and their direct effect on the mental health of adolescents. The different forms of mental health disorders that have their connection with emotional abuse and the physiological changes within an adolescent caused due to emotional abuse are also the matter of concern in this paper. The paper concludes with the measures that are helpful in curing the mental health problems caused due to emotional abuse disrupting the day to day life of adolescents. If emotional abuse couldn't be controlled it may have serious effects on adolescent's life and the most important the normal mental health of adolescents will be broken up.

Para distinguir Jogo de Luta de Luta a Sério têm sido consideradas as dimensões:
comportamento, afectividade, expressão facial, estrutura e consequências (Humphreys, 1987;
Boulton, 1984; Pellegrini, 1995; Smith, 1997; Pellegrini & Blatchford, 2000). Tendo em
atenção que os adultos têm dificuldades em decidir se uma situação é jogo ou agressão
observámos e registámos em vídeo os jogos do recreio e identificámos os episódios de Jogo
de Luta e de Luta a Sério. Utilizámos questionários de nomeação de pares para escolher a
nossa amostra constituída por 83 crianças de 1º ciclo divididas por diferentes grupos:
agressor, vítima, vítima agressiva, gestor de conflitos, apoio à vítima ou defensor,
afastamento e observador. Verificámos o maior envolvimento em Jogos de Luta e Lutas a
Sério das crianças consideradas agressivas. Confirmámos o risco de envolvimento em Lutas a
Sério das crianças rejeitadas pelos pares, ou integradas em famílias consideradas negligentes
pelos professores, ou ainda integradas em famílias com alterações.
Concordando com Aldis (1975) e Hall (1971), identificámos algumas categorias
observáveis do comportamento das crianças em interacção: planos de acção, partes do corpo,
distância de contacto e espaço ocupado, que podem ajudar a distinguir Jogo de Luta de Luta a
Sério. Nos Jogos de Luta aconteceram mais situações de luta no solo e todo o corpo foi
utilizado enquanto na Luta a Sério o chão foi evitado e as crianças utilizaram essencialmente
as mão e/ou os pés. Estas diferenças são observáveis mas implicam formação e treino.
Os meninos foram os principais envolvidos nos conflitos (reais ou a brincar). Foi na
actividade futebol que foram observadas mais Lutas a Sério, nas outras actividades foram
escassas as situações sérias. Parece que a introdução de novas actividades e materiais no
recreio escolar promove melhores relações entre os alunos.

This paper is located in a larger study of girls' empowerment within the everyday context of school cultures. While much feminist research has focused on the 'perils' of feminine adolescence, we are interested in how girls successfully navigate the transition from girlhood to adult womanhood. Thus the sample for this paper includes girls who consciously positioned themselves against an 'emphasized femininity' that made their classmates popular, but that has been blamed for girls' lowered self-esteem, dissatisfaction with their bodies, and disordered eating. Because their self-positioning carried the risk of marginalization within peer cultures, we ask 'What makes their alternative self-representations possible?' We are particularly interested in whether their transgressive identities signal a rewriting of girlhood as a social rather than personal project, and how feminism might operate to support girls' empowerment.

