TITLE

The Influence of a Deprived Environment in Violence and Bullying in a High School

AUTHOR(S)
Aróstegui, José Luis; Arráez, Juan Miguel
PUB. DATE
November 2005
SOURCE
International Journal of Learning;2005/2006, Vol. 12 Issue 7, p151
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Bullying and school violence are worldwide problems which have negative consequences on the school's atmosphere in general and, more specifically, on the students' learning process. Bullying can also have negative lifelong consequences, both for bully students and for their victims. Bullying-related problems have been taken into consideration and further on discussed in environments where a formal schooling exists. A first research approach for this issue has been based on defining, making visible and quantifying those types of behaviour regarded as ‘conflict-generating.’ These empirical studies have most of all employed descriptive tools such as questionnaires or systematic observations, as well as cause-effect experimental enquiries. There have also been bullying-prevention programs to give students some training on emotions and values. These programs have been based on ‘school-conflict’ theories. More recently there have been some research works made from cultural studies focusing on which elements of a cultural model promote or diminish harassment. Our objective was to acknowledge the cultural patterns emerging out of school conflicts. We tried to find out the meaning and consequences of such cultural patterns for the construction of personal identities in school contexts. The aim of recognizing the affective and cognitive representations of these cultural elements for school participants was also pursued. We pursued to identify the different speeches that students, teachers, parents and staff members did show as to what types of behaviour would in their opinion be considered as bullying, and which would be the bases of conflict and/or violence at Secondary School centres in Spain. There seems to be an increasing concern for bullying and school violence due to the significant rise in the number of cases of violence, more specifically in Secondary Education centres. In the case of Spain, no educational responses at large have been offered to tackle these problems so far. The changes experienced in the social, economic, cultural, and familial environments have had an impact on school settings. To the extent that it could be argued that violence—be it subtle or explicit—has somehow come to be another characteristic of our everyday life. Research would be most needed to produce the necessary knowledge in order to tackle this problem. With this paper our intention is to contribute to this production by a case-study research method. Our focus was on the instructional context from an interpretative point of view. On the one hand, attention was paid to the different groups involved in the general school context, mainly teachers and students, also parents, curriculum contents and stakeholders. On the other, language and social constructs were targeted in order to help us understand the conditions in which interactions among participants were produced. We found qualitative research to be the most appropriate way to follow our purposes. Six case studies were carried out in different Secondary-Education schools across Spain, mainly centres located in economically-deprived areas. In this paper we will report on the situation in one of them. We made sure to cover both formal and informal contexts, in which violence and bullying might be present in one way or another: classrooms, breaks, teachers' meetings, official meetings, et cetera. When drafting the report, we tried to give an explanation for the different perspectives and to offer suggestions in a non-intrusive way.…
ACCESSION #
24953809

 

Related Articles

  • SPEAKING UP FOR SAFETY. VINING LASHER, NEILL // Jacksonville Magazine;Nov2012, Vol. 28 Issue 10, p38 

    The article focuses on issues related to bullying in schools in Florida. Bonnie Upright, a mother in Orange Park, narrates her daughter's experience of being bullied by a group of boys at school. Valerie Brink, a licensed mental health counselor, highlights common signs that a child is being...

  • Adult Bullying. WEBER, MICHAEL R. // Education Digest;Mar2015, Vol. 80 Issue 7, p32 

    The article discusses the growing issue of adult bullying in schools across the U.S. It discusses the different types of adult bully including the ones which is characterized by an inferiority complex, lack of compassion or remorse for their harassing and negative behavior, and a personality...

  • School Violence in New Zealand: An Overview. Mather, Zane // New Zealand Points of View: School Violence in New Zealand;12/1/2018, p1 

    General information regarding school violence in New Zealand is presented. A brief history of school violence is presented which discusses corporal punishment, the rise in bullying, and the threat posed by gangs. Educational policies and programmes to prevent bullying are examined and social...

  • Point: School Violence Can be Stopped by the Use of Progressive Discipline. Renneboog, Richard // Canadian Points of View: School Violence;2017, p2 

    The article presents an argument for addressing the causes of school violence. The author argues the use of progressive discipline methods will reduce violent incidents in Canadian schools. The zero tolerance policy regarding violent behaviour is discussed. Particular focus is given to...

  • School Violence: Overview. Driscoll, Sally; Geier, Denise B. // Points of View: School Violence;6/1/2018, p1 

    The article examines the debate over the methods used for addressing the problem of school violence in the U.S. Critics claim that imposing stricter gun control laws on the youth will be ineffective, since statistics from the Federal Bureau of Investigation (FBI) indicate that knives are used...

  • A FEMINIST REFRAMING OF BULLYING AND HARASSMENT: TRANSFORMING SCHOOLS THROUGH CRITICAL PEDAGOGY. Meyer, Elizabeth J. // McGill Journal of Education;Winter2008, Vol. 43 Issue 1, p33 

    This article aims to reformulate existing understandings of bullying behaviours in secondary schools, by applying a critical feminist lens to patterns of verbal and psychological harassment among students. Through this understanding, educators may better understand the causes of (hetero)sexist,...

  • Bullying vertical: variables predictivas de la violencia escolar. Castedo, Antonio López; Alonso, José Domínguez; Roales, Enrique Álvarez // Revista de Investigación en Educación;2010, p24 

    The current socioeducational debate is about the generally known as school violence. The central objective of the study is to know the predictibilidad of certain sociodemographic variables respect violence in the educational centers of secondary education. For this, is used a methodology of...

  • Tucson event to take on problem on school bullying. Wadding, Megan // Echo Magazine;9/16/2010, Vol. 21 Issue 26, p20 

    The article offers information on the Anti-LGBT Bullying Awareness Event, organized by Wingspan Community Center's Anti-Violence Program, to be held at the Tucson Young Women's Christian Association (YWCA) in Arizona on September 23, 2010.

  • COMPREHENSION AND STRATEGIC TACKLING OF BULLYING PHENOMEN IN SCHOOLS (CASE STUDY: I AM NOT SCARED PROJECT). COLIBABA, Ştefan; GAVRILĂ, Camelia; CLEMINTE, Andreea; ROTUNDU, Elvira; MUNTEANU, Nicoleta // Agronomy Series of Scientific Research / Lucrari Stiintifice Ser;2012, Vol. 55 Issue 2, Supp, p149 

    The I am not scared project intends to identify the best European strategies to prevent and combat the bullying phenomenon and involve Secondary school and Vocational Education teachers, Directors Pupils, Parents and key policy makers in the field of education in a common reflection based on a...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics