Relevant bibliographies by topics / Physical bullying

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Physical bullying'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Physical bullying"

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Waya Sirly, Nun Ayu, and Nine Febrie Novitasari. "Bullying Portrayed in Mean Girls Movie." PIONEER: Journal of Language and Literature 9, no. 2 (December 22, 2017): 130. http://dx.doi.org/10.36841/pioneer.v9i2.453.

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Bullying is such a key problem in our schools and society because it impacts a large number of students of all races, genders, and socioeconomic statuses. Here the researcher identified types of bullying and described impacts of bullying in Mean Girls Movie. The data were in the form of utterances and actions implicated bullying in Mean Girls Movie. The steps to analyze the data were: identifying and classifying data based on the types of bullying used by The National Centre Againts Bullying (2010) and psychoanalysis from Freud (1973) in Storey (2009:91), describing impacts of bullying using theory of Righby (2003) in Darmawan (2010:23), and making conclusion based on the types and impacts of bullying in the Mean Girls Movie. The findings of the analysis reveal that there were twelve data which covered: four verbal bullying, one physical bullying, two psychological bullying, and five social bullying. Meanwhile, for the impacts of bullyings to the characters who get bullied, the researcher found low psychological well-being, poor social adjustment, and no response to the bullyings. The researcher expects the next researchers to do the analysis on bullying with other object of research and different relevant theories.
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Probowati, Andarini Rani, Aquarini Priyatna, and Hazbini Hazbini. "ISU PERUNDUNGAN DALAM LET’S SING WITH ME KARYA KKPK (KECIL-KECIL PUNYA KARYA)." ATAVISME 21, no. 1 (July 20, 2018): 81–92. http://dx.doi.org/10.24257/atavisme.v21i1.426.81-92.

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This paper aims to show the issues of bullyingin Let’s Sing With Me (2013) written by KKPK (Kecil-Kecil Punya Karya). The acts of bullying are conducted by female characters towards her female peers. The bullying caused by envious feeling among characters takes forms of discrediting, insulting, and name calling. Narrative strategy theories proposed by Mieke Bal (2009), Fludernik (1997), and Priyatna (2010) were used to discuss the issues of bullying. The focalisator’s analysis shows the existing issues of bullying represented through the attitudes of female characters as the perpetrators and victims of bullying. The results of this study indicate the presence of harassment that is portrayed specifically through female characters. The acts of bullying described are parts of the verbal, physical, and social categories of bullying. This research also found that the narrator takes neither sides, the victims nor the perpetrators. Thus, it can be argued that the novel takes a passive stance against bullying in a way that it even lets bullying to occur.
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MUNIR, MUHAMMAD, MAJID ALI, and SYED KARIM HAIDER. "Investigating Personality Traits as the Antecedents of Workplace Bullying." International Review of Management and Business Research 10, no. 1 (March 8, 2021): 135–49. http://dx.doi.org/10.30543/10-1(2021)-11.

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There is an ample body of knowledge showing significant association between five factor model (FFM) of personality traits and workplace bullying, yet exploring cause-and-effect relationship between them is still under addressed. To address this issue, current study has analyzed personality traits of Five-Factor Model as a potential antecedent of workplace bullying and its three sub-facets (verbal bullying, social bullying and physical bullying). Study analyzed responses of 266 respondents to draw inferences. Simple random sampling technique was used to collect data from the respondents. Correlation analysis showed a positive association of extraversion with physical bullying; negative association of agreeableness with workplace bullying, verbal bullying, social bullying and physical bullying; negative association of conscientiousness with workplace bullying, verbal bullying, social bullying and physical bullying; and negative association of emotional stability with physical bullying. Results of regression analysis showed significant effect of agreeableness, conscientiousness and openness to experiences on workplace bullying, verbal bullying, social bullying and physical bullying. Current study has identified personality as an important predictor of workplace bullying through which organizations may control incidence of bullying at their workplace environments. Current study also has highlighted important insights for future research directions. Keywords: Five Factor Model (FFM), Personality Traits, Workplace Bullying, Physical Bullying, Verbal Bullying, Social Bullying.
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Newman, Byron Y. "Bullying: Emotional and physical terrorism." Optometry - Journal of the American Optometric Association 78, no. 11 (November 2007): 567–68. http://dx.doi.org/10.1016/j.optm.2007.09.007.