Abstract. Bullying episodes among children are common in preschool settings.  Bullying has adverse and enduring effects on children's socio-emotional development. Bullying prevention is crucial to children's adjustment in school environment, promotion of their safety and well-being. Within this framework, the present study aims to present the use of interactive digital storytelling in raising awareness of bullying in early childhood settings which is regarded essential to bullying prevention. It describes the design of an interactive digital storytelling scenario, named "Anthoula's Dreams" for screening children's reactions to bullying situations and developing empathy in children. Digital storytelling could be a valuable tool in bullying prevention, as its narrative power can actively engage children in a simulation condition of bullying, stimulates identification with the characters of the story and emotional involvement. The script features a five-year-old girl who receives rejection by her classmates.  The scenario is a branching story structured with an interactive plot and its final form will be combined with animation. Children can elaborate on the scenario through the narrative choices of a branching story. The interactive story enables children to participate and affect the plot of the story. The emergence of different options to address the situation lead to different results in the continuum of bullying. The end of the story is not predetermined by the author and the story usually emerges during the narrative. Children are expected to make decisions for the narration evolvement. The content causes emotions which can enhance the cognitive and emotional involvement of preschool children in their interactions with the main character of the story, as they will be forced to make decisions for the narrative to develop. The induction and utilization of emotions facilitates the development of empathy. Children's narrative choices through the story branches are expected to more consistently reflect their own strategies if they were intimidated. They are also required to choose from predefined options of strategies those that will lead to the settlement of the bullying situation. The interactive scenario can enhance the problem-solving skills of the victims and teach children to deal with bullying situations. Moreover, it can be used for changing bystanders’ attitudes and promoting social support from peers, thus making students more likely to intervene and stop bullying. Developing attitudes and skills is a component of raising awareness of bullying. In particular, developing social and emotional understanding and perspective taking skills is related to children's prosocial behaviours and the reduction of victimization. Empathy is the foundation of cooperation conflict resolution, acceptance and tolerance. Digital storytelling could be incorporated into anti-bullying programs, which have been shown to have moderate levels of success as a means of fostering their effectiveness. It could also empower teachers with additional strategies to confront bullying and be used as a counselling tool integrated into interventions directed at increasing prosocial behaviours. This study can contribute to school-based promotion of children's social and emotional competence and school-based prevention efforts of addressing bullying.
*
Key words: School bullying, interactive digital storytelling, anti-bullying strategies, empathy.

School climate, safety and well-being of students are important antecedents of academic achievement. However, school members do not necessarily experience school climate in the same way; rather, their subjective perceptions of the environment and personal characteristics influence individual outcomes and behaviours. Therefore, a closer look at the relationship between school climate, safety, well-being of students and student learning is needed. This review of the literature explores the relationship among school climate, school safety, student academic achievement and student well-being. Using a systematic review approach, we conducted an overview of empirically based research findings and technical reports that address the following aspects: (a) school climate as a social construct and its connection with school safety; (b) the conditions that contribute to an environment in which students feel safe; (c) the characteristics of particular groups of students who feel unsafe; and (d) the impact of a negative school environment (e.g. a school environment where bullying, victimisation and violence are prevalent) on student achievement, ultimately, secondary school completion and student well-being. We summarise the state of school climate research, discuss the implications for school policies and practices in the areas of school climate, safety and student success, and provide recommendations for future research.

Chłopcy częściej się biją, a dziewczynki bardziej plotkują. Czy tak? Analizując dane z badania „Szkoła bez przemocy” starałam się sprawdzić, na ile różne opinie na temat agresji w szkole są uzasadnione.
To, co znalazłam, to przede wszystkim silna zależność między płcią, wzorcami zachowań oraz formami agresji. Istnieje kilka konkurencyjnych teorii wyjaśniających to, że zachowania agresywne mężczyzn i kobiet się różnią. Choć teorie te są zasadniczo odmienne, zgadzają się co do jednego: zachowania agresywne oraz normy ich dotyczące są ściśle powiązane i różne dla kobiet i mężczyzn. Żeby zrozumieć, jaki wpływ mogą mieć normy i wartości wyznawane przez młodzież na to, jakie formy agresji pojawiają się w klasach i na korytarzach, trzeba jednak najpierw zrozumieć specyfikę przemocy w warunkach szkolnych.

The aim of the present study was to examine the existing association between mindfulness, impulsivity, moral disengagement, and bullying experiences at school. Longitudinal data were collected in three points in time (T1, T2, T3) with 6 months interval between them. Participants were 558 adolescents attending secondary schools in Cyprus, with their ages ranging from 14 to 17 years (M = 15.3; standard deviation = 0.69). Through structural equation modeling, it was found that mind-fulness at T1 had a significant negative effect on both impulsivity and moral disengagement at T2 and these, in turn, had a positive effect on bullying and victimization at T3. Thus, mindfulness had an indirect effect on both bullying and victimization, fully mediated by impulsivity and moral disengagement.

En este trabajo se plantea la prevención y la intervención en situaciones de acoso escolar a partir de los programas basados en la evidencia (EBP, en inglés). Se describen primeramente las principales características del acoso escolar y los principales criterios para poder determinar cuándo un programa se basa en la evidencia. Se analizan diez programas sobre acoso escolar basados en evidencias que permiten disponer de elementos clave para la prevención y la intervención en situaciones de (ciber)acoso escolar.