000			02924nam a2200409 a 4500
001			EBC691818
003			MiAaPQ
005			20240120132454.0
006			m o d |
007			cr cn|||||||||
008			101025s2011 enka s 000 0 eng d
010			_z 2010045747
020			_z9780521889711 (hardback)
020			_a9781139079334 (electronic bk.)
035			_a(MiAaPQ)EBC691818
035			_a(Au-PeEL)EBL691818
035			_a(CaPaEBR)ebr10470821
035			_a(CaONFJC)MIL311296
035			_a(OCoLC)727649202
040			_aMiAaPQ _cMiAaPQ _dMiAaPQ
050		4	_aLB3013.3 _b.D59 2011
082	0	4	_a371.5/8 _222
100	1		_aDixon, Roz.
245	1	0	_aRethinking school bullying _h[electronic resource] : _btowards an integrated model / _cRoz Dixon ; with an introductory chapter by Peter K. Smith.
260			_aCambridge ; _aNew York : _bCambridge University Press, _c2011.
300			_aviii, 230 p. : _bill.
505	8		_aMachine generated contents note: Introduction; 1. Bullying in schools: the research background; 2. Understanding schools as systems; 3. Bullying in groups: ostracism and scapegoating; 4. Developing an integrated, systemic model of school bullying; 5. Building personal bodies of knowledge to support research and practice; 6. Building a public body of knowledge to support research and practice; 7. Conclusion.
520			_a"What would make anti-bullying initiatives more successful? This book offers a new approach to the problem of school bullying. The question of what constitutes a useful theory of bullying is considered and suggestions are made as to how priorities for future research might be identified. The integrated, systemic model of school bullying introduced in this book is based on four qualitative studies and incorporates theory from systemic thinking; cognitive, social, developmental and psychoanalytic psychology; sociology, socio-biology and ethology. The possible functions served by bullying behaviour are explored. Consideration is also given to the potential role of unconscious as well as conscious processes in bullying. The model suggests a number of causal processes within one-to-one relationships and peer groups, and highlights factors within individuals and schools that shape the form, intensity and duration of bullying behaviour in practice. The issue of 'difference' is also addressed, focusing on childhood deafness"-- _cProvided by publisher.
533			_aElectronic reproduction. Ann Arbor, MI : ProQuest, 2015. Available via World Wide Web. Access may be limited to ProQuest affiliated libraries.
650		0	_aBullying _xPrevention.
650		0	_aBullying in schools.
650		0	_aSchool children _xConduct of life.
650		0	_aSchool violence.
655		4	_aElectronic books.
710	2		_aProQuest (Firm)
856	4	0	_uhttps://ebookcentral.proquest.com/lib/bacm-ebooks/detail.action?docID=691818 _zClick to View
999			_c64250 _d64250