School bullying in different cultures : Eastern and Western perspectives / edited by Peter K. Smith, Keumjoo Kwak and Yuichi Toda.

Published
  • Cambridge : Cambridge University Press 2016
Physical description
1 online resource (xxii, 422 pages) : digital, PDF file(s).
ISBN
  • 9781139410878
  • 9781107031890
Notes
  • Title from publisher's bibliographic system (viewed on 05 Apr 2016).
  • Includes bibliographical references and index.
  • Service provider: Cambridge University Press (EBA)
  • Other format: Also available in printed form.
  • Reproduction available: Electronic reproduction. Askews and Holts. Mode of access: World Wide Web.
  • Mode of access: World Wide Web
  • English
  • Available in electronic full text to members of the University via the Library web catalogue.
  • Description based on publisher supplied metadata and other sources.
  • Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Audience
  • Specialized.
Contents
  • Cover -- Half-title -- Title page -- Copyright information -- Table of contents -- List of Figures -- List of Tables -- List of Contributors -- Preface -- Foreword -- Foreword -- Part I Social awareness and research on bullying and cyberbullying -- Part II Direct cross-national data comparisons -- Part III Issues in cross-national comparisons -- Part IV Practical measures to reduce bullying problems -- Part V Conclusions -- Index -- 20 Reflections on bullying in eastern and western perspectives -- 19 Interventions against bullying in Hong Kong -- 18 Interventions against bullying in mainland China -- 16 Actions against ijime and net-ijime in Japan -- 17 Intervention programs in South Korea -- 15 Actions to prevent bullying in western countries -- 14 Linguistic issues in studying bullying-related phenomena: Data from a revised cartoon task -- 13 Individualism/collectivism as predictors of relational and physical victimization in Japan and Austria -- 11 Theoretical and methodological issues in making cross-national and cross-cultural comparisons -- 12 Educational systems: A basis for some comparative perspectives -- 8 Comparisons between English bullying and Japanese ijime -- 7 Bullying in Hong Kong schools -- 9 Children's experience of and attitudes towards bullying and victimization: A cross-cultural comparison between China and England -- 10 Peer support in England, Japan and South Korea -- 6 Research on school bullying in mainland China -- 1 Research on bullying in schools in European countries -- 2 Research on bullying in North America -- 3 Research on bullying in schools in Australasia -- 4 Bullying (Ijime) and related problems in Japan: history and research -- 5 The Korean research tradition on wang-ta -- History of terms for bullying -- References -- References -- Characteristics -- Ijime studies in Japan
  • Important research concerns -- A short history of ijime -- The nature of ijime -- New Zealand -- Australia -- Important contributions -- Cyberbullying -- Future directions -- Research on bullying in North America -- Theoretical contributions -- Consequences of involvement in bullying -- Summary -- References -- Origins and definition -- History of research in Europe: (1) Scandinavia, the Netherlands -- History of research: (2) United Kingdom -- History of research: (3) other countries in Europe -- Some research findings -- Etymological research of qifu -- Characteristics of school bullying and victimization in mainland China -- Perceptions of bullying -- Factors related to bullying involvement -- Some empirical findings -- Conclusions -- References -- The socio-ecology of bullies and victims -- Children's attitudes against bullying -- Adjustment of bullies and victims -- Bullying or qifu and Chinese culture -- Conclusions -- References -- The nature of peer support -- Peer support in England -- Peer support in Japan -- Overall comments -- Overall conclusion -- References -- Discussion -- Chinese cultures and bullying/victimization among Chinese children -- English culture and bullying/victimization among English children -- Summary and aims of the current study -- Methods -- Results -- What is school bullying in Hong Kong? -- Background of interest in the topic -- Prevalence of school bullying in Hong Kong -- Societal attitudes towards school bullying -- The emergence of cyberbullying -- Prevalence and basic nature of bullying/ijime -- Typical characteristics of bullies and victims -- Victim-blaming tendency and negativity of victims -- Coping strategies -- Friendship formation and relevance to bullying/ijime behaviour -- Conclusion: some limitations and implications -- References
  • Economic and international context -- Responsibility for schooling and types of schooling available in each country -- Levels of education: an international standard classification of education -- Levels of education and student age -- The school years and compulsory education -- School enrolment rates -- Student cohorting and year groupings -- School year grouping and level of education -- School groupings for secondary education -- Organisational structures for education -- School transfer -- School size -- Class size -- Duration and structure of the school day -- Break times and their supervision -- Summary and concluding comments -- References -- What are cross-cultural differences? -- General approaches in studying psychological phenomena within and across cultures -- Equivalence and bias issues in cross-cultural research -- Conclusions -- References -- Peer support in South Korea -- A cross-cultural perspective on peer support as an anti-bullying approach -- References -- References -- Measuring individualism and collectivism in adolescents -- Cross-cultural research on victimization -- Individualism/collectivism as predictors of victimization -- Results -- Discussion -- Method -- References -- References -- Etic and emic approaches -- Structured questionnaire approaches in studying bullying -- The Cartoon Test -- Other studies using the cartoon task -- Examining social exclusion further -- The expanded cartoon test -- Selected findings -- Summary -- References -- Anti-bullying interventions in England -- History of intervention programs in South Korea -- The status of school violence prevention program in South Korea -- Prevention programs in South Korea -- Conclusions -- References -- Actions by the Government -- Actions against ijime at school -- Non-school based approach