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Ye, Liang, Hany Ferdinando, Tapio Seppänen, and Esko Alasaarela. "Physical Violence Detection for Preventing School Bullying." Advances in Artificial Intelligence 2014 (August 24, 2014): 1–9. http://dx.doi.org/10.1155/2014/740358.

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School bullying is a serious problem among teenagers, causing depression, dropping out of school, or even suicide. It is thus important to develop antibullying methods. This paper proposes a physical bullying detection method based on activity recognition. The architecture of the physical violence detection system is described, and a Fuzzy Multithreshold classifier is developed to detect physical bullying behaviour, including pushing, hitting, and shaking. Importantly, the application has the capability of distinguishing these types of behaviour from such everyday activities as running, walking, falling, or doing push-ups. To accomplish this, the method uses acceleration and gyro signals. Experimental data were gathered by role playing school bullying scenarios and by doing daily-life activities. The simulations achieved an average classification accuracy of 92%, which is a promising result for smartphone-based detection of physical bullying.
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Gusho, Leticja PAPA. "Relationship between Physical Bullying and Age in Albanian Teenagers." European Journal of Social Sciences Education and Research 4, no. 1 (August 30, 2015): 166. http://dx.doi.org/10.26417/ejser.v4i1.p166-171.

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Each year millions of children and teenagers experience the humiliation and devastating effects of bullying. According to different studies bullying begins in preschool years, peeks in early adolescence, and continues, but with less frequency, into the high school years. The main aim of this paper is to examine the relationship between physical bullying and age in Albanian teenagers. The participants in this study were 400 students of senior year from High Schools of Tirana, Shkodra, Elbasan, Durrës and Korça. The approach for this study was quantitative and statistical analyses for this research were performed using the SPSS program. For gathering the data the retrospective bullying questionnaire was used. For this article only closed-ended questions are considered. The relationship between the perceptions of senior students about physical bullying and their age was revealed using Spearman’s rho coefficient correlation. In conclusion, from the statistical analysis it was revealed that there is a strong negative correlation between the physical bullying and age, rs =.-865, n = 400, p = .000; p .0005, that indicates that growth in age strongly correlates with the decrease of physical bullying.
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Karpinski, Aryn C., Laura C. Dzurec, Shawn M. Fitzgerald, Gail E. Bromley, and Timothy W. Meyers. "Examining the Factor Structure of the Pain Catastrophizing Scale (PCS) as a Measure of Victim Response to the Psychological Pain of Subtle Workplace Bullying." Journal of Nursing Measurement 21, no. 2 (2013): 264–83. http://dx.doi.org/10.1891/1061-3749.21.2.264.

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Background and Purpose: Literature addressing victim–bully dynamics suggests that subtle bullying is prevalent in health care, both in practice and educational settings. The complex dynamics of workplace bullying complicate its assessment. The purpose was to investigate the factor structure of the Pain Catastrophizing Scale (PCS) for modeling victim responses to subtle workplace bullying. Methods: Nursing faculty members from multiple Midwestern universities (N = 116) completed the PCS online. Results: The 3-factor PCS structure (i.e., Rumination, Helplessness, Magnification) developed to describe victim response to chronic physical pain was useful in describing victim response to the chronic psychological pain of bullying via confirmatory factor analysis (CFA). Conclusions: With minor modifications, the PCS represented the construct of victim response to bullying’s psychological pain.
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Mohan, Tharishini A/p Mana, and Abu Yazid Abu Bakar. "A systematic literature review on the effects of bullying at school." SCHOULID: Indonesian Journal of School Counseling 6, no. 1 (February 19, 2021): 35. http://dx.doi.org/10.23916/08747011.

