Relevant bibliographies by topics / Social bullying

Contents

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

Academic literature on the topic 'Social bullying'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Social 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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Goldberg, Earl. "Fight social bullying." Men in Nursing 1, no. 3 (June 2006): 45–49. http://dx.doi.org/10.1097/01244664-200606000-00012.

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Goldstein, Marion. "Social implications of bullying." Arts in Psychotherapy 39, no. 3 (July 2012): 206–8. http://dx.doi.org/10.1016/j.aip.2011.12.005.

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Kholdarova, Indira Abdukarimovna. "SCHOOL BULL SCHOOL BULLYING IN THE CON YING IN THE CONTEXT OF SOCI TEXT OF SOCIAL PEDAGOGY." Scientific Reports of Bukhara State University 5, no. 1 (February 26, 2021): 239–50. http://dx.doi.org/10.52297/2181-1466/2021/5/1/19.

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Background. This article attempts to describe school bullying in the context of social pedagogy. The purpose of this article is to concretize the algorithm of social pedagogy in organizing support groups for victims of school bullying. Methods. The study of scientific papers by scientists allowed us to understand that the main method of organizing support groups is to restore a favorable atmosphere in the classroom by involving children themselves. The method of prevention of bullying - "Without blame" - is based on humanistic ideas of innocence of all bullying participants. The technology of appropriate social pedagogical work is a clearly structured process that consists of seven stages. Results and discussions. An approximate algorithm of activities for creating anti-bullying support in an educational organization is recommended for social teachers. Key components of the prevention and response to school violence program are described. Analyzing the above methods, we can highlight core components. Programmes to prevent and respond to school violence: the school director should demonstratively follow the program.
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Perkins, H. Wesley, David W. Craig, and Jessica M. Perkins. "Using social norms to reduce bullying." Group Processes & Intergroup Relations 14, no. 5 (April 7, 2011): 703–22. http://dx.doi.org/10.1177/1368430210398004.

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Bullying attitudes and behaviors and perceptions of peers were assessed in a case study experiment employing a social norms intervention in five diverse public middle schools in the State of New Jersey (Grades 6 to 8). Data were collected using an anonymous online survey (baseline n = 2,589; postintervention n = 3,024). In the baseline survey, students substantially misperceived peer norms regarding bullying perpetration and support for probullying attitudes. As predicted by social norms theory, they thought bullying perpetration, victimization, and probullying attitudes were far more frequent than was the case. Also as predicted, variation in perceptions of the peer norm for bullying was significantly associated with personal bullying perpetration and attitudes. Using print media posters as the primary communication strategy, an intervention displaying accurate norms from survey results was conducted at each of the five school sites. A pre-/postintervention comparison of results revealed significant reductions overall in perceptions of peer bullying and probullying attitudes while personal bullying of others and victimization were also reduced and support for reporting bullying to adults at school and in one’s family increased. The extent of reductions across school sites was associated with the prevalence and extent of recall of seeing poster messages reporting actual peer norms drawn from the initial survey data. Rates of change in bullying measures were highest (from around 17% to 35%) for the school with the highest message recall by students after a one-and-a-half-year intervention. Results suggest that a social norms intervention may be a promising strategy to help reduce bullying in secondary school populations.
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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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Lee, Yi Chih, and Wei-Li Wu. "Factors in cyber bullying: the attitude-social influence-efficacy model." Anales de Psicología 34, no. 2 (April 10, 2018): 324. http://dx.doi.org/10.6018/analesps.34.2.295411.

