Vol 1 No3 March 2015 - International Research Journal of Education

Transcrição

International Research Journal of Education and Innovation (IRJEI)
Vol 1 No3
March 2015
SCHOOL BULLYING PROFILE: A BIBLIOMETRIC STUDY FROM
2000 TO 2013
Marina DiboMicucci Brazil
Universidade Federal de Uberlândia (UFU), Accounting School, Brazil
Address: João Naves de Ávila, 2121 – Bloco F - Sala 1F 215 - Campus Santa Mônica
38.400-902 – Uberlândia / MG - Brazil
Phone:+ 55 (34) 3239-4176
E-mail: [email protected]
Vanessa Basso Meneghini
Phone:+ 55 (34) 3239-4176
Patrícia de Souza Costa
Phone:+ 55 (34) 3239-4176
Sirlei Lemes
Universidade Federal de Uberlândia, Accounting School, Brazil
38.408-100 – Uberlândia – MG - Brazil
Phone: +55(34) 3230-9499
Email: [email protected]
Abstract
Bullying in schools consists in intentional and repetitive aggressive attitudes which occur
without any apparent reason. It is essential to discuss this question, because its occurrence
causes emotional injuries which can compromise the learning process of the involved
subjects. Thus, this research aims to identify the profile of bullying practiced in school
environment. It was a bibliometric study carried out in national and international journals
classified in QUALIS, a list emitted by CAPES - Coordination of Higher Education Personnel
Improvement, in Brazil in the area of Administration, Accountancy and Tourism with B5
minimal classification and with 0.95 impact factor for international journals. We found 36
papers on the theme published along the late 13 years. The results suggest a concentration of
studies on Basic School at the expense of higher education. This research provides an
overview of the hardest hit education areas, the perpetrator and victim profile, the bullying
combating programs, as well as the types of bullying and its features.
Key-words: Bullying; Higher education; Learning.
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Introduction
Bullying can be defined as intentional and repetitive whole of aggressive attitudes, without
apparent reason (Fante, 2005). It is a widespread problem, regardless of race, religion or
social class, present in schools and in the society (Leo, 2010). As it is a form of violence, the
impact of bullying is related to its frequent media coverage, which has caused the population
is familiar with the problem (Geronasso & Ens, 2012). Given the relevance of the theme, we
realize the real need for conducting researches and further studies on it.
Various factors, mainly related to intolerance to individual differences, favor the occurrence
of bullying in school, such as: characteristics of the individual, the family and the school
(Batsche & Knoff, 1994; Baldry, 2003). The intolerance regarding the differences between
individuals can trigger actions that characterize bullying (Fante, 2005). These acts may occur
directly or indirectly, through virtual, verbal, sexual, psychological and physical aggression
(Silva, 2006). Due to the growth of bullying practices, educational institutions around the
world have formulated actions and measures to try to minimize the consequences of this
practice (Rigby, 2007).
Bullying can be found in different environments, including in educational institutions. When
stating aggression in school routine, policies aimed at curbing them should become the focus
of attention of the authorities (Carvalho & Silva, 2011; Czech, 2012; Russell, 2011), because
the occurrence of mental and/or behavioral disorders can cause irreversible damage. The
teacher is a great ally in preventing and combating the problem, because when detecting those
responsible, he may notice the lack of discipline and learning problems, common
characteristics presented by both those who suffer, for those who practice bullying (Trevisol
& Dresch , 2012).
Thus, the aim of this study is to identify the profile of bullying practiced in school
environment. From a bibliometric study, we collected 36 papers on this theme, published
from 200 to 2013 in national and international journals of QUALI-CAPES for the areas of
Administration, Accountancy and Tourism, with B5 minimal classification and with 0.95
impact factor for international journals.
Bullying is present in every part of the world and it can be found in all the schools, all social
classes and it causes negative attitudes in all the involved subjects (Neto, 2005). Scientific
studies have concentrated both in factors which cause bullying and in the characteristics of the
involved agents. The relevance of discussing this topic is directly related to the lives of
children and adolescents, since the violence generated by bullying threatens the educational
process as they can cause untold damage to learning and the life of the individual. From the
results of this study, researchers, public authorities, educational institutions and society can
plan policies to prevent and combat the problem.
After this introduction, we present the research theoretical frame, detailing the bullying
profile in school environment. The third section describes the used methodology. The fourth
registers the results and afterwards the conclusions.