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Bullying is a severe problem that is experienced, especially in schools. Children belong to the same social group, but some feel powerful than others and therefore take advantage of them to physically or verbally abuse them. Many institutions are aware, but most cases are not handled because most victims do not report. Therefore, only physical bullying is addressed as the impacts can be easily seen by adults. Various articles were analyzed to illustrate the different effects of bullying on the bully, the victim, and those around. The results demonstrate that bullying results in emotional, physical, and health effects and affects a victim's academic performance.
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Bauman, Sheri, and Adrienne Del Rio. "Preservice Teachers' Responses to Bullying Scenarios: Comparing Physical, Verbal, and Relational Bullying." Journal of Educational Psychology 98, no. 1 (2006): 219–31. http://dx.doi.org/10.1037/0022-0663.98.1.219.

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Purnama, Fadhilah, Herman Herman, and Syamsuardi Saodi. "Perilaku Bullying Pada Anak Di Taman Kanak-Kanak Aisyiyah Bustanul Athfal I Cabang Bara-Baraya Kota Makassar." Publikasi Pendidikan 8, no. 1 (February 12, 2018): 41. http://dx.doi.org/10.26858/publikan.v8i1.4480.

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The objective of this reserach is to collect information about the bullying behavior of children in kindergarten Aisyiyah Bustanul Athfal I Bara-Baraya Branch of Makassar City. This research used qualitative approach and qualitative descriptive research. The subject of research is the child in Kindergarten Aisyiyah Bustanul Athfal I Bara-Baraya Branch of Makassar City in group B with the number of students 23. Data collections in this research are observation, interview and documentation. Results of research on Bullying Behavior in Children in Kindergarten Aisyiyah Bustanul Athfal I Bara-Baraya Branch of Makassar City shows there is bullying behavior in the form of bullying verbal and physical bullying. The number of dominant Bullying cases occurring is physical Bullying behavior of hitting, kicking, robbing, pushing, destroying, twisting arms, throwing and threatening compared to the number of cases of verbal Bullying behavior in the form of calling by other names and mocking. In terms of verbal bullying behavior is generally more experienced by girls than boys, while for physical bullying behavior experienced more by boys than girls. Then Performers in verbal and physical bullying behavior are generally done by boys compared to girls.
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Dissertations / Theses on the topic "Physical bullying"

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Hällström, Jessica, and Therese Olsson. "The Impact of Personality Traits and Physical Punishment on Bullying." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67648.

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Bullying is a phenomenon occurring all over the world. Previous research shows that youthswho are being physically punished by their parents are at higher risk for being involved inbullying. There are four groups when it comes to bullying, the neutrals, bullies, victims, andbully-victims. A limitation of previous research was that no one has examined why youthswho are being exposed to physical punishment by their parents often become a part ofbullying. Our focus was on the four bullying groups of youths in the ages 13 to 15. Weproposed that in order to understand how parents’ use of physical punishment against theiryouths is connected with being a bully or a victim at school, we need to take the personalitytraits self-esteem and impulsivity under consideration. The results showed that when parentsused physical punishment against their youths and the youths had certain personality traits,the risk for being a part of bullying increased. In conclusion, the youths were at higher risk ofbeing victims of bullying if they had low self-esteem, they were at higher risk of being bulliesif they were impulsive, and they were at higher risk of being bully-victims if they were bothimpulsive and had low self-esteem, meaning that we need to investigate further differentpersonality traits and their effect on youths bullying involvement in school.
Mobbning är ett fenomen som inträffar över hela världen. Tidigare forskning visar att närungdomar blir fysiskt bestraffade av sina föräldrar ökar risken för inblandning i mobbning.Det finns fyra grupper när det kommer till mobbning, de neutrala, mobbare, offer och bullyvictims.En svaghet med tidigare forskning var att ingen har undersökt hur inblandning imobbning ser ut för dem som blir utsatta för fysisk bestraffning av sina föräldrar. Vårt fokusvar på de fyra grupperna inom mobbning för ungdomar mellan åldrarna 13 till 15. Viföreslår att för att förstå hur föräldrars fysiska bestraffning på sina ungdomar hängersamman med att vara mobbare eller offer i skolan, behöver man ta hänsyn till ungdomarnassjälvkänsla och impulsivitet. Resultaten visade att om föräldrar slår sina ungdomar samt omungdomarna besitter en viss typ av personlighetsdrag, ökar risken för att de blir inblandade imobbning. Sammanfattningsvis, ungdomarna riskerade att bli offer för mobbning om de hadedåligt självförtroende, de riskerade att bli mobbare om de var impulsiva, och de riskerade attbli bully-victims om de samtidigt hade dåligt självförtroende och var impulsiva. Detta innebäratt vi behöver fortsätta undersöka olika personlighetsdrag och deras påverkan på ungdomarsinblandning inom mobbning i skolan.
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Spruill, Brent. "Association Among Bullying, Excessive Television Watching, and Physical Activity Among Adolescents." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/482.

