Book contents
- Frontmatter
- Contents
- Preface
- Acknowledgments
- PART I INTRODUCTION AND CORE CONCEPTS
- PART II THE ROOTS OF HELPING OTHER PEOPLE IN NEED IN CONTRAST TO PASSIVITY
- PART III HOW CHILDREN BECOME CARING AND HELPFUL RATHER THAN HOSTILE AND AGGRESSIVE
- 10 The Origins of Caring, Helping, and Nonaggression: Parental Socialization, the Family System, and Cultural Influence
- 11 Natural Socialization: The Role of Experience or Learning by Doing
- 12 The Origins of Hostility and Aggression
- 13 Cultural–Societal Roots of Violence: Youth Violence
- 14 Bystanders and Bullying
- 15 Students' Experience of Bullying and Other Aspects of Their Lives in Middle School in Belchertown: Report Summary
- 16 Passive and Active Bystandership across Grades in Response to Students Bullying Other Students
- 17 Self-Esteem and Aggression
- 18 Father–Daughter Incest
- 19 Reducing Boys' Aggression: Learning to Fulfill Basic Needs Constructively
- 20 Creating Caring Schools: Design and Content of a Program to Develop Caring, Helping, Positive Self-Esteem, and Nonviolence
- PART IV THE ORIGINS OF GENOCIDE, MASS KILLING, AND OTHER COLLECTIVE VIOLENCE
- PART V THE AFTERMATH OF MASS VIOLENCE: TRAUMA, HEALING, PREVENTION, AND RECONCILIATION
- PART VI CREATING CARING, MORALLY INCLUSIVE, PEACEFUL SOCIETIES
- Appendix: What Are Your Values and Goals?
- Index
15 - Students' Experience of Bullying and Other Aspects of Their Lives in Middle School in Belchertown: Report Summary
Published online by Cambridge University Press: 07 May 2010
- Frontmatter
- Contents
- Preface
- Acknowledgments
- PART I INTRODUCTION AND CORE CONCEPTS
- PART II THE ROOTS OF HELPING OTHER PEOPLE IN NEED IN CONTRAST TO PASSIVITY
- PART III HOW CHILDREN BECOME CARING AND HELPFUL RATHER THAN HOSTILE AND AGGRESSIVE
- 10 The Origins of Caring, Helping, and Nonaggression: Parental Socialization, the Family System, and Cultural Influence
- 11 Natural Socialization: The Role of Experience or Learning by Doing
- 12 The Origins of Hostility and Aggression
- 13 Cultural–Societal Roots of Violence: Youth Violence
- 14 Bystanders and Bullying
- 15 Students' Experience of Bullying and Other Aspects of Their Lives in Middle School in Belchertown: Report Summary
- 16 Passive and Active Bystandership across Grades in Response to Students Bullying Other Students
- 17 Self-Esteem and Aggression
- 18 Father–Daughter Incest
- 19 Reducing Boys' Aggression: Learning to Fulfill Basic Needs Constructively
- 20 Creating Caring Schools: Design and Content of a Program to Develop Caring, Helping, Positive Self-Esteem, and Nonviolence
- PART IV THE ORIGINS OF GENOCIDE, MASS KILLING, AND OTHER COLLECTIVE VIOLENCE
- PART V THE AFTERMATH OF MASS VIOLENCE: TRAUMA, HEALING, PREVENTION, AND RECONCILIATION
- PART VI CREATING CARING, MORALLY INCLUSIVE, PEACEFUL SOCIETIES
- Appendix: What Are Your Values and Goals?
- Index
Summary
introduction
In recent years an awareness has developed of the frequency and destructive consequences of harassment, intimidation, students picking on each other – what may all be called bullying – in the schools. These are forms of aggression that make the lives of students painful. They affect classroom climate and make teaching and learning more difficult. The personality, interpersonal relations, and happiness of students who are persistent targets of bullying may be seriously affected. While past research and observation suggest that many students who are bullied suffer quietly, the frustration and anger bullying can generate seem to have had a role in motivating some of the students who have become killers of their fellow students and teachers in school shootings in the United States.
Motivated by the desire to create safe, caring schools, and supported by a grant from the Department of Justice, questionnaires were developed to assess bullying, as well as the broader aspects of students' experience of their lives in the Belchertown schools. Three questionnaires were developed with questions worded to be appropriate for students in grades two and three, four to six, and seven to twelve. Here we summarize our report on middle school students' responses to the questionnaire.
Part one of the questionnaire asked students about behavior directed at them, behavior they performed, and behavior they observed in the course of the past week in school.
- Type
- Chapter
- Information
- The Psychology of Good and EvilWhy Children, Adults, and Groups Help and Harm Others, pp. 227 - 239Publisher: Cambridge University PressPrint publication year: 2003