Bullying: concept, types and consequences
The English term “bullying” represents a set of intentional and repetitive aggressive attitudes
(Calhau, 2010; Silva, 2009). It is an old practice, but the scientific research on it began in the
1970s in Sweden due to the increase in suicide among children and adolescents and the
increased level of violence among students (Fante & Stone 2008). As a consequence of these
events, educational jurisdictions around the world have implemented measures to try and
reduce bullying (Rigby, 2007). According to Lopes Neto (2005), bullying is prevalent in all
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parts of the world, it is found in all schools, present in all social classes, showing negative
results for all involved.
The pranks, the nicknames and the insults may occur spontaneously and may be not
considered as a problem (Silva, 2010). However, this author considers that whether the pranks
have bad intentions they become violence acts and overpass the tolerance levels and configure
bullying. To Olweus (1995), the following criteria can be applied to characterize bullying
occurrence:
 the victim has to be targeted in a repetitive manner over a given time, corresponding at
least twice during the school year;
 there is no reason for the aggressions;
 There is eminent power imbalance between the bully and the victim.
According to Calahu( 2010), bullying receives different names such as: moral harassment,
mobbing (Norway and Denmark), mobbing (Sweden and Finland), harassments (USA), acaso
(Spain) among several denominations. Nevertheless, Silva (2010) defines harassment as a
kind of bullying. Fante and Pedra (2008) consider harassment or mobbing as violence forms
resulted from bullying in school time. Tigby (2007) points out that harassment and
intimidation attitudes derive from bullying and are common with increasing age
Almeida, Silva e Cavalcante (2008) show that the terms mobbing, harassment and bullying
define the violence which occurs among adults in their work environment. These authors
report that harassment can be vertical, when it occurs between people of different hierarchical
levels or horizontal that occurs between individuals of the same level in the work
environment. The term bullying refers to children and adolescents in school environment
(Almeida, Silva & Cavalcante, 2008).
The bullying can occur directly, for example, physical and sexual, or indirect bullying such as
verbal bullying (Smith, 2010). According to her, the victim usually receives various types of
maltreatment, which can be expressed in many different ways, as shown in Table 1.
The most common bullying is the verbal one (Silva, 2010). In later years the advent of
information technology increased the cyberbullying, which can be understood as
disseminating slanders through by communication appliances and equipment.
Table1- Bullying types
Bullying types
Characteristics
Physical and
material
Psychological and
moral
Sexual
Verbal
Hitting, kicking, beating, pushing, hurting, pinching, steal, steal, destroy the belongings of the victim,
throwing objects against the victim.
Annoying, humiliating and ridiculing, excluding, isolating, ignoring, dismissing or making light,
discriminating, terrorizing and threatening, blackmailing and mimicking, mastering, slandering, etc.
Abusing, violating, harassing, insinuating
Insulting, offending, speaking ill; making mockery, putting pejorative nicknames, making offensive
jokes, "messing".
Slander, backbiting, spread by the use of devices and communication equipment.
Virtual
Despite the kind of aggression, bullying bring emotional and behavior consequences over
time (Pereira, Silva & Nunes, 2009). Children and teenagers victims of bullying nay have
physical and emotional troubles and they can become anxious, depressed, stressed, low selfsteemed adults, who can even commit suicide (Oliveira & Antonio, 2006).
Being bullied for an extended period of time may cause suicide tendencies ending self-life
(Silva, 2010). Some others reproduce victimization against other people or integrate gangs, in
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order to get over the suffered aggressions. Others, after suffering for years, reach the limit, no
more enduring the humiliations that are submitted and go armed at school, carrying great
tragedies (Fante& Stone, 2008)..
Bullying victims are often attacked by more than one type of attackers and due to this it
increases the possibility suffer a severe traumatic and exclusion (Smith, 2010). This author
classifies the victims according to the following characteristics: (1) typical: they are often
reserved and shy and they do not react to the aggressive behavior they suffer; (2) provocative:
they attract the attention of attackers for themselves, for example, children who suffer from
hyperactivity. As they cannot concentrate and be quiet, they call the bully attention; (3)
aggressive: they reproduce suffered maltreatment to another victim more vulnerable, as a
compensation for the suffering experienced.