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Increasing obesity rates among adolescents in the State of Massachusetts are of concern to public-health professionals. High bullying rates may contribute to obesity. Guided by Maslow's safety component and Bandura's social-cognitive theory, this study investigated a relationship between hours spent television watching, bullying, and meeting physical-activity guidelines among Massachusetts adolescents. The association between the dependent variable--physical inactivity--and the independent variables--hours spent watching television andbullying--was explored using data from the 2009 Massachusetts Youth Risk Behavior Survey. Participants were 2,601 Massachusetts adolescents aged 13 to 18. Statistical analysis included chi-square, the Kruskal-Wallis Test, Mann-Whitney U, and Spearman correlation. Results revealed a significant negative correlation between television watching and physical activity, suggesting that the more hours students spent watching television, the less active they tended to be. The Kruskal-Wallis test showed a significant difference in hours of television watching by level of physical activity. To determine where the statistical differences lay, 3 pairwise Mann-Whitney U tests were conducted; 2 were shown to be statistically significant. Physical activity and bullying were significantly associated. The results of the Mann-Whitney U test were significant, indicating that levels of activity for students who were not bullied were higher than those for students who were bullied. The social-change potential of this study is a better understanding of the relationship between bullying and physical inactivity among public health professionals in an increased effort to remove barriers to physical inactivity, help limit bullying, and increase health and welfare of adolescents.
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Wijtenburg, Lidwina Helena. "Parent and Teacher Attitudes Toward Bullying in School." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/425.

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Parent and Teacher Attitudes Toward Bullying in School by Lidwina Wijtenburg MA, Walden University, 2008 BS, Florida Atlantic University, 2005 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy School Psychology Walden University March 2015 Bullying is a problem in elementary schools and has been shown to negatively affect a student's academic performance, friendships, and attitudes towards bullying. Previous research has indicated that parents' and teachers' attitudes toward bullying and victimization can influence elementary children's views of bullying, yet little research has compared parents' and teachers' attitudes toward these bullying behaviors of children in elementary school. The purpose of the quantitative study was to compare parent and teacher attitudes toward physical and verbal bullying and victimization of these behaviors. Guided by the social cognitive theory, the current study used the Reynolds Bullying Victimization Scales and the seriousness of 6 bullying vignettes to measure the participants' attitudes toward bullying in school. The between subjects design included parents with children in kindergarten through 5th grade (n = 30) and teachers teaching students in these grades (n = 30). Data were analyzed using independent sample 2-tailed t tests and descriptive statistics. Results indicated that teachers rated physical and verbal bullying and victimization from these behaviors more seriously than did parents, but the difference was not statistically significant. Social change initiatives may occur when parents and teachers are aware of each other's attitudes toward bullying and victimization in elementary school, which may facilitate collaborative relationships between the groups, provide a safe environment, and improve children's academic performance and overall well-being.
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Woods, Sarah. "Individual differences in physical and relational bullying roles : implications for intervention initiatives." Thesis, University of Hertfordshire, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440187.

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Bush, Tiffany. "An Analysis of the Effects of Bodies, Rurality, and Social Capital on Physical Bullying." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1618610230505902.

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Avraamidou, Maria. "Physical, verbal, and relational bullying of pupils with learning difficulties in Cypriot primary schools." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/54147/.