  • Actions against net-ijime at school -- Issues to be addressed for actions against ijime / net-ijime in Japan -- Conclusions -- References -- Interventions in North America -- Interventions in Australasia -- Program interventions in Western Europe -- Conclusions -- References -- Research design -- Participants -- Results -- A comparison of different approaches -- Using a Restorative Whole-school approach -- Suggestions for future directions -- Legislative effort and responsibilities of the Education Bureau (EDB) -- Intervention measures -- Some similarities in the phenomena -- Some differences in the phenomena -- Discussion -- References -- Summary of the situation in Hong Kong -- References -- Explaining cultural differences -- How do these similarities/differences impact on intervention, and how should they? -- Summary and prospects for the future -- References -- Overviews and meta-analyses of large-scale interventions -- Linguistic issues and measurement issues -- Societal factors - economic level and social inequality -- Societal factors - Hofstede and other dimensions -- Gelfand: tight and loose cultures -- Definitional issues and language terms -- Types of bullying, who bullies whom and where bullying happens -- Prevalence rates and cross-national surveys -- Ratio of bullies to victims -- Coping strategies -- Attitudes and awareness -- Building Harmonious School Environments Together2004 -- Building Harmonious School Environments Together - zero tolerance of bullying in schools - 2010 -- Project CARE: Child and Adolescents at Risk Education 2006-2011 -- P.A.T.H.S. to Adulthood 2004-8, 2009-12, 2013-now -- Be Net-wise 2009-10 -- English-speaking schools in Hong Kong -- Localize coping strategies for Chinese school children -- Traditional or Confucius value re-visited - forgiveness -- Parent education
  • Percentage of children being victimized on the way to school and on the way home from school -- Severity of children being bullied on the way to school and on the way back home from school -- Victimization in the school setting -- The Olweus Bullying Prevention Program (OBPP) -- The KiVa program -- New Zealand -- Australia -- Canadian programs -- Bullying prevention programs in the United States -- Prevention programs for all students -- Prevention programs for victims and bullies -- Prevention types -- Prevention program categories -- Bullying and the law -- The Sheffield project -- Proactive strategies -- Peer support schemes -- Reactive strategies -- Participants -- In this section, we want to know what you think about various topics. Please think about your own opinion. -- Self-Group Distinction as a measure for I/C -- Group nature of relational and physical victimization -- Cross-national level differences in relational and physical victimization -- Levels of self-group distinction (I/C) -- Perceived number of perpetrators of relational and physical victimization -- Self-Group Distinction (I/C) as predictor of relational and physical victimization -- Measurement models -- Hypothesis 1: levels of the self-group distinction (I/C) -- Hypothesis 4: individual levels of the self-group distinction (I/C) as predictors of victimization -- Reference group effects -- Utilizing forced-choice measures for cross-cultural comparisons -- Conclusions -- The concept of readiness: integrating peer support into whole-school policies -- Equivalence -- Bias -- A recent cross-cities survey on cyberbullying -- Family context -- Can teachers and schools be part of the problem? -- Legislative effort and responsibilities of the Education Bureau
  • Prevalence of bullying/victimization roles among Chinese and English students in primary and secondary schools
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Genre
  • Cross-cultural studies.
  • Electronic books.
  • text
Language
  • English
Related Internet Resources

Summary

  • School bullying is widely recognised as an international problem, but publications have focussed on the Western tradition of research. A long tradition of research in Japan and South Korea, and more recently in mainland China and Hong Kong, has had much less exposure. There are important and interesting differences in the nature of school bullying in Eastern and Western countries, as the first two parts of this book demonstrate. The third part examines possible reasons for these differences - methodological issues, school systems, societal values and linguistic issues. The final part looks at the implications for interventions to reduce school bullying and what we can learn from experiences in other countries. This is the first volume to bring together these perspectives on school bullying from a range of Eastern as well as Western countries.

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