Bullying Educational

By Miguel D'Addario

Observers or bystanders are students who do not suffer or practice bullying, but who witness bullying. They are participants because they do not report it to teachers or parents. They live in the same environment in which the situation occurs, but they do not reveal it for fear of becoming the next victims. 

• Language: English
• Publisher: BadPress
• Release date: Jun 2, 2020
• ISBN: 9781071544631

Book preview

Bullying Educational

Classroom Harassment and Intimidation

Miguel D’Addario

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Translated by Noemia Poole

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Third edition

2020

CE

Table of Contents

Author

Overview of violence

Definition

Concept of violence and its manifestations

Characteristics of those involved in bullying

Participants

The profile of the victim

Biological

Personality

Social behavior

Students

Families

Helplessness

Profile of the aggressor

Students

Families

Observers or bystanders

Cycles of violence and phases of bullying

Phases of bullying

Bullying consequences

Victims

Effects of bullying on the victim in the long term

Physical and psychological consequences

Synthesis

Offenders

Synthesis

Spectators

Characteristics of those involved in cyberbullying

Consequences of cyberbullying

Comprehensive perspective of bullying

Concept and evolution of bullying

Elements present in bullying

Risk factors associated with bullying dynamics

Social factors of bullying

Risk factors associated with bullying

Group factors of bullying

Bullying myths

Piñuel behavior detection factors

Culture of Violence

Reasons given by the aggressors themselves

Reasons according to the characteristics of the victims

Family reasons

Social and environmental reasons

Student reasons

Psychological reasons

School environment and bullying

Bullying and the media

Antiviolence Decalogue

Types of bullying

Introduction

Types of bullying

Bullying Classification

Cyberbullying

Happy slapping

Gender

Dating violence

Racial, ethnic

Decalogue for harassed children

Advice for educators

Advice for schools

From evaluation to prevention

We can highlight the roles

Intervention

Screening Program

Warning Signs

Questionnaires

Checklists

Steps to take

Design intervention program

Methodology

Sessions

Stages

Recommendations for parents

Recommendations for the school

Recommendations for the teacher

Intervention programs

The 4 intervention points:

Social skills

Empathy

Contemplate three aspects

It is essential to know how to listen

Assertiveness

Critical thinking

There are two areas of consequences

The poor development of these skills entails

Preventive measures

Training teachers as a preventive measure

Preventive elements

Necessary aspects in relation to education

Necessary aspects in relation to the stalker

Other factors

Potential risks for violence

Protective factors

Criminal liability in bullying

Bullying related crimes

Assumptions and personal criminal responsibility

LORPM

Practical cases

Phase I: Collection of Information:

Phase II: Analysis of the information

Phase III: Written record of the action plan:

Phase IV: Specific intervention

Action plans should have the following actions:

Bibliography

Author

Miguel D'Addario is Italian. He has a Degree in Journalism, a Master in Sociology and a Doctorate in Social Communication from the Complutense University of Madrid. He has developed his experience in various fields of teaching, from Vocational Training to the University level, both in Latin America and in Europe. His books are in different study centers and libraries around the world, such as the University of San Pablo in Peru, University of Santo Domingo in the Dominican Republic, University of San Gregorio de Ecuador, University of Valencia, National Library of Spain, National Library of Argentina, University of Texas, Complutense University of Madrid, University of Toronto, Canada, University of Deusto, National Autonomous University of Mexico, National University of San Marcos (Peru), University of Illinois, University of Kansas, Community Libraries from Madrid, Castile and Leon, Andalusia, and the Basque Country, British National Library, Harvard University, Library of Congress of the United States. As a Ph.D. and essayist, he has received awards and mentions from Associations of writers, Cultural Centers, Universities, and related venues. Likewise, as Speaker, Lecturer, and Researcher in Universities, Educational centers, public and private. Author of artistic books: Poetry, Tales, and Stories. Author of educational books of various levels and agendas. Author of philosophy, ontology, and metaphysics books. Author of Self Help and Coaching books. His books are distributed in the five Continents, are regularly consulted in World Libraries, and are registered in the International catalogs, ISBNs, and bibliographic bases. They are translated into multiple languages and can be found in international bookstores, both in paper and electronic versions. 

Websites where to find and / or acquire other works of the author:

migueldaddariobooks.blogspot.com

Overview of violence

Definition

Bullying. from English. It comes from bully which means intimidation. Initially, it was called mobbing by Heinemann (1969) which means harassment. However, this term did not do justice to the phenomenon of bullying in the classroom, so mobbing was changed to the Anglo-Saxon term bullying.

Concept of violence and its manifestations

Before we begin to conceptualize the term, it is important to define the concept of violence to lay the foundations for harassment or bullying. Although at first, it may seem that the term violence is too serious to refer to a phenomenon that has its origin in schools, attention should be paid to its definition.

The World Health Organization defines violence as follows: the intentional use of physical force or power, either as a threat, against oneself, another person, a group or community, that either result in or has a high likelihood of causing injury, death, psychological harm, developmental disorders or deprivation (WHO, 2002, p.3). Among all the existing classifications of violence, the most used is the one proposed by Iborra and Sanmartín (2011):

Figure 1. Taxonomy of the types of violence according to Iborra and Sanmartín (2011).

As can be seen in figure 1, Iborra and Sanmartín classify violence according to the following parameters: the type of action, the type of damage, the type of aggressor, the type of victim, and the context. In view of these, it is possible to make an exhaustive classification of the phenomenon that we address in this manual: bullying. Although the characteristics of school violence will be specified below, it should be noted that school violence only refers to the context in which the bullying situation begins, although according to this taxonomy, it is possible to define bullying more precisely. Regarding the type of action, we can point out that the most frequent is that there is active violence, although sometimes it can also be passive (for example, to give the cold shoulder). As for the type of damage, the most frequent are psychological and physical, although there are also cases of economic and sexual abuse.

Ruiz, Riuró, and Tesouro (2015) warn that it is necessary not to confuse bullying with other types of school conflict such as disruption (violence against the educational system in that he wants to interfere with the progress of the class), unruliness (violence against norms or authority), or vandalism (violence against objects). In accordance with the above, Moreno Olmedilla (1998) clarifies that the concept of school violence is broad and does not precisely define the phenomenon of bullying. In addition, he notes that not all phenomena that occur in school can be classified as violence, so he prefers to talk about antisocial conduct or behavior and distinguishes six types, among which is bullying:

a) Classroom disruption

These are situations in which a small group of students hinders the normal development of the class with their behavior. Although violence cannot be considered, it is probably the phenomenon that most worries teachers, due to the interference it makes in teaching and in the learning of the rest of the students, since it requires increasing use of time dedicated to discipline and order in the classroom.

b) Discipline problems

In general terms, it refers to conflicts between teachers and students. They represent the next step of what has been called disruption in classrooms because they are involved in some degree of violence. These range from passive resistance to challenge or insult to teachers.

c) Bullying or abuse between students

They are processes in which one or more students harass and intimidate another through mechanisms of psychological violence, the spread of rumors, insults, social isolation, etc., even reaching physical violence and other types that will be exposed later.

d) Vandalism and property damage

Vandalism and physical aggression are violent acts against the following: first, against material goods; and second, against people.

e) Physical violence

They are strictly violent phenomena, such as aggression, extortions, etc.

f) Sexual harassment

As with bullying, it is difficult to detect. In fact, the most recent classifications include it as a particular form of bullying, as