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The present thesis explores main issues regarding school bullying, based firstly on an extensive literature and research review, and secondly on a research study which took place within a period of two academic years, in Nicosia, Cyprus. The study aimed to explore and compare bullying experiences among pupils with learning difficulties (LDs) and typically developing (TD) pupils as match controls, and identify whether learning disabled pupils are bullied on a higher frequency or severity compared to their non-disabled peers. Types of bullying (verbal, physical, and particularly relational) and several factors underpinning these, were investigated. The study also aimed to explore school staff’s views and experiences regarding bullying, and to examine gender and age issues regarding the experiences of the sample in bullying. In addition, it aimed to examine bullying mental health effects on the victims, with a particular focus on its relational type. Lastly, a survey with 620 pupils from the sample schools, aged 9 to 12 years, was conducted to investigate the nature of bullying across the whole population of pupils in these schools at these ages. The sample included six primary inclusive schools located in Nicosia, a number of pupils who participated in the bullying survey (n=620), 12 pupils with LDs and 12 TD pupils aged 9 to 12 years as the main focus groups, and six head teachers and 37 teachers from the sample schools. The data collection tools included the Life in School Questionnaire (LIS) to examine generally the bullying experiences of the samples, the Reynolds Bully Victimization Scales to examine involvement in physical and verbal bullying, and specifically involvement in relational aggressive incidents and mental health effects on the victims. Also, semistructured interviews were conducted to explore in depth the samples’ experiences regarding bullying in their schools. The results showed that similar numbers of pupils with and without LDs reported victimization and generally no statistically significant differences were found when comparing the two focus groups. The interviews, on the other hand, identified interesting factors underpinning the LD pupils’ victimization were identified, and important data regarding bullying in Cypriot primary schools were collected.
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Brown, Sareta Valdez. "Middle School Teachers' Perspectives of Classroom Bullying." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/135.

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Teachers are faced with numerous interruptive bullying behaviors in middle school classrooms, which brought the quality of education into question. Bullying victims have shown decreased rates of academic success, measured by lower grades, compared to those not involved in bullying. The purpose of this basic interpretative qualitative study was to explore the phenomenon of classroom bullying from the perspectives and experiences of 10 middle school teachers. The research questions examined teachers' experiences in witnessing bullying in their classrooms and the strategies they used to identify and effectively avert bullying in school. Bandura's theories of moral disengagement and social learning theory of aggression informed and provided a framework for the research process. Information was gathered from 10 purposefully selected middle school teachers through personal interviews. Data analysis included coding, categorizing, and thematic analysis. The resulting themes revealed that teachers and school counselors played the most important role in bullying prevention. Physical, verbal, and cyberbullying were perceived as the major types of bullying in the middle school. Teachers reported that more bullying professional development was needed. Given the negative short and long term outcomes associated with bullying, the bullying phenomenon merits serious attention for preventive intervention. Social change will be realized when teachers become more knowledgeable of specific school bullying policies and are able to respond effectively to bullying incidents in schools. Subsequently, students will be able to enter peaceful, productive classrooms and schools.
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Mcvean, Melanie. "Physical, Verbal, Relational and Cyber-Bullying and Victimization: Examining the Social and Emotional Adjustment of Participants." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6897.

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Cyber-bullying has been gaining in popularity as online technology use has greatly expanded in the past decade. There has been quite a bit of research on traditional forms of bullying, which has demonstrated links to various demographic and psychosocial factors. Participation in cyber-bullying and victimization has been linked to some characteristics that are different from other types of bullying. There has been some discussion in the literature regarding whether cyber-bullying is significantly different from other forms of bullying. The literature has also noted the need for more studies utilizing peer-report data. This study utilized peer-report bullying data to examine self-reported psychosocial and emotional adjustment correlates of physical, verbal, relational and cyber-bullying and victimization in middle school. Adjustment indices included self-esteem, depression, prosocial behavior, perceived parental support, and variables measuring friendship adjustment (e.g., number of friends, perceived friendship quality, antisocial peer group, perception of peers, social goals). Cross-sectional associations between peer-reported bullying status and self-reported social and emotional adjustment were examined in adolescents. The data supported many of the hypotheses regarding various social and emotional adjustment indices being linked to the different forms of bullying and victimization. Results have theoretical and practical implications for understanding the social and emotional impact of bullying. Limitations and future directions are discussed.
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Chiware, Jeremiah Tendayi. "An investigation of the relationship between bullying and physical activity at one high school in the Western Cape." University of the Western Cape, 2018. http://hdl.handle.net/11394/6427.

