School bullying in hungarian primary schools
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Abstract
The aim of this present study is to reveal the structure of attitude- and behavior patterns that occur in the course of school bullying, the occurrence rate of the bully, the victim, the intervener participant, the helper participant and the bystander behavior patterns among primary students, in particular view of age and gender differences. Methods: In the school practice, Questionnaire on School Bullying, as a test generative result of our research group, was used to examine the attitude and behavior patterns in connection with school bullying. Results: In case of the primary school students (11-14 year old students), from the given reactions on school bullying the most frequent behavior pattern- without reference to genders -was helper participant. From the components of helper participant, reconciling interposition seemed to be the most commonly used behavior pattern.
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Figula, E., Margitics, F., & Zsuzsa Pauwlik, Z. (2019). School bullying in hungarian primary schools. EduSer, 11(2), 50–65. https://doi.org/10.34620/eduser.v11i2.132
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References
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Figula E, Margitics F, Pauwlik Zs. (2019): The Questionnaire on School Bullying /handbook/. KeryPub. New York.
Goldstein, A.P. (1994): The ecology of aggression. New York, Plenum Press.
Gorman-Smith, D., Tolan P. H., Zelli, A. & Huessmann, L. R. (1996): The relation of family functioning to violence among inner-city minority youth. Journal of Family Psychology, 10, 115-129.
Henggeler, S. W., Schoenwald, S. K, Bourdin, C. M., Rowland, M. D., Cunningham, P. B. (1998): Multisystemic treatment of anti social behavior in children and adolescents. New York, The Guilford Press.
Loeber, R., Stouthamer-Loeber, M. (1998): Development of juvenile aggression and violence: Some common misconceptions and controversies. American Psychologist, 53, 242-259.
Loeber, R., Dishion, T. (1983): Early predictors of male delinquency: A review. Psychological Bulletin, 94, 68-99.
Monks, C. P., Smith, P. K., Naylor, P., Barter, C., Ireland, J. R., Coyne, I. (2009): Bullying in different contexts: Commonalities, differences and the role of theory. Aggression and Violent Behavior, 14, 146-156.
Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., Scheidt, P. (2001): Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285, 2094-2100.
Olweus D. (1980): Familian and temperamental determinants of agressive behavior in adolescent boys: a causal analysis. Developmental Psychology, 16. 23-35.
Olweus, D. (1993): Bully/victim problems among school children: Long-term consequences and an effective intervention program. In S. Hodhings (Ed.), Mental disorder and crime, (pp. 317- 349). Thousand Oaks, CA: Sage Publications.
Pellegrini, A. D., Bartini, M. (2001): Dominance in early adolescent boys: Affiliative and aggressive dimension and possible functions. Merrill- Palmer Quarterly, 47, 142-163.
Révész Gy. (2007): Erőszak az iskolában [Bullying in School]. In. Péley B., Révész Gy.(szerk): Autonómia és identitás. Tanulmányok Kézdi Balázs 70. születésnapjára. Pannónia Könyvek, Pécs, 162-179.
Smith, P. K., Madsen, K. C., Moody, K. C. (1999): What causes the age decline in reports of being bullied at school? Toward a developmental analysis of risks of being bullied. Educational Research, 41, 267-285.
Thornberry, T. P. (1994): Violent families and youth violence (Office of Juvenile Justice and Deliquency Prevention Fact Sheet No. 21). Washington, DC: Department of Justice.
Tolan, P. H., Cromwell, R. E., Braswell, M. (1986): The application of family therapy to juvenile delinquency: A critical review of the literature. Family process, 15, 619-649.
Vaz, Cátia (2014 ): A BRINCAR E A RIR O BULLYING VAMOS PREVENIR. IX. CONGRESSO, NEUROCIÊNCIAS EDUCAÇÃO ESPECIAL
Wolke, D., Woods, S., Bloomfield, L., Karstadt, L. (2000): The association between direct and relational bullying and behavior problems among primary school children. Journal of Child Psychology and Psychiatry, 41, 989-1002.
