Addressing school bullying: Insights from theories of group processes
In order to enhance efforts to address bullying in schools, and in response to the limited success of school-based anti-bullying programs to date, this paper considers bullying as a group phenomenon and explores theories of group processing that can inform future prevention and intervention efforts....
Ausführliche Beschreibung
Autor*in: |
Hymel, Shelley [verfasserIn] |
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Format: |
E-Artikel |
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Sprache: |
Englisch |
Erschienen: |
2015transfer abstract |
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Umfang: |
9 |
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Übergeordnetes Werk: |
Enthalten in: Reducing embodied carbon in concrete materials: A state-of-the-art review - Chen, Siwei ELSEVIER, 2022, an internat. multidisciplinary lifespan journal, Amsterdam |
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Übergeordnetes Werk: |
volume:37 ; year:2015 ; pages:16-24 ; extent:9 |
Links: |
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DOI / URN: |
10.1016/j.appdev.2014.11.008 |
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ELV039698351 |
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10.1016/j.appdev.2014.11.008 doi GBVA2015007000023.pica (DE-627)ELV039698351 (ELSEVIER)S0193-3973(14)00141-5 DE-627 ger DE-627 rakwb eng 150 150 DE-600 690 VZ 43.33 bkl 58.53 bkl 83.63 bkl Hymel, Shelley verfasserin aut Addressing school bullying: Insights from theories of group processes 2015transfer abstract 9 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier In order to enhance efforts to address bullying in schools, and in response to the limited success of school-based anti-bullying programs to date, this paper considers bullying as a group phenomenon and explores theories of group processing that can inform future prevention and intervention efforts. Moving beyond efforts to reduce bullying by enhancing bystander responses, we consider research and theory addressing peer group socialization processes, the role of teachers as an “invisible hand” in structuring peer groups, social interdependence as applied to the design of cooperative learning environments, and collective efficacy. Although these theories are not in themselves developmental, and address group processes that operate across ages, they can inform both future prevention and intervention efforts and applied developmental research that explores the age-related contextual and individual factors that contribute to school bullying. In order to enhance efforts to address bullying in schools, and in response to the limited success of school-based anti-bullying programs to date, this paper considers bullying as a group phenomenon and explores theories of group processing that can inform future prevention and intervention efforts. Moving beyond efforts to reduce bullying by enhancing bystander responses, we consider research and theory addressing peer group socialization processes, the role of teachers as an “invisible hand” in structuring peer groups, social interdependence as applied to the design of cooperative learning environments, and collective efficacy. Although these theories are not in themselves developmental, and address group processes that operate across ages, they can inform both future prevention and intervention efforts and applied developmental research that explores the age-related contextual and individual factors that contribute to school bullying. McClure, Robyn oth Miller, Miriam oth Shumka, Ellen oth Trach, Jessica oth Enthalten in Elsevier Chen, Siwei ELSEVIER Reducing embodied carbon in concrete materials: A state-of-the-art review 2022 an internat. multidisciplinary lifespan journal Amsterdam (DE-627)ELV008717060 volume:37 year:2015 pages:16-24 extent:9 https://doi.org/10.1016/j.appdev.2014.11.008 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-GGO 43.33 Umweltfreundliche Nutzung natürlicher Ressourcen VZ 58.53 Abfallwirtschaft VZ 83.63 Volkswirtschaftliche Ressourcen Umweltökonomie VZ AR 37 2015 16-24 9 045F 150 |
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10.1016/j.appdev.2014.11.008 doi GBVA2015007000023.pica (DE-627)ELV039698351 (ELSEVIER)S0193-3973(14)00141-5 DE-627 ger DE-627 rakwb eng 150 150 DE-600 690 VZ 43.33 bkl 58.53 bkl 83.63 bkl Hymel, Shelley verfasserin aut Addressing school bullying: Insights from theories of group processes 2015transfer abstract 9 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier In order to enhance efforts to address bullying in schools, and in response to the limited success of school-based anti-bullying programs to date, this paper considers bullying as a group phenomenon and explores theories of group processing that can inform future prevention and intervention efforts. Moving beyond efforts to reduce bullying by enhancing bystander responses, we consider research and theory addressing peer group socialization processes, the role of teachers as an “invisible hand” in structuring peer groups, social interdependence as applied to the design of cooperative learning environments, and collective efficacy. Although these theories are not in themselves developmental, and address group processes that operate across ages, they can inform both future prevention and intervention efforts and applied developmental research that explores the age-related contextual and individual factors that contribute to school bullying. In order to enhance efforts to address bullying in schools, and in response to the limited success of school-based anti-bullying programs to date, this paper considers bullying as a group phenomenon and explores theories of group processing that can inform future prevention and intervention efforts. Moving beyond efforts to reduce bullying by enhancing bystander responses, we consider research and theory addressing peer group socialization processes, the role of teachers as an “invisible hand” in structuring peer groups, social interdependence as applied to the design of cooperative learning environments, and collective efficacy. Although these theories are not in themselves developmental, and address group processes that operate across ages, they can inform both future prevention and intervention efforts and applied developmental research that explores the age-related contextual and individual factors that contribute to school bullying. McClure, Robyn oth Miller, Miriam oth Shumka, Ellen oth Trach, Jessica oth Enthalten in Elsevier Chen, Siwei ELSEVIER Reducing embodied carbon in concrete materials: A state-of-the-art review 2022 an internat. multidisciplinary lifespan journal Amsterdam (DE-627)ELV008717060 volume:37 year:2015 pages:16-24 extent:9 https://doi.org/10.1016/j.appdev.2014.11.008 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-GGO 43.33 Umweltfreundliche Nutzung natürlicher Ressourcen VZ 58.53 Abfallwirtschaft VZ 83.63 Volkswirtschaftliche Ressourcen Umweltökonomie VZ AR 37 2015 16-24 9 045F 150 |