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Magister Educationis - Med
According to Morrison (2007), bullying is considered a critical issue in the Western Cape Schools as well as in South African schools in general. This phenomenon of bullying can affect learners in schools and may lead to several problems such as low esteem, poor academic performance, depression, absenteeism and eventually dropping out of school. In addition, numerous studies in psychology have revealed that physical activity has positive effects on learners, (Ajay, 2011; Shaffer, 2002). This is because it increases self-esteem in learners, boosts confidence and builds the physical, social, emotional, moral and intellectual composition in an individual. This study will aim (1) to determine the relationship between bullying and physical activity among South African learners in one high school in the Western Cape, (2) to measure the frequency of bullying at that high school, (3) to measure the frequency of bully-victimization in the school among South African learners in that high school in the Western Cape, and (4) to establish the level of physical activity by the learners in the high school. This study used a quantitative method and a descriptive survey as research design. The participants were mostly black South African adolescent learners, aged between 14 and 20 years.
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Brandão, Cirlei da Aparecida. "Cyberbulling no espaço escolar : uma interpretação do fenômeno no âmbito da Educação Física." Universidade Federal de Mato Grosso, 2014. http://ri.ufmt.br/handle/1/680.

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O presente trabalho teve como objetivo interpretar as situações de violência entre alunos do 6º ao 9º ano do Ensino Fundamental na forma de bullying e cyberbullying no âmbito da Educação Física Escolar, com vistas a produzir dados que possam orientar futuros projetos de intervenção educativa na área. Para tanto, realizou-se um levantamento bibliográfico que apresentou aspectos conceituais, origem, causas da violência e da violência escolar. Discutiu-se ainda, o bullying e a variante cyberbullying na ambiência da Educação Física escolar, incidência, causas, modos de manifestação, distinções, perfil dos protagonistas, bem como suas consequências. Como metodologia adotou-se o estudo de caso, a pesquisa quali-quanti, numa perspectiva fenomenológica, tendo como universo de pesquisa uma escola particular de Mato Grosso, sendo sujeitos 119 alunos do Ensino Fundamental, do 6º ao 9º ano, cujas idades estão compreendidas entre 10 a 15 anos; professores de Educação Física e das demais disciplinas; equipe diretiva e equipe técnica. Utilizou-se como instrumento de pesquisa a aplicação de inquérito online, na plataforma SurveyMonkey, respondido pelos alunos. Outro instrumento de pesquisa adotado foi a técnica de grupos focais com os alunos, professores e equipe diretiva, cuja modelagem foi uma análise interpretativa. Constatou-se que na ambiência da Educação Física, quando as aulas priorizam a competição, torna-se um ambiente facilitador de ocorrência bullying, que pode se desencadear em cyberbullying, e que na maioria dos casos, nem a escola e nem os professores ficam sabendo, portanto não são tomadas medidas adequadas.
This study aimed to construe the situations of violence among students from 6th to 9th grade of Elementary School in form of bullying and cyberbullying as part of physical education, in order to produce data as guidelines for future educational intervention programs in the area. With this goal, we performed a bibliographic survey that showed conceptual aspects, origin, causes of violence and school violence. We also discussed bullying and cyberbullying variant in the ambience of Physical Education, incidence, causes, manifestations, distinctions, profile of protagonists as well as their consequences. The methodology adopted was the case study, qualitative and quantitative research with a phenomenological perspective, with the universe for a particular school in Mato Grosso, being subject 119 elementary school students, from 6th to 9th grade, whose ages were between 10 through 15 years, physical education teachers and other disciplines, management and technical staff. Survey on SurveyMonkey platform was used as on line research tool, answered by the students. Another survey instrument used was the technique of focus groups with students, teachers and management team, whose model was an interpretive analysis. It was found in the ambience of physical education when classes prioritize competition, it is a facilitator of bullying occurrence, which can be unleashed on cyberbullying, environment, and that in most cases, neither the school nor the teachers are told, so appropriate attitudes are not taken.
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Books on the topic "Physical bullying"

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How to beat physical bullying. New York, NY: Rosen Central, 2013.

