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dc.rights.licenseAttribution-NonCommercial-NoDerivs Creative Common License (BY-NC-ND)
dc.contributor.authorJones, Sianen
dc.contributor.authorManstead, Antony S. R.en
dc.contributor.authorLivingstone, Andrew G.en
dc.date.accessioned2019-02-19T16:16:12Z
dc.date.available2019-02-19T16:16:12Z
dc.date.issued2014-04-25
dc.identifier.citationJones, S., Manstead, A. S. R. & Livingstone, A. G. (2014) Bullying and belonging: Teachers’ reports of school aggression. Frontline Learning Research, 2 (1), pp. 64-77.en
dc.identifier.issn2295-3159en
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/9351
dc.identifier.urihttp://dx.doi.org/10.14786/flr.v2i1.80
dc.descriptionSian Jones - ORCID: 0000-0002-2399-1017 https://orcid.org/0000-0002-2399-1017en
dc.description.abstractResearch on bullying has confirmed that social identity processes and group-based emotions are pertinent to children’s responses to bullying. However, such research has been done largely with child participants, has been quantitative in nature, and has often relied on scenarios to portray bullying. The present paper departs from this methodology by examining group processes in qualitative reports of bullying provided by teachers. Fifty-one teachers completed an internet-based survey about a bullying incident at a school where they worked. Thematic analysis of survey responses concerned two core themes in the reports: (a) children ganging up on another child and (b) children sticking together to protect each other. There was evidence that children act in specific ways, in line with social identity processes, in order to support or resist bullying. There was also evidence that teachers understand bullying to be a group phenomenon. The implications of these findings for anti-bullying interventions are discussed.en
dc.description.sponsorshipThe first author gratefully acknowledges support from the Economic and Social Research Council (award number: PTA-031-2006-00548). The third author would like to thank the Leverhulme Trust (ECF/2007/0050) for their support.en
dc.format.extent64-77en
dc.language.isoenen
dc.publisherEuropean Association for Research on Learning and Instruction (EARLI)en
dc.relation.ispartofFrontline Learning Researchen
dc.rights© 2014 The Authors
dc.subjectBullyingen
dc.subjectTeachersen
dc.subjectGroup Processesen
dc.subjectSocial Identityen
dc.titleBullying and belonging: Teachers’ reports of school aggressionen
dc.typeArticleen
dcterms.accessRightspublic
dcterms.dateAccepted2014-03-03
dc.description.volume2en
dc.description.ispublishedpub
rioxxterms.typeJournal Article/Reviewen
rioxxterms.publicationdate2014-04-25
refterms.dateFCA2014-04-25
refterms.dateFCD2019-02-19
refterms.depositExceptionpublishedGoldOAen
refterms.accessExceptionNAen
refterms.technicalExceptionNAen
refterms.panelUnspecifieden
qmu.authorJones, Sianen
qmu.centreCentre for Applied Social Sciencesen
dc.description.statuspub
dc.description.number1en
refterms.versionVoRen
refterms.dateDeposit2019-02-19


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