000			02019nam a22002777a 4500
001			sulb-eb0015153
003			BD-SySUS
005			20160405134115.0
008			120109s2014||||enk o ||1 0|eng|d
020			_a9781139226707 (ebook)
020			_z9781107027763 (hardback)
040			_aUkCbUP _beng _erda _cUkCbUP _dBD-SySUS.
050	0	0	_aLB3013.3 _b.S3537 2014
082	0	0	_a371.7/82 _223
245	0	0	_aSchool Bullying : _bNew Theories in Context / _cedited by Robin May Schott, Dorte Marie Søndergaard.
264		1	_aCambridge : _bCambridge University Press, _c2014.
300			_a1 online resource (482 pages) : _bdigital, PDF file(s).
500			_aTitle from publisher's bibliographic system (viewed on 04 Apr 2016).
520			_aBullying is a socially and culturally complex phenomenon that until now has largely been understood in the context of the individual. This book challenges the dominance of this approach, examining the processes of extreme exclusion that are enacted in bullying - whether at school, through face-to-face meetings or virtual encounters - in the context of group dynamics. Contributors draw upon qualitative empirical studies, mixed methods and statistics, to analyse the elements that allow bullying to emerge - the processes that produce exclusion and contempt, and the relations between children, teachers and parents. Introducing a new definition of bullying, this book goes on to discuss directions for future research and action, including more informed intervention strategies and re-thinking methods of prevention. Exploring bullying in the light of the latest research from a wide variety of disciplines, this book paves the way for a new paradigm through which to understand the field.
650		0	_aBullying in schools
700	1		_aSchott, Robin May, _eeditor.
700	1		_aSøndergaard, Dorte Marie, _eeditor.
776	0	8	_iPrint version: _z9781107027763
856	4	0	_uhttp://dx.doi.org/10.1017/CBO9781139226707
942			_2Dewey Decimal Classification _ceBooks
999			_c36997 _d36997