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Mullarkey, Lisa. TJ zaps the smackdown: Stopping physical bullying. Minneapolis, Minn: Magic Wagon, 2012.

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Physical Bullying. Crabtree Publishing Company, 2012.

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Physical Bullying. Crabtree Publishing Company, 2012.

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Pushing Isn't Funny: What to Do about Physical Bullying. Capstone, 2015.

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Higgins, Melissa. Pushing Isn't Funny: What to Do About Physical Bullying. Picture Window Books, 2015.

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The Essential Guide To Bullying Prevention And Intervention Protecting Children And Teens From Physical Emotional And Online Bullying. Alpha Books, 2012.

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Walker, Ida, and Kenneth McIntosh. Youth with Aggression Issues: Bullying and Violence (Helping Youth With Mental, Physical, & Social Disabilities). Mason Crest Publishers, 2007.

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Espelage, Dorothy L., Jun Sung Hong, and Gabriel J. Merrin. Relational Aggression and Bullying in a School Context. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0015.

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Relational aggression, or “indirect bullying” or “social aggression,” includes behaviors that are directed at damaging relationships or feelings of acceptance, friendship, or group inclusion. Relational aggression is distinct from physical bullying, and research evidence suggests that relational aggression perpetration and victimization may lead to behavioral problems and negative psychosocial functioning. Drawing from social cognitive theory and social-ecological perspectives, this chapter reviews the literature on correlates and predictors of relational aggression among children and adolescents. Supporting the social cognitive theory, existing literature demonstrates that impulsivity and anger are positively related to increases in relational aggression among adolescents, and empathy is negatively linked to relational aggression. Relational aggression appears to play out because of interactions between individual characteristics, family dynamics, peer relations, and school climates that foster aggression. It is imperative that anti-bullying policies and intervention programs focus on relational aggression and should include components that foster healthy relationships among youth.
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Martin, Jeffrey J. Peer Relationships. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0011.

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This chapter addresses the relation between sport and peer relationships for children with disabilities. Sport may be particularly valuable as a vehicle for the development of peer relationships, as many children with disabilities struggle with loneliness. Similar to many achievement-oriented social settings, sport can be a vehicle for positive, negative, and neutral experiences. For instance, sport has been linked to enhanced self-esteem, physical self-concept, positive mood states, and high-quality sport friendship. Sport can also mitigate negative affective states, such as loneliness, depression, anxiety, and fear. For example, segregated sport programs provide safe environments where adolescents with disabilities do not have to fear being teased or denigrated by able-bodied participants. However, experiences in integrated sport, with able-bodied children, can be beneficial if instructors create safe environments where teasing and bullying are not allowed. While children with disabilities are often victims of bullying, they can also be bullies in sport settings. Finally, sport experiences can be benign, with no discernible negative or positive ramifications.
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Book chapters on the topic "Physical bullying"

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Bastien, Melanie, and Anthony A. Volk. "Boys Physical Bullying." In Encyclopedia of Evolutionary Psychological Science, 1–4. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-16999-6_857-1.

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Bastien, Melanie, and Anthony A. Volk. "Boys Physical Bullying." In Encyclopedia of Evolutionary Psychological Science, 711–14. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-19650-3_857.

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Oade, Aryanne. "The Human Consequences of Bullying at Work: Common Emotional, Psychological and Physical Reactions to Workplace Bullying." In Managing Workplace Bullying, 149–56. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230249165_9.

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Cregan, Brianna, and E. Kevin Kelloway. "Physical Intimidation and Bullying in the Workplace." In Special Topics and Particular Occupations, Professions and Sectors, 33–53. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-10-5308-5_4.

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Cregan, Brianna, and E. Kevin Kelloway. "Physical Intimidation and Bullying in the Workplace." In Special topics and particular occupations, professions and sectors, 1–21. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5154-8_4-1.

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Minton, Stephen James. "Psychology, Social Cognition and Physical Genocide." In Marginalisation and Aggression from Bullying to Genocide, 79–124. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-696-5_3.

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Ciby, Mariam, and R. P. Raya. "Workplace Bullying and Physical Ill-Health: Role of Negative Emotions and Perceived Organizational Support." In Indian Perspectives on Workplace Bullying, 33–57. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1017-1_2.