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<p>This study examines the correlation between risk perception, knowledge, social influence, self-efficacy, and cyber bullying behavior from the perspective of the attitude-social influence-efficacy model. The samples in this survey are adolescents who have had cyber bullying behavior or have witnessed their peers’ cyber bullying behavior. The results showed that attitude towards cyber bullying affected cyber bullying intention, and that intention also influenced cyber bullying behavior. Social influence also had an impact on cyber bullying intention and cyber bullying behavior. In fact, intention was a mediator between attitude and behavior, as well as between social influence and behavior. </p>
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Shablystyi, Volodymyr, Svitlana Obrusna, Yuriy Levchenko, Vitaliy Gluhoverya, and Viktoriia Rufanova. "Social and legal nature of bullying." Revista Amazonia Investiga 10, no. 37 (March 5, 2021): 78–85. http://dx.doi.org/10.34069/ai/2021.37.01.7.

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The aim of the article is to analyze the concepts of bullying and mobbing, to determine their social and legal nature, to formulate our own definition of these terms. The subject of the study is an analysis of the concepts of bullying and mobbing. The research methodology includes the following methods: system and structural method, formal and dogmatic method, historical method, clustering method, comparative and legal method, legal modeling method and others. The results of the study. The definition of bullying is comprehensively studied, its types are singled out, the phases of its development are determined. Practical implication. The difference between bullying and mobbing, as well as between bullying and conflict, is studied. Value / originality. Based on the research conducted the authors’ concepts of bulling and mobbing are proposed.
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Fisch, S. I. "Bullying, Aggression, and Social Fallout." AAP Grand Rounds 6, no. 1 (July 1, 2001): 4–5. http://dx.doi.org/10.1542/gr.6-1-4.

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Goldberg, Earl, Janice Beitz, Diane Wieland, and Ciara Levine. "Social Bullying in Nursing Academia." Nurse Educator 38, no. 5 (2013): 191–97. http://dx.doi.org/10.1097/nne.0b013e3182a0e5a0.

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Dissertations / Theses on the topic "Social bullying"

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Faris, Robert Bollen Kenneth A. "Race, social networks, and school bullying." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,825.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.
Title from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Sociology." Discipline: Sociology; Department/School: Sociology.
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Sutton, Jon. "Bullying : social inadequacy or skilled manipulation?" Thesis, Goldsmiths College (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299893.

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Alaslawi, Hamad A. "WORKPLACE BULLYING IN KUWAIT." UKnowledge, 2017. https://uknowledge.uky.edu/csw_etds/18.