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10.1016/j.appdev.2014.11.008 doi GBVA2015007000023.pica (DE-627)ELV039698351 (ELSEVIER)S0193-3973(14)00141-5 DE-627 ger DE-627 rakwb eng 150 150 DE-600 690 VZ 43.33 bkl 58.53 bkl 83.63 bkl Hymel, Shelley verfasserin aut Addressing school bullying: Insights from theories of group processes 2015transfer abstract 9 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier In order to enhance efforts to address bullying in schools, and in response to the limited success of school-based anti-bullying programs to date, this paper considers bullying as a group phenomenon and explores theories of group processing that can inform future prevention and intervention efforts. Moving beyond efforts to reduce bullying by enhancing bystander responses, we consider research and theory addressing peer group socialization processes, the role of teachers as an “invisible hand” in structuring peer groups, social interdependence as applied to the design of cooperative learning environments, and collective efficacy. Although these theories are not in themselves developmental, and address group processes that operate across ages, they can inform both future prevention and intervention efforts and applied developmental research that explores the age-related contextual and individual factors that contribute to school bullying. In order to enhance efforts to address bullying in schools, and in response to the limited success of school-based anti-bullying programs to date, this paper considers bullying as a group phenomenon and explores theories of group processing that can inform future prevention and intervention efforts. Moving beyond efforts to reduce bullying by enhancing bystander responses, we consider research and theory addressing peer group socialization processes, the role of teachers as an “invisible hand” in structuring peer groups, social interdependence as applied to the design of cooperative learning environments, and collective efficacy. Although these theories are not in themselves developmental, and address group processes that operate across ages, they can inform both future prevention and intervention efforts and applied developmental research that explores the age-related contextual and individual factors that contribute to school bullying. McClure, Robyn oth Miller, Miriam oth Shumka, Ellen oth Trach, Jessica oth Enthalten in Elsevier Chen, Siwei ELSEVIER Reducing embodied carbon in concrete materials: A state-of-the-art review 2022 an internat. multidisciplinary lifespan journal Amsterdam (DE-627)ELV008717060 volume:37 year:2015 pages:16-24 extent:9 https://doi.org/10.1016/j.appdev.2014.11.008 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-GGO 43.33 Umweltfreundliche Nutzung natürlicher Ressourcen VZ 58.53 Abfallwirtschaft VZ 83.63 Volkswirtschaftliche Ressourcen Umweltökonomie VZ AR 37 2015 16-24 9 045F 150 |
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Reducing embodied carbon in concrete materials: A state-of-the-art review |
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Addressing school bullying: Insights from theories of group processes |
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Addressing school bullying: Insights from theories of group processes |
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Hymel, Shelley |
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Reducing embodied carbon in concrete materials: A state-of-the-art review |
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10.1016/j.appdev.2014.11.008 |
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title_sort |
addressing school bullying: insights from theories of group processes |
title_auth |
Addressing school bullying: Insights from theories of group processes |
abstract |
In order to enhance efforts to address bullying in schools, and in response to the limited success of school-based anti-bullying programs to date, this paper considers bullying as a group phenomenon and explores theories of group processing that can inform future prevention and intervention efforts. Moving beyond efforts to reduce bullying by enhancing bystander responses, we consider research and theory addressing peer group socialization processes, the role of teachers as an “invisible hand” in structuring peer groups, social interdependence as applied to the design of cooperative learning environments, and collective efficacy. Although these theories are not in themselves developmental, and address group processes that operate across ages, they can inform both future prevention and intervention efforts and applied developmental research that explores the age-related contextual and individual factors that contribute to school bullying. |
abstractGer |
In order to enhance efforts to address bullying in schools, and in response to the limited success of school-based anti-bullying programs to date, this paper considers bullying as a group phenomenon and explores theories of group processing that can inform future prevention and intervention efforts. Moving beyond efforts to reduce bullying by enhancing bystander responses, we consider research and theory addressing peer group socialization processes, the role of teachers as an “invisible hand” in structuring peer groups, social interdependence as applied to the design of cooperative learning environments, and collective efficacy. Although these theories are not in themselves developmental, and address group processes that operate across ages, they can inform both future prevention and intervention efforts and applied developmental research that explores the age-related contextual and individual factors that contribute to school bullying. |
abstract_unstemmed |
In order to enhance efforts to address bullying in schools, and in response to the limited success of school-based anti-bullying programs to date, this paper considers bullying as a group phenomenon and explores theories of group processing that can inform future prevention and intervention efforts. Moving beyond efforts to reduce bullying by enhancing bystander responses, we consider research and theory addressing peer group socialization processes, the role of teachers as an “invisible hand” in structuring peer groups, social interdependence as applied to the design of cooperative learning environments, and collective efficacy. Although these theories are not in themselves developmental, and address group processes that operate across ages, they can inform both future prevention and intervention efforts and applied developmental research that explores the age-related contextual and individual factors that contribute to school bullying. |
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Addressing school bullying: Insights from theories of group processes |
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McClure, Robyn Miller, Miriam Shumka, Ellen Trach, Jessica |
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