The increasing attacks practiced by bullies who are not punished may extend outside of
schools, reaching families and society (Neto, 2005). So the violence generated by bullying is
a threat to the educational process and to public health, with consequences for short and longterm life of the individual.
Bullying in school environment
Bullying is present in a great number of schools both public and private, involving an increase
number of students (Fante, 2010). It may compromise learning process (Lemos, 2007).
However, bullying practices in school environment are traditionally admitted as being natural
and they are ignored or not valued by both teachers and staff and by parents (Lopes, 2005).
The aggressive behavior of children in the school environment can result from aggressive
behaviors experienced by parents or other environments where coexist continuously (Ferreira
& Tavares, 2009; Ramos, 2009). When the family and school unaware of the fact, do not
contribute to the end of suffering, and when they are aware of the situation they ignore it
considering bullying as a common behavior (Lemos, 2007). According to Gomes and
Resende (2011), schools that fail to observe these conflicts and treat them in a constructive
and humanizing way can bring positive result, improve performance, reasoning and resolution
of problem situations.
Bullying occurrence is more frequent among younger students (Olweus, 1993; Pereira, 1997;
Silva & Morgado, 2011). In the school, the boys victimize more than girls and they use
mainly physical and verbal aggression. The aggressive girls use more indirect aggression, by
making gossip, humiliating, excluding the victim from the group and spreading rumors
(Fante, 2010; Moura Cruz & Quevedo, 2011; Silva &Morgado, 2011).Classroom time and
recreation are places of higher incidence of such violence (Gomes &Resende, 2011; Silva
&Morgado, 2011).
Bullying is a serious problem and can damage the victim by causing learning difficulties, loss
of interest in studies, absenteeism, dropout, homicide and suicide (Fante& Stone, 2008).
Moreover, the offender also tends to have injured its own educational process and the
witnesses are considered as uninterested in solving the problem, besides being compromised
educationally.
Bullies in school have increased possibility to show violent or antisocial behaviors when they
get older, besides adopting criminal attitudes, becoming delinquents in several forms (Gomes,
2010). Silva &Morgado (2011) carried out a bibliographic survey and they stated the
prevalence of the scientific literature on bullying in elementary and secondary education, to
the detriment of researches in higher education. Through interviews with scholars, Federal
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University of Mato Grosso, Brazil, the authors identified the presence of bullying at the
university, conducted by university hazing, indirect aggressive actions such as exclusion,
threats, humiliation, among others, and aggression more directly, such as physical aggression.
Caran, Sêcco, Barbosa and Robazzi(2010) assert that schools, universities and institutes, even
being centers of excellence in teaching and research, tend to be environments where there are
perverse situations between people and groups, moral harassment or bullying may occur.
These authors found that 40.7% of the 54 teachers in the sample admitted having been victims
of bullying at work; 59.3% have witnessed bullying situations between colleagues and 70.4%
said it is a common problem in college.
Silva and Mascarenhas (2010) sought to diagnose the occurrence and management of bullying
and cyberbullying phenomena. They applied a Questionnaire on Bullying and maltreatment
among Equals (Qimei) in a sample of 222 students from different courses at the Federal
University of Maranhão, Brazil. According to the results of this study, 23.4% of students
reported not having any friends at the university and 3.5% reported being alone, isolated in
intervals, which leads to indirect bullying where the victim is ignored group. How to
mistreatment, 3.2% of the students responded that it is often by e-mail, cell phone, internet,
featuring cyberbullying. In addition, 12.6% of respondents would like these intimidating
situations do not happen and 29.1% said the attackers are in the same class of the victims.
Soler, Menegesso, Santos & Felice (2009) used a semi-structured to identify the specific
practice of bullying issues to 130 students of Nursing Course in a college in São Paulo. The
results suggest the predominance of this phenomenon in feminine gender (88.4%); most part
of the students (435) were 17-20 years old. The main violence types were verbal (10%) and
physical (7,6%). Threats to classmates were reported by 26.9% and threats from professors
were pointed out by 23.8% of the respondents.
Miranda et al. (2012) investigated the cases of violence among students of the Federal
University of Rondônia, Brazil. They applied a validated questionnaire to a sample of 456
students of ten courses in the university. They found the predominance of feminine gender
(57.3%). Victims pointed out the following expressions: gossip (46.4%), making the person
feel fear (18.8%) and putting nicknames or names that the student does not like (10.1%).