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Workplace bullying (WPB) is a pervasive problem in contemporary society, inflicting detrimental repercussions upon employees, employers, and organizations alike. It affects the physical, psychological, and financial wellbeing not only of its victims, but also their families, their communities, and society as a whole. Research into this phenomenon has evolved significantly over the past two decades. While related to the physically violent phenomenon of schoolyard bullying, WPB is primarily a psychological phenomenon, manifesting as abusive power in workplace relationships, rather than as interpersonal conflict. Bullying at work comes in many forms, has many faces, and occurs in many places. It ranges from subtle to overt acts, with subtle forms occurring more regularly. The rubric of bullying can include: harassment, mobbing, scapegoating, social exclusion, repudiation, humiliation, and/or workplace mistreatment or abuse. Corresponding to a lack of attention on bullying among adults, WPB seems to occur everywhere—from businesses and factories to colleges and hospitals. To address this phenomenon, this study a) explored the prevalence of WPB in Kuwait and its association with employee demographics, b) evaluated the sample’s views regarding professional social workers in the workplace, and c) explored the relationship between these variables and absenteeism. This non-experimental, quantitative study employed a cross-sectional survey with correlational analyses and prediction research designs. Using the snowball sampling method via social media platforms, the researcher distributed the Negative Acts Questionnaire-Revised (NAQ-R) survey and a demographic questionnaire to an anonymous, non-randomized sample of employees. The target sample included any adult, volunteer participant who was working in Kuwait for at least six months before receiving the survey. From a total of 8,531 recorded surveys, 3,725 surveys with missing data and 119 surveys that did not meet the inclusion criteria were excluded, leaving 4,687 (53.9%) complete surveys used for the analysis. The majority of participants were males ranging between 30-39 years old. The vast majority were Kuwaiti, married, bachelor degree graduates, employed in lower-level positions within the governmental sector, earning 800-1,399 KD monthly income. Seventy percent of targets were dissatisfied with management, compared to 50% of the general participants. Similarly, 50% of targets were dissatisfied with their daily supervisors, compared to 35% of the general participants. Around two-thirds of both targets and general participants agreed with the importance of having a social worker or psychologist at the workplace to address WPB. The vast majority of targets were bullied by their immediate superiors (50%) or other superiors (45%). Based on a criterion of a minimum of three negative acts monthly, the results of this study indicated a 39% prevalence rate of WPB in Kuwait. This percentage corresponded with the percentage of the targets who labeled themselves as victims. Regarding demographics, a large majority of targets reported being bullied by someone of the opposite gender. Among female targets, 92.7% were bullied by male perpetrators, and among male targets, 82.8% were bullied by female perpetrators. Females were more often reported as perpetrators, and males more often as targets. Non-Kuwaiti employees, the young, the divorced, those working in low-level positions, and those earning low income had the highest rate of exposure to WPB. Regarding prediction, those more likely to experience WPB included: females, the young, non-Kuwaiti employees, and workers in middle-level positions with low education or low income, who were dissatisfied with management, their daily supervisors, or their own jobs, and those who expressed a need for a counselor in the workplace. In terms of predicting WPB-related absenteeism, males, the divorced, and those working in lower-level positions with low income, low education, dissatisfaction with their job, or dissatisfaction with their daily supervisors were more likely to report high absenteeism. The high rate of WPB has implications in the workplace, calling for concerted efforts to identify the elements that trigger and escalate WPB. This study was the first of its kind to measure such elements of WPB in Kuwait. By using the NAQ-R scale, the demographic questionnaire, and a modified operational definition of WPB, this study has provided a template for needed research in the Arabian Gulf region.
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Jones, Cheryl. "Certified Nursing Assistants' Experiences Regarding Resident-to-Resident Bullying in Nursing Homes." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1541.

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Elder bullying is on the rise and occurs in many contexts such as senior living communities and nursing homes, causing concern for the well-being of the residents by families, staff, themselves, and society in general. Although research has been limited, it does reveal that resident-to-resident bullying in nursing homes is a problem warranting further scholarly attention. The purpose of this study was to investigate the experiences of certified nursing assistants (CNAs) regarding resident-to-resident bullying in nursing homes. The theory of reasoned action and the theory of reflective equilibrium provided a conceptual lens from which to explore and describe the importance of the CNAs' attitudes and behavior when recognizing, observing, and addressing bullying incidences. A phenomenological research design was employed. Using open-ended questions, 10 CNAs were individually interviewed. One major discovery of the study was that 100% of the CNAs interviewed indicated that they experienced resident-to-resident bullying and that it was a major problem in the nursing home. The findings of this study presented many possibilities for positive social change across all levels, from individuals and families to nursing home organizations and society as a whole, but most importantly, it increased awareness about bullying across nursing homes as the ultimate goal was for the improvement on the quality of life experienced by residents in nursing homes.
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Lagerlöf, Hélène. "Bullying in schools : The multi aspect problem." Thesis, Stockholm University, Department of Social Work, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-336.

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Everyday thousands of children and teenagers live through the hell of bullying. This theoretical research essay describes analyses and gives a literature overview of the phenomenon of bullying from eight different ideal-typical aspects based on Max Weber’s concept of Ideal types as a tool to make text analysis. The essay also investigates and compares three studies with focus on what methodological tools the researchers have employed to come to their conclusions. With the results from this investigation the research essay discusses possible explanations to why results, conclusions and understanding on the self-concept and self-esteem of perpetrators of bullying are so contradictory between researchers. Findings suggest that differences in gender in the sample, sample-size and age-group variations could be possible explanations to why results differ between studies. The essay discusses bullying from a power theory perspective and presents thoughts on how such a perspective could be employed in future research. It also suggests more research in the sociological discipline and investigations on a contextual and organisational level considering that the present study has shown that the academic field of bullying have not been researched to a great extent from this perspective.

