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19 results

  • 20 - Reflections on bullying in eastern and western perspectives

  • from Part V - Conclusions
  • Edited by Peter K. Smith, Goldsmiths, University of London, Keumjoo Kwak, Seoul National University, Yuichi Toda
  • Book:
    School Bullying in Different Cultures
    Published online:
    05 April 2016
    Print publication:
    08 April 2016, pp 399-419

  • Summary

    This final chapter reviews the contributions in the book and ventures some answers, albeit provisional, to the questions - How similar are the findings? What direct comparisons have been made across cultures? And what are the implications for intervention strategies? It first summarises some similarities in the phenomena as found in eastern and western cultures. It then explores the differences, including definitional issues and language terms; types of bullying, who bullies whom, and where bullying happens; prevalence rates and cross-national surveys; ratio of bullies to victims; coping strategies; and attitudes and awareness. A following section looks at how such cultural differences can be explained. Relevant considerations are linguistic issues and measurement issues; school system differences; societal factors of economic level and social inequality; and societal factors such as Hofstede and other dimensions. How these similarities/differences impact on intervention, and how they should, is considered. The study of bullying-like phenomena has become a truly international endeavour, but in the past has been rather dominated by western studies. This book has tried to redress this imbalance.

  • 5 - The Korean research tradition on wang-ta

  • from Part I - Social awareness and research on bullying and cyberbullying
  • Edited by Peter K. Smith, Goldsmiths, University of London, Keumjoo Kwak, Seoul National University, Yuichi Toda
  • Book:
    School Bullying in Different Cultures
    Published online:
    05 April 2016
    Print publication:
    08 April 2016, pp 93-112

  • Summary

    This chapter introduces the concept of Korean bullying and its characteristics. It starts with a brief history. Only recently has the issue been addressed by the South Korean academic community. In the beginning, although bullying phenomena existed, the term for it was unspecified. Research started using the term gipdan-ttadolim, meaning group isolation, but since 2001, it became broadly known as wang-ta. Still at relatively early stages of research, the studies are mainly focused on obtaining a broad, overall understanding of wang-ta in the South Korean context. Some empirical findings are reviewed, on prevalence, age differences, and gender differences. Characteristics of wang-ta are considered such as the number of aggressors, who bullies who, and varying levels of social isolation. There is a section on perceptions of bullying including the phenomenon of blaming the victim; and what pupils do, when they bully others, when they are victimized, and when they witness victimization. What pupils think about prevention is considered. A final section is on factors related to bullying involvement: individual, home environment, school and peer, and social and cultural factors; and their relative effects.

  • 14 - Linguistic issues in studying bullying-related phenomena

  • from Part III - Issues in cross-national comparisons
  • Edited by Peter K. Smith, Goldsmiths, University of London, Keumjoo Kwak, Seoul National University, Yuichi Toda
  • Book:
    School Bullying in Different Cultures
    Published online:
    05 April 2016
    Print publication:
    08 April 2016, pp 280-298

  • Summary

    The actual words used to describe bullying-like phenomena vary, in different languages and countries. The word bullying corresponds well to other terms in northern European languages (such as mobbning in Swedish, mobbing in Norwegian, pesten in Dutch), but terms in Latin-based languages do not have a corresponding term and use terms such as violence (French) or prepotenza (Italian). Differences in meanings of terms are crucial in cross-national comparisons, and have been investigated using a stick-figure cartoon task. This chapter overviews these issues and provides data from a revised and updated version of the cartoon task, given in 9 eastern and western countries; Japan, South Korea, England, Canada, Iceland, China, Hong Kong, Pakistan, and Turkey. The term bullying was similar in meaning in England and Canada. There were considerable variations in meaning of other terms; wang-ta is low on physical bullying, but both wang-ta and ijime are high on severe social exclusion; by contrast, ha yan, qifu and zorbalik are low on social exclusion; ijime and wang-ta are low on some age/grade-related cartoons. Different terms pick up different weightings of physical, verbal and social exclusion items. Furthermore, the kinds of social exclusion will be weighted differently in different societies.

  • 17 - Intervention programs in South Korea

  • from Part IV - Practical measures to reduce bullying problems
  • Edited by Peter K. Smith, Goldsmiths, University of London, Keumjoo Kwak, Seoul National University, Yuichi Toda
  • Book:
    School Bullying in Different Cultures
    Published online:
    05 April 2016
    Print publication:
    08 April 2016, pp 350-364

  • Summary

    Wang-ta (school bullying) is a serious social issue in South Korean society, and schools and the government are searching for effective and proactive measures to actively intervene and prevent it. This chapter reviews the current intervention programs uniquely designed and developed for use in South Korean schools. These classroom programs in general focus on changing the climate of classroom and the environment within school. For example, ‘I Can Make a Difference’ is the most recently developed school violence (sexual violence) intervention program for elementary school students and is discussed in detail. The contents of intervention and prevention programs developed in consideration of the South Korean culture are reviewed in terms of the intervention/prevention topics, the target audience (victim, bully, outsider, and teacher), the multimedia resources, the incorporation of the current Korean school violence laws and how the programs are enforced for proper and effective use. New and improved programs are being developed and the follow up program for ‘I Can Make a Difference’ targeting middle school students is work in progress.

School Bullying in Different Cultures
  • Eastern and Western Perspectives
  • Edited by Peter K. Smith, Keumjoo Kwak, Yuichi Toda
  • Published online:
    05 April 2016
    Print publication:
    08 April 2016
  • School bullying is widely recognized as an international problem, but publications have focussed on the Western tradition of research. A long tradition of research in Japan and South Korea, and more recently in mainland China and Hong Kong, has had much less exposure. There are important and interesting differences in the nature of school bullying in Eastern and Western countries, as the first two parts of this book demonstrate. The third part examines possible reasons for these differences - methodological issues, school systems, societal values and linguistic issues. The final part looks at the implications for interventions to reduce school bullying and what we can learn from experiences in other countries. This is the first volume to bring together these perspectives on school bullying from a range of Eastern as well as Western countries.