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Gao, Shangbin, and Liang Ye. "A Physical and Verbal Bullying Detecting Algorithm Based on K-NN for School Bullying Prevention." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 150–57. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22971-9_13.

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Mierzwinski, Mark, Steven Cock, and Philippa Velija. "A Position Statement on Social Justice, Physical Education, and Bullying." In Sport, Physical Education, and Social Justice, 116–30. New York, NY : Routledge, 2021. | Series: Routledge research in education: Routledge, 2020. http://dx.doi.org/10.4324/9781003042716-8.

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Lee, Yoona, Malcolm W. Watson, and Ki-Hak Lee. "The Relation of Physical Discipline to Bullying Behaviors across Different Families and Ethnicities." In Students, Teachers, and Leaders Addressing Bullying in Schools, 245–59. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-148-9_34.

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Conference papers on the topic "Physical bullying"

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Ye, Liang, Hany Ferdinando, Tapio Seppanen, Tuija Huuki, and Esko Alasaarela. "An instance-based physical violence detection algorithm for school bullying prevention." In 2015 International Wireless Communications and Mobile Computing Conference (IWCMC). IEEE, 2015. http://dx.doi.org/10.1109/iwcmc.2015.7289284.

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Akasyah, Wildan, Hendy Muagiri Margono, and Ferry Efendi. "Bullying Victimisation Effect at Physical, Phychological, and Social in Adolescence - A Systematic Review." In The 9th International Nursing Conference: Nurses at The Forefront Transforming Care, Science and Research. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008328205380546.

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Gunawan, Ronny, Erni Murniarti, and Hendrikus Male. "Teacher’s perception of physical, verbal, and non-verbal bullying behavior in elementary school." In Proceedings of the First International Conference on Christian and Inter Religious Studies, ICCIRS 2019, December 11-14 2019, Manado, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.11-12-2019.2302614.

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Hellen dos Santos Clemente Damascen, Cláudia, Indiara Viana Ribeiro Ajame, Lara Rodrigues dos Santos Cesário, Shirles Bernardo Gome, and Bianca Gomes da Silva Muylaert Monteiro de Castro. "Human Rights Education: raising awareness of rights as a prevention of bullying in schools." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212371.

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Educational institutions consist of spaces for interaction and sociability, therefore, these spaces are composed of a multiplicity of people, each with their individualities, being, therefore, a locus of coexistence with diversity and of creating access opportunities for the equalization of opportunities. From this perspective, research on Human Rights Education means directing citizens in the fight for their rights and for a fairer society, as a form of full realization of citizenship. This research, at first, discusses the various forms of violence that occur in youth, especially those that occur in the school space, highlighting the causes and consequences of physical, psychological, symbolic violence and one of the most worrying in the world scenario: the " bullying". The general objective is to verify the existence and manifestations of violence in the school environment among students, teachers, managers and employees to understand the relationship that young people have with their peers, identifying the forms of violence called "bullying" that occur in the environment in an attempt to reflect on how such practices can be fought through Human Rights Education. Therefore, the methodology used will be qualiquantitative and will consist of a literature review, which will aim to situate human rights and bullying as objects in the field of socio-legal studies. Documentary analysis of laws dealing with human rights and education will be carried out, as well as field research, through which the questionnaire will be used as a data collection instrument to understand the perception of high school students about bullying and the disrespect for differences. The work will also involve quantitative analysis in the analysis of data to verify the incidence of bullying, its modalities and how Human Rights Education can contribute to respecting and valuing differences. With the completion of this research, it is expected to provide educators and students of educational institutions, an analysis of the importance of forming a culture of respect for human dignity, diversity, multiplying information and experiences that contribute to participatory awareness, rethinking the citizen reality of the population involved and reinforcing the socio-political-cultural identity of social segments and groups, based on the school reality and on Human Rights Education
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"Modeling Marginalization: Emergence, Social Physics, and Social Ethics of Bullying." In 2020 Spring Simulation Conference. Society for Modeling and Simulation International (SCS), 2020. http://dx.doi.org/10.22360/springsim.2020.hsaa.005.

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