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Caparanis, Lacey B. "Adolescents' Interpretations of Bullying." Marietta College Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=marhonors1430096196.

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Qureshi, Sairah Sajjad. "Perceptions of school bullying and racist bullying in a Northern city." Thesis, Northumbria University, 2011. http://nrl.northumbria.ac.uk/9224/.

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Kohm, Amelia Margaret. "Bullying and social dilemmas : the role of social context in anti-social behaviour." Thesis, University of Bath, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548959.

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Research and interventions concerning anti-social behaviour have neglected the bad behaviour of “good” people or those who typically behave pro-socially. Additionally, past and current research and practice in this area have often neglected how factors in one’s current environment influence behaviour. Instead, the focus has been on how individual characteristics—borne of the interplay of genetic composition and environmental influences over time—result in anti-social behaviour. However, evidence suggests immediate contexts can foster even atypical behaviour, behavior not correlated with genetic and long-term environmental influences. The thesis is presented in four parts. Part One introduces the idea that immediate group context can have a significant effect on anti-social behaviour, particularly that of “good” people. Part Two reviews research on the impact of social dynamics on behaviour. Part Three presents the empirical study on the role of a particular group dynamic, social dilemmas, in relation to a specific type of anti-social behaviour, bullying. Finally, Part Four considers the implications of the thesis for future research and practice. Social dilemmas are situations in which individual motives are at odds with the best interests of the group and help to explain why individuals sometimes make anti-social decisions. The study at the core of this thesis tested two hypotheses: 1) both individual and group factors are associated with behaviour in bullying situations; and 2) attitudes, group norms, and social dilemmas each have a unique contribution to predicting behaviour in bullying situations. Participants were 292 middle school students at a residential school in the U.S., and data were analysed using multi-level modelling. The primary findings were, in general, consistent with the two hypotheses. The research suggests that social dilemma dynamics might be an important group factor in predicting behaviour in bullying situations.
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Shumka, Ellen. "The social facilitation of bullying : a multilevel analysis." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43517.

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It is well documented that bullying is harmful and relatively common among children and adolescents. Children report understanding that bullying is wrong, yet bullying continues to be a persistent problem in schools. The goal of the present study was to examine whether children’s bullying behaviours were socially facilitated by group norms and beliefs. Children’s justifications and rationalizations for engaging in wrongful behaviour, a phenomenon referred to as moral disengagement (MD), have been linked to bullying behaviour at the individual level. Specifically, children who report engaging in bulling tend to report more MD than those who do not. Only one study to date, however, has examined MD at the group level and results indicated that group levels of MD, over and above individual levels, predicted engagement in bullying. Group level processes, especially group norms supporting aggression and bullying, have also been linked to greater bullying perpetration. The current investigation extended this research by examining how group levels of MD and normative beliefs about deviancy influenced bullying using two unique samples of schoolchildren. The first study examined the influence of two group level variables (MD and normative beliefs about deviancy) on bullying over a school year in a sample of 376 students (surveyed in Grade 5 and 6) from 38 schools in Southern Ontario. The second study examined the influence of group MD on 1128 students across 74 classrooms in Vancouver, British Columbia. Results across both studies did not support the hypothesis that group levels of MD (Study 1 & 2) and normative beliefs about deviancy (Study 1 only) influenced engagement in bullying. The findings suggest that further investigations are required in order to better understand the effects group level MD and normative beliefs on bullying behaviour.
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Soylu, Soydan. "Workplace bullying in Turkey : a social psychological perspective." Thesis, London School of Economics and Political Science (University of London), 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551347.

