000 04243nam a22005775i 4500
001 978-981-16-7676-5
003 MN-UlMNUE
005 20230202143332.0
007 cr nn 008mamaa
008 220112s2021 si | s |||| 0|eng d
020 _a9789811676765
024 7 _a10.1007/978-981-16-7676-5
_2doi
040 _aMN-UlMNUE
_bENG
_cMN-UlMNUE
_dMN-UlMNUE
_erda
041 _aENG
050 4 _aLC189-214.53
072 7 _aJN
_2bicssc
072 7 _aJHB
_2bicssc
072 7 _aEDU040000
_2bisacsh
072 7 _aJN
_2thema
072 7 _aJHB
_2thema
082 0 4 _a306.43
_223
100 1 _aShute, Rosalyn H.
_eauthor.
_0(orcid)0000-0002-7084-8328
_1https://orcid.org/0000-0002-7084-8328
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_92765
245 1 0 _aSchool Bullying and Marginalisation
_h[electronic resource] :
_bHarmonising Paradigms /
_cby Rosalyn H. Shute, Phillip T. Slee.
250 _a1st ed. 2021.
264 1 _aSingapore :
_bSpringer Nature Singapore :
_bImprint: Springer,
_c2021.
300 _aXIX, 307 p. 5 illus., 2 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aChapter 1. Introduction – What is Bullying, Anyway? -- Chapter 2. The Social Animal -- Chapter 3. Competition, Cooperation and the Self -- Chapter 4. Paradigm Lost -- Chapter 5. Individual and Family Factors: Do they Still Have a Role in Bullying? -- Chapter 6. The Social Jungle – Groups and Identity -- Chapter 7. Gossip, Reputations and Laughter -- Chapter 8. Being Marginalised -- Chapter 9. Coping and Resilience -- Chapter 10. Bullying Interventions – A Global Perspective and Local Case Study -- Chapter 11. Bullying as a Moral Issue -- Chapter 12. Complexity, Schools and Bullying -- Chapter 13. Paradigm Regained – The Integrated Bullying Framework -- Chapter 14. Towards Complex Adaptive Systems -- Chapter 15. Practising in the Social Jungle -- Chapter 16. Getting Creative – Further Ideas for Practice -- Chapter 17. To be written and named - Overview chapter by Grace Skrzypiec.
520 _aThis book addresses, and seeks to harmonise, different paradigms for understanding school bullying. It sets out to examine two paradigms for conceptualising bullying, and the worldviews that underpin them. It uses a complex systems perspective to bring the two paradigms together in a holistic fashion. By doing so, it creates an integrated framework for conceptualising the many individual, relational and societal factors that are in dynamic interaction and play a part in promoting or reducing school bullying. This book draws upon a number of disciplines by way of background, including evolutionary, child development and social psychological theories of group behaviour and identity. It proposes that the human need for belonging is central to understanding bullying, and situates the topic within an understanding of gender and children’s human rights, bringing philosophical and moral perspectives to bear. It discusses practical ways forward, presents a systemic approach to bullying and application of complex adaptive systems methods to bullying research and evaluation. It serves as an introduction to such methods and suggests further creative ideas for policy, intervention practice, and teacher education about bullying.
650 0 _aEducational sociology.
650 0 _aEducational psychology.
650 0 _aInclusive education.
650 0 _aTeachers—Training of.
_91408
650 1 4 _aSociology of Education.
650 2 4 _aEducational Psychology.
650 2 4 _aInclusive Education.
650 2 4 _aTeaching and Teacher Education.
_91412
700 1 _aSlee, Phillip T.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_92766
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9789811676758
776 0 8 _iPrinted edition:
_z9789811676772
776 0 8 _iPrinted edition:
_z9789811676789
856 4 0 _uhttps://doi.org/10.1007/978-981-16-7676-5
942 _2ddc
_cEBOOK
999 _c105634
_d105634