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Ch 20: Social problems in schools (Victimisation and bullying in school…
Ch 20: Social problems in schools
Introduction
Difference between bullying and teasing
Intention to make harm, repetitive and imbalance of power
The school context
social pressure
Positive groups
Negative groups
Internal o external pressure
Stable (you cannot see it) or unstable (sudden change in something)
Model of 3D circle (Bronfenbrenner's) can show why sudden changes can happen to students, so many different infleunces
Victimisation and bullying in school
verbal, material, relational (excluding, ignoring or gossiping) and physical, new cyber bullying (invisible to teachers or parents)
Finding out
Through self-reports or individual interviews
Roles
Bullies, followers, reinforcers, bystanderds and victims (+ bully-victims
As age increases, the less you tell someone
Effects, depression low self-esteem, anxiety and suicides
Parental maltreatment and abuse, may cause both bullies or victims
Interventions to reduce bullying
Whole school policy
Norway
Reactive sanctions
Direct sanctions: demonstrating that laws should be taken seriously, grade scale if bullying persists
Restorative justice: range of practices agreed for reparation
Counselling: Sweden, shared concern, combination of individual and group meetings
School refusal
Refusal
School phobics
School refusers
Psychotomatic
Emotions that are better if permitted to stay home
Types
Anxiety
Suffering, phobias or separation anxiety; brain connections related to the fear become stronger
Solution: Train a stronger thought that englobes the bad ones, and relax
Acute and chronic
Years of absence (acute)
Sex and age differences
Often significant syndrome overlap, more useful to clinically examine