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Workplace bullying is an issue of practical importance and theoretical interest. Not only is workplace bullying of increasing concern to employers and employees, it is also the focus of empirical research and analysis. However, there are few studies which examine workplace bullying in Turkey. This study aims to investigate the nature of bullying in Turkish workplaces and to examine the association of bullying with paternalistic leadership and various work-related attitudes. The study uses both qualitative and quantitative techniques. Twenty-eight semi-structured interviews were conducted with Turkish employees to explore in depth the nature of workplace bullying, with a thematic analysis indicating that polarisation at work and institutionalised bullying were major problems in Turkish organisations. In the second phase of the study, a questionnaire focusing on the nature of bullying and its potential determinants was completed by employees in both the public and private sectors in Turkey (n=142). Findings from both the interview study and an exploratory factor analysis of the questionnaire data were used to adapt the Negative Acts Questionnaire-Revised (NAQ-R) for use in Turkey. In the final stage, the adapted questionnaire was completed by a sample of public and private sector employees in Turkey (n=708). Confirmatory factor analyses were used to examine the components of bullying and their relation with dimensions of paternalistic leadership. Hierarchical regression analyses revealed that loyalty-seeking paternalism is positively related to the experience of bullying, whereas familial paternalism is negatively related to the experience of bullying. In addition, negative associations were observed between organisation-based selfesteem and all the components of bullying, except for experience of non-work related criticism. Finally, intention to leave was found to be positively associated with experience of task pressures and work related criticism. This study contributes to the bullying literature by exploring the nature of workplace bullying in Turkey using complementary methods.
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Books on the topic "Social bullying"

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Taking action against bullying. New York: Rosen Central, 2010.

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Landau, Jennifer. Dealing with bullies, cliques, and social stress. New York: Rosen Central, 2013.

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Kingston, Shauna. Bullying as a social process: Factors influencing bystander behaviour. St. Catharines, Ont: Brock University, Dept. of Child and Youth Studies, 2008.

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Bullying as a social pathology: A peer group analysis. Lewiston, N.Y: Edwin Mellen Press, 2008.

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Bullying and me: Schoolyard stories. Chicago, Ill: Albert Whitman & Company, 2010.

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How to stop bullying in classrooms and schools: Using social architecture to prevent, lessen, and end bullying. New York: Routledge, 2012.

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Junger-Tas, Josine. Bullying and delinquency in a Dutch school population. The Hague: Kugler, 1999.

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Tanaka, Yoshiko. "Ijime" no mekanizumu: Imēji dainamikusu moderu no tekiyō. Kyōto-shi: Sekai Shisōsha, 2010.

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Workplace bullying: Symptoms and solutions. New York: Routledge, 2012.

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Asperger syndrome and bullying: Strategies and solutions. London: Jessica Kingsley Publishers, 2007.

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Book chapters on the topic "Social bullying"

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Mishael, Nadia. "Adolescent Bullying." In Transformative Social Work Practice, 299–314. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2016. http://dx.doi.org/10.4135/9781506304533.n25.

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Salmivalli, Christina, Kätlin Peets, and Ernest V. E. Hodges. "Bullying." In The Wiley-Blackwell Handbook of Childhood Social Development, 510–28. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444390933.ch27.

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Beirne, Ann. "Bullying." In A Scientific Framework for Compassion and Social Justice, 50–55. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003132011-8.

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Macklem, Gayle L. "Friendships and Social Groups." In Bullying and Teasing, 103–14. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4757-3797-4_10.

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Olweus, Dan. "Bullying at School." In The Plenum Series in Social/Clinical Psychology, 97–130. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4757-9116-7_5.

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Peterson, Jean Sunde. "Gifted Children and Bullying." In the Social and Emotional Development of Gifted Children, 131–41. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238928-13.

