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19 results

  • 16 - Actions against ijime and net-ijime in Japan

  • 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 334-349

  • Summary

    Strategies and strength of ijime (bullying) prevention in Japan have differed among prefectures and cities. The Japanese Government encouraged ijime-prevention after each media focus on ijime-suicide, however, the lack of specific Acts and strategies may have led to a failure to prevent subsequent tragedies. In recent years, various kinds of intervention programmes to tackle ijime and other problems in schools have been introduced, acculturated and evaluated in schools, supplying options for teachers. These are reviewed. It is argued that to avoid unwilling conflicts among those methods and overloading of teachers, a theoretical framework and system to organise the implementation would be necessary.

  • 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.

  • 13 - Individualism/collectivism as predictors of relational and physical victimization in Japan and Austria

  • 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 259-279

  • Summary

    Individualism/collectivism (I/C) is widely used to explain cross-national differences in victimization. Most often I/C on the national level is used, without measuring it on the individual level. This is problematic, as people living in the same country might differ in levels of I/C. This chapter reviews measuring I/C in adolescents, and cross-cultural research on victimization and I/C. A study using Japanese and Austrian adolescents is reported; Austria represents an individualistic culture, Japan a collectivistic culture. The goals were to innovatively measure I/C and to examine whether individual variations of I/C predict level differences of relational and physical victimization similarly among Japanese and Austrian youth. Despite substantial individual variation in I/C, Japanese adolescents were more collectivistic than Austrian adolescents. Japanese youth reported lower levels of relational victimization than Austrian youth, but no differences were found for physical victimization. Both Japanese and Austrian adolescents perceived relational victimization as more group based compared with physical victimization. No associations between individual variations of I/C and victimization were found among Japanese adolescents, but higher levels of collectivism were associated with lower levels of both physical and relational victimization in Austria. Measuring I/C on the individual level is recommended in future studies.

  • 4 - Bullying (Ijime) and related problems in Japan

  • 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 73-92

  • Summary

    as a physically harmful, emotionally hurtful and socially isolating experience. Research on Australia is considered first, covering traditional or offline bullying and findings from national studies, followed by research on cyberbullying. There is a discussion of research on school bullying and mental health in Australian schools. There follows a section on the nature of traditional bullying in New Zealand schools and then the nature of cyberbullying research on school policies on bullying is considered. Finally a brief comparison is made between the research situation on bullying in Australia, and New Zealand.

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.