Besides 6.1% of students said that bullying occurs in classrooms and 5.1% in the hallways or
stairs. Students reported having gone through embarrassing or humiliating situations by
teachers representing 32% of the sample; 10.1% of these cases occurred in the classroom, in
front of other students and 9.9% in presenting works.
Research Design and Data Collection
This is a bibliometric, explorative and qualitative study carried out by documental research.
We analyzed national and international journals. For the national ones we considered the
journal list in QUALIS-CAPES for Administration, Accountancy and Tourism area (CAPES,
2013), with B5 minimal qualification. To the international journals we selected those that
besides being in QUALIS-CAPES list had also impact factor minimum as 0.95.
Concerning to the selection of papers, we used the following keywords for searching them in
national and international journals: school bullying, harassment, bullying at school, moral
harassment. The analyzed period was 200-2013. So, from July to August 2013,we collected
36 papers i (9 national and 276 international).These papers were analyzed by means of a
structured database in a spreadsheet prepared script. The following items on each sample item
were tabulated: author of the article, origin of each author, journal of publication, year of
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article characteristics (number of references, number of pages), results, author opinion,
approach, objective, limitations of the study, research hypotheses, sample (educational level,
number of students, local), among others.
Results
Table 2 lists 26 journals (20 national and 6 international ones) that compound the sample in
this search. We found 36 papers on the theme, 9 national and 27 international ones. We
verified the predominance of quantitative researches (72.2%) and researches published in A
concept journals in QUALIS-CAPES (24 of 36 papers published, i.e., 66.7%). The journals
with most publishing on bullying in the analyzed period were: Computers in Human Behavior
(6 items), Psychologia&Sociedade (2 papers), Studies in Educational Evaluation, Economics
of Education Review and Revista de Criminologia e Ciências Penitenciárias (2 papers in
each). In the 22 other remaining journals, only one paper on the topic published in each were
found.
Table 2 -Journal classification
Journals
Nr. of papers
Title
1.
Annals of Operation Research- Social Psychology of Education
2.
Annals of Operation Research-Learning Environment Research
3.
Annals of Operation Research-The Indian Journal of Pediatrics
4.
BMC Public Health
5.
Communications in Statistics: Simulation and Computation – Inf. 34
6.
Computers in Human Behavior
7.
Economics of Education Review
8.
Health Care Management Science-European Journal of Pychology of Educ.
9.
Human Relations
10. Journal of Cross-Cultural Psychology
11. Journal of Economic Issues - Child and Adol. Psychiatry and Mental Health
12. Journal of Evolutionary Economics -Social Indicators Research
13. Journal of management studies-Aggressive Behavior
14. Journal of Baltic Education
15. Journal of Baltic Science Education - Asian Social Science
16. Journal of Baltic Science Education -Educational Psychology Review
17. Studies in Educational Evaluation
A) Sub-total–Qualis A concept
18. Cepal Review 104
19. Revista de Estudios y ExperienciasemEducación
20. International Journal of Dev.and Educational Psychology INFAD
21. Psicologia&Sociedade
22. Revista de Criminologia e Ciências Penitenciárias
23. RevistaEspaçoAcadêmico
24. Revista FSA
25. Cadernos de Pesquisa
26. RevistaIntersaberes
27. Revista Lugares de Educação [RLE]
B) Sub-total - Conceito B no Qualis
(A + B) Total
Percentual
Qualis
A1
A1
A1
A1
A1
A1
A1
A1
A1
A1
A1
A1
A1
A2
A2
A2
A2
I/N
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
Quali
1
1
6
2
1
1
1
1
1
1
1
1
1
3
B1
B1
B5
B1
B4
B4
B4
B5
B5
B5
I
I
I
N
N
N
N
N
N
N
Quant
1
1
1
1
1
2
1
1
2
21
1
1
1
1
1
1
7
10
27,7%
5
26
72,2%
Amount
1
1
1
1
1
6
2
1
1
1
1
1
1
1
1
1
2
24
1
1
1
2
2
1
1
1
1
1
12
36
100%
OBS.: Qualis represents the classification of the papers in QUALIS-CAPES for Administration, Accountancy
and Tourism area; I= international papers; N= nation al papers; QUALI = qualitative researches and
quanti=quantitative studies..