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Pabian, Sara, and Heidi Vandebosch. "(Cyber)bullying Perpetration as an Impulsive, Angry Reaction Following (Cyber)bullying Victimisation?" In Youth 2.0: Social Media and Adolescence, 193–209. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27893-3_11.

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Pauksztat, Birgit, and Denise Salin. "Workplace Bullying: A Social Network Perspective." In Precision Manufacturing, 1–36. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-5334-4_14-1.

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Pauksztat, Birgit, and Denise Salin. "Workplace Bullying: A Social Network Perspective." In Concepts, Approaches and Methods, 449–84. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-0134-6_14.

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Nordin, Maria. "Bullying at Work and Sleep." In Supporting Sleep: The Importance of Social Relations at Work, 54–61. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137437853_6.

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Conference papers on the topic "Social bullying"

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Босов, Дмитрий Вячеславович, and Ксения Михайловна Фомичева. "BULLING AS A SOCIAL PHENOMENON." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Июнь 2021). Crossref, 2021. http://dx.doi.org/10.37539/srp297.2021.49.20.005.

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Цель статьи: изучение буллинга как социального феномена, его форм и разновидностей с опорой на уже существующие теоретические и практические данные. Методы: системный, структурно-функциональный. Результаты: выявлена типология и дана характеристика буллингу. Выводы: Социологическое исследование буллинга требует выхода в сферу анализа неуставного доминирования в любом социальном поле. Purpose of the article: to study bullying as a social phenomenon, its forms and varieties, based on already existing theoretical and practical data. Methods: systemic, structural and functional. Results: the typology was revealed and the characteristics of bullying were given. Conclusions: Sociological research of bullying requires entering the sphere of analysis of non-statutory dominance in any social field.
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de Souza Botelho, Carolline. "BULLYING UM QUESTÃO DE GÊNERO?" In I Congresso Nacional Violência e Controle Social. ,: Even3, 2020. http://dx.doi.org/10.29327/violenciaecontrolesocial2020.280562.

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Yanwar, Rini Purnamasari, Naomi Soetikno, and Samsunuwiyati Mar’at. "Bullying in Adolescents." In The 2nd Tarumanagara International Conference on the Applications of Social Sciences and Humanities (TICASH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201209.092.

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Di Capua, Michele, Emanuel Di Nardo, and Alfredo Petrosino. "Unsupervised cyber bullying detection in social networks." In 2016 23rd International Conference on Pattern Recognition (ICPR). IEEE, 2016. http://dx.doi.org/10.1109/icpr.2016.7899672.

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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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Sundari and Laurens Kaluge. "Study on Bullying Among Children." In 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210413.006.

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S, Laurensius, Danel Situngkir, Rianda Putri, and Rahmat Fauzi. "Cyber Bullying Against Children in Indonesia." In International Conference on Social Sciences, Humanities, Economics and Law. EAI, 2019. http://dx.doi.org/10.4108/eai.5-9-2018.2281372.

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Koiv, Kristi. "Social Pedagogues’ Definitions Of Three Types Of Bullying." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.1.

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Huang, Qianjia, Vivek Kumar Singh, and Pradeep Kumar Atrey. "Cyber Bullying Detection Using Social and Textual Analysis." In the 3rd International Workshop. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2661126.2661133.

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Isada, Yuriko. "A Bystander Behaviour Model in bullying situations." In 10th International Conference on Humanities, Psychology and Social Sciences. Acavent, 2020. http://dx.doi.org/10.33422/10th.hps.2020.03.75.

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Reports on the topic "Social bullying"

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Carretón-Ballester, María Carmen, and Francisco Lorenzo-Solá. La Teoría Situacional de los públicos en las guías sobre acoso escolar. Análisis para una campaña sobre el acoso escolar como problema social / Situational Theory public in the guidelines on bullying. Analysis for a campaign on bullying as a social problem. Revista Internacional de Relaciones Públicas, June 2016. http://dx.doi.org/10.5783/rirp-11-2016-02-05-26.

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