Claire P. Monks - Bullying in Different Contexts
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Bullying has a tendency to be associated with aggression between children in the playground, but bullying and abuse can also be observed in other social settings. Bullying in Different Contexts brings together, for the first time, leading international researchers to discuss these behaviours in a wide range of settings, including preschool, school, the home, residential care, prisons, the workplace and cyberspace. The authors provide background to the different contexts, discuss the impact and types of interpersonal aggression and the characteristics of those involved. A final chapter collates the findings from each context to draw conclusions on the similarities and differences between the behaviours, risk factors for involvement and theoretical approaches to explain bullying. This original volume will further our understanding of bullying and inform preventative and intervention work. The authors seek to show how research from diverse settings may inform our understanding of the bullying phenomenon as a whole.
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Claire P. Monks
Jessie Klein
Sam Navarre
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Bullying in Different Contexts
Bullying has a tendency to be associated with aggression between children in the playground, but bullying and abuse can also be observed in other social settings. Bullying in Different Contexts brings together, for the first time, leading international researchers to discuss these behaviours in a wide range of settings, including preschool, school, the home, residential care, prisons, the workplace and cyberspace. The authors provide background to the different contexts and discuss the impact and types of interpersonal aggression and the characteristics of those involved. A final chapter collates the findings from each context to draw conclusions on the similarities and differences between the behaviours, risk factors for involvement and theoretical approaches to explain bullying. This original volume will further our understanding of bullying and inform preventative and intervention work. The authors seek to show how research from diverse settings may inform our understanding of the bullying phenomenon as a whole.
CLAIRE P. MONKS is a Senior Lecturer in Developmental Psychology and a member of the Research Centre for Children, Schools and Families at the University of Greenwich.
IAIN COYNE is an Associate Professor in Occupational Psychology in the Institute of Work, Health and Organisations at the University of Nottingham.
Bullying in Different Contexts
Edited by
Claire P. Monks
Iain Coyne
Iain Coyne
CAMBRIDGE UNIVERSITY PRESS
Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, So Paulo, Delhi, Dubai, Tokyo, Mexico City
Cambridge University Press
The Edinburgh Building, Cambridge CB2 8RU, UK
Published in the United States of America by Cambridge University Press, New York
www.cambridge.org
Information on this title: www.cambridge.org/9780521132596
Cambridge University Press 2011
This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.
First published 2011
Printed in the United Kingdom at the University Press, Cambridge
A catalogue record for this publication is available from the British Library
Library of Congress Cataloguing in Publication data
Bullying in different contexts / [edited by] Claire P. Monks, Iain Coyne.
p. cm.
Includes bibliographical references and index.
ISBN 978-0-521-13259-6 (pbk.) ISBN 978-0-521-11481-3 (hardback)
1. Bullying. I. Monks, Claire P. II. Coyne, Iain.
BF637.B85B8572 2011
302.3dc22
2010040407
Bullying in different contexts / [edited by] Claire P. Monks, Iain Coyne.
p. cm.
Includes bibliographical references and index.
ISBN 978-0-521-13259-6 (pbk.) ISBN 978-0-521-11481-3 (hardback)
1. Bullying. I. Monks, Claire P. II. Coyne, Iain.
BF637.B85B8572 2011
302.3dc22
2010040407
ISBN 978-0-521-11481-3 Hardback
ISBN 978-0-521-13259-6 Paperback
Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate.
To Graham and Alexander for all of your love and support (CPM)
To Emma, Amy and Joshua for their love, intelligence, humour and patience (IC)
Courage is fire, and bullying is smoke.
Benjamin Disraeli
No one can make you feel inferior without your consent.
Eleanor Roosevelt
Figures
Tables
Contributors
Parveen Azam Ali
is a PhD student and was awarded a coveted University of Sheffield studentship to research gender relations in the Pakistani household. Her work is being is co-supervised by Paul Naylor.
Christine Barter
is an NSPCC senior research fellow at the School for Policy Studies, University of Bristol. She has published widely on a range of childrens welfare issues and has also authored a number of methodological papers on including young people within social research. Christine undertook the first study on peer violence in residential childrens homes. Her most recent research, the first in the UK, explored young peoples experiences of partner exploitation and violence in their intimate relationships.
Kate Beamer
is a graduate student in the Department of Education at the University of Calgary, Canada. Her research interests centre on the education of undisclosed adolescent female child sexual abuse survivors using a hermeneutic model of narrative inquiry. She also works with Christine A. Walsh analysing research data on issues relating to womens poverty, homelessness and elder abuse.
Thomas Chesney
is a lecturer in Information Systems at Nottingham University Business School. He has a PhD in information systems from Brunel University, an MSc in informatics from Edinburgh University and a BSc in information management from the Queens University of Belfast. He is a fellow of the Higher Education Academy. His research interests centre on technology adoption in the home, particularly socialising in virtual worlds.
Gabrielle Daoust
is completing a masters degree in social work at the University of Calgary, Canada. She has assisted with community-based research projects exploring issues affecting youth and older adults in Ontario and Alberta. Her current research interests include processes of forgiveness and reconciliation in post-conflict communities.
Jane L. Ireland
is a professor in forensic aggression research, chartered psychologist, forensic psychologist and chartered scientist and fellow of the International Society for Research on Aggression. She published the first book on prison bullying in 2002, followed by the first edited book on this topic in 2005 and is responsible for over 60 publications, the majority of which are on bullying- or aggression-related topics.
Paul B. Naylor
is a senior research fellow in the Institute for Health Services Effectiveness, Aston Business School, Aston University. Since taking up a research career 12 years ago he has published more than 20 book chapters, web articles and peer-reviewed journal articles. Most of this work has been on bullying amongst children and anti-bullying peer-support systems in school, but also addresses workplace bullying and interpersonal racism.
Rosario Ortega
is a professor of psychology at the University of Cordoba, Spain. She has researched extensively into the causes and nature of interpersonal violence. She was director of two national projects (SAVE and ANDAVE) that created new models to prevent school bullying. She designed and co-ordinated the Educational Program for the Prevention of Bullying in Schools with the Andalucian government and is currently directing a project examining various forms of aggression and violence in Andalucian schools (VEA). She is a founding member of the European Observatory on Violence, the International Observatory, as well as the Observatory of Brazil and the Observatory of School Convivencia, recently created by the Spanish government. She has published numerous books and peer-reviewed journal articles in this area and has been an invited speaker at conferences as well as to government officials.
Laurie Petch
is a chartered educational psychologist, lecturer and co-course director for the doctoral course in educational and child psychology at the University of Sheffield. He currently practises as an educational psychologist with a local authority in the north of England. Lauries research interests centre on existential perspectives in applied educational psychology. His PhD examines school-based interventions for children with high anxiety.
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