Bowers, K., Smith, P. K., Binney, V. (1994): Perceived family relationships og bullies, victims, and bully/victims in middle childhood. Journal of Social and Personal Relationships, 11, 215-232.
Espelage, D. L., Swearer, S. M. (2003): Research on School Bullying and Victimization: What Have We Learned and Where Do We Go From Here? School Psychology Review. 32, 365-383.
Farrington, D. P. (1991): Childhood aggression and adult violence: Early precursors and later-life outcomes. In D. J. Pepler, K. H. Rubin (Eds.) The development and treatment of childhood aggression. Hilsdale, NJ: Erlbaum, 5-29.
Figula Erika (2004): Iskolai zaklatás-iskolai erőszak pszichológuszemmel. Szabolcs-Szatmár-Bereg Megyei Tudományos Közalapítvány Füzetei. 19. Nyíregyháza.
Figula E, Margitics F, Pauwlik Zs. (2019): The Questionnaire on School Bullying /handbook/. KeryPub. New York.
Goldstein, A.P. (1994): The ecology of aggression. New York, Plenum Press.
Gorman-Smith, D., Tolan P. H., Zelli, A. & Huessmann, L. R. (1996): The relation of family functioning to violence among inner-city minority youth. Journal of Family Psychology, 10, 115-129.
Henggeler, S. W., Schoenwald, S. K, Bourdin, C. M., Rowland, M. D., Cunningham, P. B. (1998): Multisystemic treatment of anti social behavior in children and adolescents. New York, The Guilford Press.
Loeber, R., Stouthamer-Loeber, M. (1998): Development of juvenile aggression and violence: Some common misconceptions and controversies. American Psychologist, 53, 242-259.
Loeber, R., Dishion, T. (1983): Early predictors of male delinquency: A review. Psychological Bulletin, 94, 68-99.
Monks, C. P., Smith, P. K., Naylor, P., Barter, C., Ireland, J. R., Coyne, I. (2009): Bullying in different contexts: Commonalities, differences and the role of theory. Aggression and Violent Behavior, 14, 146-156.
Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., Scheidt, P. (2001): Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285, 2094-2100.
Olweus D. (1980): Familian and temperamental determinants of agressive behavior in adolescent boys: a causal analysis. Developmental Psychology, 16. 23-35.
Olweus, D. (1993): Bully/victim problems among school children: Long-term consequences and an effective intervention program. In S. Hodhings (Ed.), Mental disorder and crime, (pp. 317- 349). Thousand Oaks, CA: Sage Publications.
Pellegrini, A. D., Bartini, M. (2001): Dominance in early adolescent boys: Affiliative and aggressive dimension and possible functions. Merrill- Palmer Quarterly, 47, 142-163.
Révész Gy. (2007): Erőszak az iskolában [Bullying in School]. In. Péley B., Révész Gy.(szerk): Autonómia és identitás. Tanulmányok Kézdi Balázs 70. születésnapjára. Pannónia Könyvek, Pécs, 162-179.
Smith, P. K., Madsen, K. C., Moody, K. C. (1999): What causes the age decline in reports of being bullied at school? Toward a developmental analysis of risks of being bullied. Educational Research, 41, 267-285.
Thornberry, T. P. (1994): Violent families and youth violence (Office of Juvenile Justice and Deliquency Prevention Fact Sheet No. 21). Washington, DC: Department of Justice.
Tolan, P. H., Cromwell, R. E., Braswell, M. (1986): The application of family therapy to juvenile delinquency: A critical review of the literature. Family process, 15, 619-649.
Vaz, Cátia (2014 ): A BRINCAR E A RIR O BULLYING VAMOS PREVENIR. IX. CONGRESSO, NEUROCIÊNCIAS EDUCAÇÃO ESPECIAL
Wolke, D., Woods, S., Bloomfield, L., Karstadt, L. (2000): The association between direct and relational bullying and behavior problems among primary school children. Journal of Child Psychology and Psychiatry, 41, 989-1002.