Regarding annual production, we perceive an increased number of researches on the theme
since 2010 (Figure 1) We did not find any papers published between 2002 and 2003. We
emphasize that we found national papers on bullying only since 2008. On the other hand, we
found international researches on bullying since, 2000, regardless being few ones.
Figure 1 - Number of Publishing per year
125
30
25
20
15
10
5
0
Vol 1 No3
March 2015
27
1
1
1
1
3
1 21
1
3
1
6
4
8
9
Inter
Nac
2
Table 3 presents the countries of the papers analyzed in the sample as well the educational
level of the sample participants, both quantitative and qualitative searches. We perceive the
predominance of primary and secondary education at the expense of higher education (only
one international study with students from Australia and Japan). These results corroborate
Silva and Morgado’s statement (2011) that there is a widespread scientific production on
bullying in primary and secondary school as well a shortage of production in higher education
Table 3 - Countries of the study
Sample educational level
Countries
Basic
Australia / Japan
Brazil
China
Singapore
Colombia
Spain
U.S.
Britain
England
Latin America American
Norway
New Zealand
UK
Russia
Thailand
Turkey
Amount
High School
Basic and High School
College
Amount
1
1
5
1
1
1
2
2
1
3
1
1
1
1
1
1
2
25
School
3
1
1
1
1
2
1
2
1
3
1
1
1
1
1
1
1
15
1
7
2
1
Regarding definitions, 25 papers (69%) show the bullying concept (Table 4). To these
authors, bullying with intention to repetitively hurt an individual or a group for a long period
damage physically and emotionally the victims in long term. Only one of the 26 articles
studies harassment as a form of bullying used in business environment. The 25 remaining
ones do not distinguish bullying and harassment, because the terms are used as synonymous.
Table 4 - Bullying versus Harassment concepts
Define Bullying
Journal
National
International
Amount
Yes
Quant.
%
6
24%
19
76%
25
100%
No
Quant.
3
8
11
%
27%
73%
100%
Distinguish bullying and harassment
Amount
Quant.
%
9
27
36
126
25%
75%
100%
Yes
Quant.
%
0
0%
3
100%
3
100%
No
Quant.
9
24
33
%
27%
73%
100%
Amount
Quant.
%
9
25%
27
75%
36
100%
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Most of the analyzed papers (53%) aimed to investigate bullying occurrence in schools,
universities, among parents and student]s, in order do understand this kind of intimidation and
its possible consequences (Table 5). The aim of 19% of the researches was to investigate
cyberbullying and 19% of the studies aimed to investigate antibullying programs efficacy.
The remaining studies aimed to validate bullying tests used by other authors and/or public
agencies.
Regarding their conclusions, rather than 75% of the researches refers to the need of
implementing programs to combat bullying and 17% cyberbullying ones, due to constant
growth of this phenomena in school environment over time (Table 6). Moreover, the author of
these studies emphasize that the technological progress can lead to an increase in virtual
bullying. So, parents, students and teachers should be aware of the problem to collaborate
with prevention initiatives to these practices.
Table 5 - Searches Objectives
Objectives
National
Quant.
%
Investigating bullying
Cyberbullying
Antibullying programs
Validate bullying tests
Amount
7
1
1
9
International
Quant.
%
78%
11%
11%
100%
12
6
6
3
27
44%
22%
22%
11%
100%
Amount
Quant.
%
19
7
7
3
36
53%
19%
19%
8%
100%
Another important conclusion of these studies concerns to the validation of instruments to
assess the incidence of bullying in the school environment. The three studies that aimed to
validate assessment instruments bullying concluded the validity of the tests.
Table 6 - Research conclusions
Conclusions
National
Quant.
%
International
Quant.
%
8
1
9
19
5
3
27
Bullying combat
Cyberbullying combat
Validated tests
Amount
90%
10%
100%
70%
19%
11%
100%
Amount
Quant.
27
6
3
36
%
75%
17%
8%
100%
Although the increased number of studies, along the time horizon of this search, the authors
of the analyzed papers emphasize the importance of further studies on this theme, not only to
identify profiles or effects caused to people involved in these practices, but also to improve
knowledge on this issue and the intervention strategies to decrease bullying in school
environment.
