Understanding Bullying in an Affluent, Academically Rigorous U.S. High School: A Grounded Theory Analysis.
Students and staff members from a U.S. high school were asked to discuss their understanding of bullying within the context of their school social environment. Findings from the grounded theory analysis suggest that understandings of bullying are socially constructed and that how bullying is underst...
| Publicado en: | Journal of Human Behavior in the Social Environment Vol. 23; no. 4; pp. 413 - 437 |
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| Formato: | Journal Article |
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Taylor & Francis Ltd
May/Jun2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=104278555&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 104278555 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10911359 3XW jtl: Journal of Human Behavior in the Social Environment issn: 10911359 maglogo: N pubinfo: dt: May/Jun2013 vid: 23 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 104278555 10.1080/10911359.2013.771523 ppf: 413 ppct: 24 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Understanding Bullying in an Affluent, Academically Rigorous U.S. High School: A Grounded Theory Analysis. aug: au: Allen, Kathleen P. su: Bullying & psychology Focus groups Grounded theory Psychology of high school students High schools Income Interpersonal relations Interviewing Research methodology School environment Social classes Sound recordings Student attitudes Video recording Medical coding Descriptive statistics New England United States sug: subj: New England United States Bullying & psychology Focus groups Grounded theory Psychology of high school students High schools Income Interpersonal relations Interviewing Research methodology School environment Social classes Sound recordings Student attitudes Video recording Medical coding Descriptive statistics ab: Students and staff members from a U.S. high school were asked to discuss their understanding of bullying within the context of their school social environment. Findings from the grounded theory analysis suggest that understandings of bullying are socially constructed and that how bullying is understood is influenced by context and by the negotiation of identity within that context. Furthermore, subjects focused on drama, a form of social interaction considered far more common than bullying. Findings suggest that research on bullying may benefit from shifting its emphasis on defining bullying and establishing prevalence, to exploring youths' contextual and developmental perspectives. pubtype: Academic Journal doctype: Journal Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Journal of Human Behavior in the Social Environment is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Journal of Human Behavior in the Social Environment holder: Taylor & Francis Ltd dt: @attributes: year: 2013 holdings: @attributes: islocal: N |
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