Extract
[...] In: A.Chaperon, B.Litzler & M.Alouf (Dir),Harassment at work: Understanding and defending yourself (pp. 71-76). Paris : Odile Jacob. Coslin, P. (2009). Teachers facing students.Dialogue 33-45. Saint Martin, C. (2012). Naming School Violence. From Incivilities to School Bullying.The Letter of Childhood and Adolescence 119-126. Humbeeck, B. (2019). Chapter 4. Power dynamics and group life: the characteristics of bullying. In B.Humbeeck, To put an end to bullying: At school, at work, online? (pp. 103-130). [...]
[...] What elements can encourage children to adopt bullying behaviors? 1. Different qualities The fact that victims generally have different qualities from their peers plays a crucial role in the causes of bullying, and the differences can manifest in various aspects, such as sexual orientation, religious beliefs, and physical or psychological differences. This lack of acceptance can easily give rise to prejudices and fear, making members of these groups the target of bullies (Catheline, 2009). Many people are tied to traditional thoughts, which leads them to not treat these groups well, as it goes against their expectations. [...]
[...] 115-145). Paris: Karthala. Wang, C.J.,Liu, H.S. (2004). A review of research on bully/bullied and bystander groups in school bullying. Psychological Development and Education 92-96 Zhang Yi. (2017). The current situation, causes and prevention paths of bullying in schools. Journal of Guangxi Youth Leaders College (05),76-79. [...]
[...] As a result, bullying is sometimes an act of self-preservation. Children are afraid of being ostracized or bullied by bullies if they don't exclude others, don't participate in gossip, don't spread rumors, and don't mock others. In addition, some children accept the idea that 'everyone does and often, wrongly, feel less responsible for bullying when it is done in a group. With this type of group mentality, children often put aside their judgment and good sense. As a result, they feel less remorse than they would otherwise (Ibid.). [...]
[...] - Paris (FRA) : ESF Sciences Humaines, 168p. Bouchet, A.Garnier, A. &Vors, O. (2018). School harassment and/or scapegoat? A case study in physical education and sports education.Deviance and Society 351-388. Catheline, N. (2009). Harassments in school environment.Enfances & Psy 82-90. Catheline, N. (2009). Harassments in school environment.Enfances & Psy 82-90. , A.Litzler, B. &Alouf, M. (2014). Chapter 6. Who is the harasser? [...]