Discussion and conclusion
This study aimed to identify the bullying profile in school context. The results of the
bibliometric search suggest that Brazil is the country with the highest rate of published papers
on bullying, followed by the United States, Britain and Spain. Concerning to educational
levels, it was realized that the research has given greater focus on primary education (65% of
quantitative papers analyzed) at the expense of secondary and higher education (31% and 4%
of quantitative papers, respectively). However, considering that bullying can occur in all age
groups, we emphasize the need for more research on the incidence of this phenomenon in
adulthood. The authors also highlight the need to combat the occurrence of bullying in the
early stage, but those involved can continue practicing bullying throughout their lives.
Whereas the scientific literature suggests that the damage caused by bullying can be
irreversible, we consider as relevant the conclusions of most of the authors of our sample
concerning to the importance of preventive and inhibitory activities of bullying. Moreover,
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they stress the need to involve set of parents, teachers, educational institutions, law
enforcement, in short, all members of society.
In Administration, Accounting and Tourism QUALIS/CAPES list we found few articles
dealing with the subject of the research (only 36). Neither were found no articles on this
theme with a focus in accounting (journals that specifically had the term 'accounting' in the
title). Since the societal concern with bullying has increased and the number of scientific
research on this subject has grown since the year 2000, we see the need for the involvement of
the various areas of knowledge, including accounting, in research on the theme.
Further studies can be carried out focusing higher education and business context in order to
understand how bullying occurs in those environments and how the bullying victims in higher
education deal to the different aggression forms in work environment. Moreover, it would be
relevant to analyze the incidence of bullying among teachers and between teachers and
students College in order to have a broad map of bullying, which would contribute to the
awareness of the problem as to the search for solutions applicable to both institutions of
higher education.
Acknowledgement
We are grateful to FAPEMIG, CAPES and CNPq for financial supporting this research.
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escolares vítimas de bullying. Jornal de Pediatria, 87(1), 19-23.
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129
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Ramos, A. (2009). Bullying: A violência tolerada na escola. 2008.
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i
The 37 papers that formed the sample are:
Allen, K. P. (2010). A bullying intervention system in high school: A two-year school-wide follow-up. Studies in
Educational Evaluation, 36(3), 83-92.
Ang, C. S., Bobrowicz, A., Siriaraya, P., Trickey, J., &Winspear, K. (2012).Effects of gesture-based avatar-mediated
communication on brainstorming and negotiation tasks among younger users. Computers in HumanBehavior.
Antunes, D. C., &Zuin, A. A. S. (2008) Do bullying ao preconceito: os desafios da barbárie à
educação. Psicologia&Sociedade, 20(1), 33-42.
Arslan, S., Savaser, S., &Yazgan, Y. (2011).Prevalence of peer bullying in high school students in Turkey and the roles of
socio-cultural and demographic factors in the bullying cycle. TheIndianJournal of Pediatrics,78(8), 987-992.
Blanco, J., de Caso, A. M., & Navas, G. Violencia escolar: ciberbulling en redes sociales.
Brown, S., & Taylor, K. (2008). Bullying, education and earnings: evidence from the National Child Development
Study. Economics of Education Review,27(4), 387-401.
Casas, J. A., Del Rey, R., & Ortega-Ruiz, R. (2013). Bullying and cyberbullying: Convergent and divergent predictor
variables. Computers in Human Behavior, 29(3), 580-587.
Chaux, E., Molano, A., &Podlesky, P. (2009). Socio‐economic, socio‐political and socio‐emotional variables explaining
school bullying: a country‐wide multilevel analysis. Aggressive behavior, 35(6), 520-529.
David Smith, J., Ryan, W., & Bradley Cousins, J. (2007).Antibullying programs: A survey of evaluation activities in public
schools. Studies in Educational Evaluation, 33(2), 120-134.
dos Santos, T. E. M., &Júnior, F. D. O. B. (2013). Bullying e adolescência: experiência em uma escola pública de TeresinaPI. Revista FSA (Faculdade Santo Agostinho), 9(1), 277-286.
Eslea, M., & Smith, P. K. (2000). Pupil and parent attitudes towards bullying in primary schools. European Journal of
Psychology of Education, 15(2), 207-219.
Fenaughty, J., &Harré, N. (2013). Factors associated with distressing electronic harassment and cyberbullying. Computers in
HumanBehavior,29(3), 803-811.
Ferreira, J. F., do Nascimento, K. F., do Amaral, W. R., Amorim, C., & de Toni, P. M. (2012). Bullying na percepção dos
professores. Revista Intersaberes, 7(14), 368-387.
