Session Information
07 SES 06 B, Poster Session
Poster Session
Contribution
There are various types and relations of violence in schools: violence between teachers, teachers and parents, teachers and the school administration and between peers; the latter, also called bullying, has received most attention. Olweus is a most renowned researcher in the field of bullying since his works represent a basis for many other authors who study and research peer violence. Many questionnaires have been created in order to study the circumstances and the extent of bullying. Different scholars in the field have arrived at different results; however, it can be concluded that 30% to 40% of pupils are involved in bullying either as victims or as offenders and 60% to 70 % of pupils are involved in bullying as observers (Olweus, 1993 in Pečjak, 2014). There are several works and studies on bullying; less attention, however, is paid to bullying in relation to vulnerable groups of pupils, e.g. pupils with special needs and pupils with culturally diverse backgrounds. These pupils might be in great risk of becoming victims of violence due to their individual backgrounds (e.g. Hjern, Rajmil, Bergström, Berlin, Gustafsson, Modin, 2013). This latter issue will be the point of research and debate in the present paper. In the first, namely the theoretical, part of the article a definition of violence, peer violence and various forms of bullying are presented. The characteristics of offenders and victims of bullying are taken into account. Specific characteristics of the vulnerable groups of pupils, with special emphasis on those coming from cultural backgrounds other than those of the majority of pupils, are presented. In the second, empirical, part of the article the focus is on our research question that deals with how often pupils of ethnic backgrounds other than Slovenian are involved in various forms of bullying as victims.
Method
Expected Outcomes
References
Grujičič, B. (2007). Slovenski najstniki čedalje bolj nasilni. (Zdravje in vedenje v šolskem obdobju – intervju s Heleno Jeriček). Delo, sobotna priloga, 27. 1. 2007, 20-21. Cheng, Y.Y., Chen, L. M., Ho, H. C. & Cheng, C. L. (2011). Definition of schoolbullying in Taiwan: A comparision of multiple perspectives. School psychology international, 32, 227-43. Hjern, A., Rajmil, L., Bergström, Berlin, M., Gustafsson, A. & Modin, B. (2013). Migrant density and well-being – A national school survey of 15-year-olds in Sweden. European Journal of Public Health, 25, 5, 823-828. Kralj, A., Žakelj, T. & Rameša, M. (2013). Interethnic relations and peer violence in Austrian, Italian and Slovenian schools. Annales, 23, 2, 245-260. Košir, K. (2013). Socialni odnosi v šoli. Maribor, Subkulturni azil. Olweus, D. (1995). Trpinčenje med učenci: kaj vemo in kaj lahko naredimo. Ljubljana, ZRSŠ. Olweus, D. (2003). A profile of bullying at school. Educational Leadership, 60, 12-19. Pečjak, S. (2014). Medvrstniško nasilje v šoli. Ljubljana, Znanstvena založba Filozofske fakultete. Pšunder, M. (2010). The identification of teasing among students as an indispensable step towards reducing verbal aggression in schools. Education studies, 36, 217-228. Pšunder, M. (2010). Schools between traditional and contemporary forms of violence. In Plenkovič, Juraj (ur.). Društvo i tehnologija 2010: program. Zagreb: Hrvatsko komunikološko društvo, 100-104. Sedmak, M., Medarić, Z. & Zadel, M. (2013): Challenges in researching interethnic relations from an intercultural perspective. Annales, 23, 2, 215-228.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.