130
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Fox, S., &Stallworth, L. E. (2010). The battered apple: An application of stressor-emotion-control/support theory to teachers’
experience of violence and bullying. Human relations, 63(7), 927-954.
Hernández, A. N. (2013). La empatía y su relación con el acoso escolar.Revista de Estudios y Experiencias en
Educación, 11(22).
Isiklar, A., Sar, A. H., &Celik, A. (2012). Examining the Correlation between Perceived Social Support in Adolescence and
Bullying in Terms of Prediction.Education, 132(4), 889-897.
Kwan, G. C. E., &Skoric, M. M. (2012). Facebook bullying: An extension of battles in school. Computers in Human
Behavior.
Laeheem, K. (2013). Factors Associated with Bullying Behavior in Islamic Private Schools, Pattani Province, Southern
Thailand. Asian Social Science,9(3), p55.
Lam, L. T., & Li, Y. (2012). The validation of the E-Victimisation Scale (E-VS) and the E-Bullying Scale (E-BS) for
adolescents. Computers in HumanBehavior.
Marques, A. (2011). O fenômeno bullying pode gerar malefícios irreparáveis e crimes diversos. Revista de Criminologia e
Ciências Penitenciárias, 1(2).
Moore, P. M., Huebner, E. S., & Hills, K. J. (2012). Electronic bullying and victimization and life satisfaction in middle
school students. Social indicatorsresearch, 107(3), 429-447.
Moura, R. B. (2013). O fenômeno bullying suas consequências em uma turma do 7° ano do ensino fundamental no municipio
de vertentes-pernambuco. revista lugares de educação,3(5), 210-227.
Nascimento, A. M. T. D., & Menezes, J. D. A. Intimidation in adolescence: expressionsofpeerviolence in
schoolculture. Psicologia & Sociedade, 25(1), 142-151.
Nesdale, D., & Naito, M. (2005).Individualism-collectivism and the attitudes to school bullying of Japanese and Australian
students. Journal of Cross-Cultural Psychology, 36(5), 537-556.
Ornellas, M. D. L. S. (2012). Bullying: ato esburacado na angústia. RevistaEspaçoAcadêmico, 11(131), 01-07.
Persson, M., &Svensson, M. (2013).The Willingness to Pay to Reduce School Bullying. Economics of Education Review.
Pryce, S., & Frederickson, N. (2013).Bullying behaviour, intentions and classroom ecology. Learning Environments
Research, 1-17.
Ramos-Jimenez, A., Wall-Medrano, A., Villar, O. E. D., & Hernández-Torres, R. P. (2013). Design and validation of a selfadministered test to assess bullying (bull-M) in high school Mexicans: a pilot study. BMC public health,13(1), 334.
Rigby, K. (2012). Bullying in Schools: Addressing Desires, Not Only Behaviours. Educational Psychology Review, 24(2),
339-348.
Roland, E., Bru, E., Midthassel, U. V., &Vaaland, G. S. (2010). The Zero programme against bullying: Effects of the
programme in the context of the Norwegian manifesto against bullying. Social Psychology of Education, 13(1), 41-55.
Román, M., & Murillo, F. J. (2011). Latin America: school bullying and academic achievement. Cepal Review, (104).
Stickley, A., Koyanagi, A., Koposov, R., McKee, M., Roberts, B., &Ruchkin, V. (2013). Peer victimisation and its
association with psychological and somatic health problems among adolescents in northern
Russia. Childandadolescentpsychiatryand mental health, 7(1), 15.
Truzzi, G. (2012). Cyberbullying, cyberstalking e redes sociais-Os reflexos da perseguição digital. Revista de Criminologia e
Ciências Penitenciárias, 2(3).
Williams, L. C. D. A. (2009). Violência intrafamiliar e intimidação entre colegas no ensino fundamental. Cadernos de
Pesquisa,39(138), 995-1018.
Woods, S., Hall, L., Dautenhahn, K.,&Wolke, D. (2007). Implications of gender differences for the development of animated
characters for the study of bullying behavior. Computers in Human Behavior, 23(1), 770-786.
Yasuda, H. (2010). A Risk Management System to Oppose Cyber Bullying in High School: Warning System with Leaflets
and Emergency Staffs.Informatica: An International Journal of Computing and Informatics, 34(2), 255-259.
131

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